Overview

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.

Full Product Details

Author:   Markus Bohlmann ,  Patrizia Breil ,  Jesper Aagaard ,  Håkon Jakobsen Aaltvedt
Publisher:   Bloomsbury Publishing Plc
Imprint:   Lexington Books
ISBN:  

9781666939149

ISBN 10:   1666939145
Pages:   390
Publication Date:   22 January 2025
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of 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

Reviews

""This collection is a work of art that will undoubtedly become a seminal text and highly cited for many years to come. It is a call to action for human beings to be more attentive to the ways in which technologies mediate our relations with and in the world during a time in which this has never been more pressing given the rapid growth and power of big tech companies, artificial intelligence, social technology platforms, immersive technologies, and big data in educational technologies. Even more significantly, this work is a wake-up call for us to see the ways that educational technologies are not neutral, but rather constitute subject and world. It is our moral and ethical responsibility as human beings to exercise our freedoms in how technologies impact us. It is a critical time for education. Empowering human beings with freedom and agency has never been more important. Bohlmann and Breil's timely collection has never been more deeply needed than at our present moment"" --Jolie V. Kennedy, SUNY Empire State University

Author Information

Markus Bohlmann is postdoctoral researcher in the Department of Philosophy at ?Muenster University. Patrizia Breil is research assistant at the collaborative research center Virtual Lifeworlds at Ruhr University Bochum.

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