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Full Description
Technologies such as tablets, plagiarism software, and learning videos are now an important part of teaching and learning around the world. The underlying human-technology relations that shape modern educational settings have a decisive influence on what education is and will be in the future.
This volume applies the analytical tools of postphenomenology to the context of education. In three sections, the contributors present empirical evidence on the use of technology in schools, show conceptual convergences with current theories relevant to education and training, and challenge and reframe the technologically situated subject as the goal of education in relation to technology.
This collection, edited by Markus Bohlmann and Patrizia Breil, opens up the research field of postphenomenology to the broad field of educational technologies. Postphenomenology and Technologies Within Educational Settings extends the scope of the philosophy of technology and further expands its repertoire of theories and analytical tools.
Contents
Introduction
by Markus Bohlmann and Patrizia Breil
Part I: Empirical Evidence
Chapter 1: "What To Do With Your Life and How To Spend Your Time?" A Critical Perspective on Life Concepts Mediated Through Popular (Educational) Videos
by André Epp and Andreas Stock
Chapter 2: A Note on the Materiality of Educational Frog Dissection
by Robert Rosenberger
Chapter 3: Affordances as Solicitations: The Role of Technical Mediation in Academic Care
by Kristy Forrest
Chapter 4: Mediated (Mis)Conduct: Turnitin as an Audience for Academic Work
by Eliott Rooke
Chapter 5: Equipping Tablets. In-Depth Interviews with Early Adopters on the Sedimentation of Human-Technology Relations in Schools
by Markus Bohlmann and Martin Wilmer
Chapter 6: Fugitive Pathways: Sensors, Lines, and Knots in the Academic Library
by Lesley Gourlay
Chapter 7: Leveling Up: A Postphenomneological Perspective on Gamification
by Stacey Irwin
Chapter 8: Skype, Zoom, and the Zoombies: Reflections on Artistic Play, Malfunction, and the Traits of the Trade Offs
by Annie Kurz
Chapter 9: Let's study together: A Postphenomenological Investigation of "Study with Me" Content in South Korea
by Sou Hee Yang
Part II: Conceptual Convergence
Chapter 10: Ambiguous Relations. A Postphenomenological Reflection on Technological Multistability in Education
by Patrizia Breil
Chapter 11: Freedom Through Restriction? Merleau-Ponty, Dewey, and Foucault on Habit-Formation
by Jesper Aagaard
Chapter 12: A Critical Examination of Teaching and Learning in Times of Algorithmic Reasoning
by Dan Mamlok
Chapter 13: A Postphenomenolical-Constructionist Assessment of AI in Education: Toward a Multi-Dimensional Democratic Education
by Galit Wellner and Ilya Levin
Chapter 14: Diverging Ethical Concepts. Postphenomenological Analysis through the Lens of Japanese Culture
by Tomoki Sakata
Chapter 15: Taking Care for the School in Times of Zoom-Education. A Stieglerian Account
by Joris Vlieghe
Part III: Subject Subversion
Chapter 16: After Phenomenology? Digital Subjects and the Relevance of Experience
by Anke Redecker
Chapter 17: Asking Educational Questions about Technology
by Håkon Jakobsen Aaltvedt
Chapter 18: Speaking of Education's Technologically Mediated Character(s)
by Jan Peter Bergen
Chapter 19: Rethinking Ihde's Relations Pedagogically. On Learning and Becoming Who We Are in Relations to Things
by Anne Pesch
