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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.
List 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
About the author
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.
