Full Description
Although technology education is in desperate need of reform, the new refuses to be born. Despite the introduction of technological literacy, the evolving merger with science, mathematics and engineering (STEM), and even a proposed merger between STEM and the arts (STEAM), nothing has changed. The subject continues to be a craft-based, vocationally orientated subject.
Human beings have always had a relationship with technology, but never before has the progression of technological development had such an impact on the environment, one which has led to the birth of the Anthropocene. This poses the greatest existential threat ever known to the future of human existence.
Those in power continue to turn a blind eye to this threat. Moreover, technology education today does not reflect issues relating to our technologically textured lifeworld. Given that it is the young who will inherit this potentially dystopic future, they must be given a voice, one in which they can reimagine their futures in a sustainable way. This book explores the development of ethnotechnological literacy, as delivered by a radical new nomadic pedagogy inspired by the philosophy of Deleuze and Guattari; one that can enable these voices to be expressed and more importantly, to be heard.
Contents
Preface
Acknowledgements
List of Figures
1 Introduction: Setting the Scene
1 A Brief Outline of the Chapters
2 What Is Meant by Technology, Technique, Technological Knowledge and Ethnotechnological Literacy?
1 Introduction
2 So, What Is Technology?
3 So, What Is Technique?
4 Carl Mitcham's Four Concepts of Knowledge Relating to Technology and Technique
5 My Translation of Technological Literacy into Becoming Ethnotechnological Literacy
3 What Are the Characteristics of (Much) of Current Technology Education That Causes It to Fail in the Delivery of Ethnotechnological Literacy?
1 Introduction
2 The Old Is Dying and the New Cannot Be Born (Gramsci, 1971, p. 371)
3 Conceptual Issues That Are Lacking in Craft-Based Technology Education
4 The Industrial Revolution
5 The Problems Encountered with Technology Education's Reformation
6 A New Age for Ethnotechnological Literacy
7 Concluding Remarks on This Chapter
4 What Are the Philosophical Foundations for a New Nomadic Pedagogy?
1 Gilbert Simondon
2 Friedrich Nietzsche
3 Van Riessen
4 Bernard Stiegler
5 Deleuze, Guattari and Simondon on the Concept of Becoming
6 The Becoming of Being
7 The Concept of Assemblages or Multiplicities
8 Simondon and the Concept of Individuation
9 The Relationship between Individuation and Its Associated Milieu
10 The Associated Milieu
11 The Pre-Individual State
5 What Do the Above Philosophical Insights Mean for an Ethnotechnological Perspective?
1 Introduction
2 Is Being Human Becoming Machine?
3 Exosomatic Evolution
4 From Being Human to Becoming Cyborg?
6 Philosophical Concepts Related to Teaching about Technology: Introducing the Concepts of Nomadism, Transversality, the Virtual, the Fold and Subjectivity, as Crucial Aspects in Teaching and Learning the Ongoing Process of Becoming Ethnotechnologically Literate
1 Becoming Proactive and Progressive v Being Reactive and Regressive
2 Introducing the Concept of Bildung
3 The Importance of Young People Having Voice
4 The Concept of Transversality
5 Deleuze and Guattari's Concept of Nomadism
6 Virtuality and the Fold
7 The Concept of Subjectivity
8 Pedagogies for Learning Ethnotechnological Literacy
9 Moby Dick and the Lorax
7 What Are the Characteristics of a Nomadic Pedagogy for Teaching about Technology?
1 A Nomadic Pedagogy of Education (Bildung) about Technology
2 Becoming Nomad in Education about Technology
3 A Nomadic Pedagogy for Education about Technology
4 Célestine Freinet: BD&G (An Unwitting Educational Nomadologist)
5 Teaching Nomadic Education about Technology à la Freinet
8 Concluding Remarks and a Final Argument for a Progressive Education
References
Index
