This volume explores the human-technology relations that both shape modern educational settings and have a decisive influence on what education is and will be in the future. The contributors present empirical evidence to challenge and reframe the goal of education in relation to technology.
This volume explores the human-technology relations that both shape modern educational settings and have a decisive influence on what education is and will be in the future. The contributors present empirical evidence to challenge and reframe the goal of education in relation to technology.
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.
Inhaltsangabe
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
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
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