Postphenomenology and Technologies within Educational Settings

Markus Bohlmann; Patrizia Breil

doi:10.5771/9781666939156

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Bibliographic data

Copyright year: 2025
ISBN-Print: 978-1-6669-3914-9
ISBN-Online: 978-1-6669-3915-6
Publisher: Lexington, Lanham
Language: English
Pages: 366
Product type: Edited Book

1. Contents No access
2. Tables and Figures No access
1. On the Problem of Postphenomenology and Technologies within Educational Settings No access
2. Postphenomenology and Technologies within Educational Settings So Far No access
3. 1. Empirical Evidence No access
  2. Conceptual Convergence No access
  3. Subject Subversion No access
4. Concluding Remarks No access
5. References No access
1. 1. 1. Phenomenology of (Visual) Expression No access
    2. The Figure–Field–Fringe Relation No access
  2. 1. Brief Information about the Channel No access
    2. What Are You Doing with Your Life? The Tail End: A Rough Description No access
    3. Exemplary Analysis of a YouTube Video through Postphenomenology No access
  3. Conclusion and Outlook No access
  4. Notes No access
  5. References No access
2. 1. Technological Mediation No access
  2. Expanding Dissection Simulation No access
  3. Corpse Mediation No access
  4. Conclusions No access
  5. Notes No access
  6. References No access
3. 1. Technical Mediation Theory in Postphenomenology No access
  2. Youth Under Digitalization No access
  3. The Correlation of Mediation and Care: The Changing Role of Teacher No access
  4. Technical Mediation as Care: A Concrete Educational Example No access
  5. The Ontological Dimension No access
  6. Epistemological Dimension No access
  7. Practical Dimension No access
  8. Ethical Dimension No access
  9. Bringing It Together: Mediation as Care No access
  10. Conclusion No access
  11. References No access
4. 1. What Is ‘Academic Integrity’? No access
  2. Turnitin: A Postphenomenological Introduction No access
  3. Interpreting Turnitin Reports No access
  4. Turnitin as an Audience No access
  5. Concluding Recommendations No access
  6. References No access
5. 1. On the Postphenomenology of a Key Technology in the Education System No access
  2. 1. Preliminary Study: Development of a Learning Material That Makes Human–Technology Relations Understandable No access
    2. The Questioning Technique: Remembering Involvement No access
    3. The Main Study: In-Depth Interviews with Four Early Adopters No access
  3. 1. Dealings and State-of-Mind/Mood No access
    2. The Airdrop-Community No access
    3. Keeping Order, Tidying, Writing, and Drawing No access
  4. Discussion: Dropping In, Drawing Out No access
  5. Notes No access
  6. References No access
6. 1. The ‘Postdigital’ University No access
  2. Surveillance Cultures No access
  3. Theory and Methodology No access
  4. Smart Campus Surveillance Technologies: OccupEye No access
  5. Discussion and Conclusions No access
  6. Acknowledgements No access
  7. References No access
7. 1. Introduction No access
  2. Turning to Postphenomenology No access
  3. 1. Use Case Exploration No access
    2. Technological Infrastructure No access
    3. Technological Givenness No access
    4. Technological Affordance No access
  4. Conclusion No access
  5. References No access
8. 1. Early Variant: VideoPhone 2500 No access
  2. Staying (or Playing) with the Troubles of Skype and Zoom No access
  3. Background Amplifications No access
  4. Thinking Inside the Box No access
  5. The Camera-Gaze No access
  6. Concluding “Chat” No access
  7. Notes No access
  8. References No access
9. 1. What Is “Study with Me”? No access
  2. Collective Educational Culture in South Korea No access
  3. Interview with an SWM Viewer (“Lee”) No access
  4. Kim’s Story No access
  5. 1. SWM content as a disciplinary technique No access
    2. SWM Content, Multi-stabilities, and attention No access
    3. SWM Content in the South Korean Context No access
  6. Conclusion No access
  7. Appendix No access
  8. References No access
1. 1. 1. Postdigital Pedagogy No access
    2. Posthumanist Pedagogy No access
  2. 1. Postphenomenology and Actor-Network Theory No access
    2. Postphenomenology and Critical Constructivism No access
    3. Multistable Relations No access
  3. 1. Ambiguity and Multistability No access
    2. Ambiguity and Transparency No access
  4. Enduring Ambiguities No access
  5. Notes No access
  6. References No access
2. 1. On the Importance of Habit-Formation: Phenomenology and Pragmatism No access
  2. On the Dangers of Habit-Formation: Foucault and Critical Educational Theory No access
  3. Educational Habit-Formation: From Dialectics to Hermeneutics No access
  4. Attention, Distraction, and Tech Habits: An Empirical Case Study No access
  5. Freedom Through Restriction: An Orwellian Sentiment? No access
  6. Conclusion No access
  7. Notes No access
  8. References No access
3. 1. Postphenomenology and Educational Technology No access
  2. Critical Constructivism and Educational Technology No access
  3. Conclusion No access
  4. Notes No access
  5. References No access
4. 1. Embodiment Relations: Personalization of the Learning Process No access
  2. Hermeneutic Relations: Computational Thinking No access
  3. Alterity Relations: Microworlds No access
  4. Background Relations: Democratization of Education No access
  5. Four-dimensional Postphenomenological Assessment No access
  6. Conclusions No access
  7. Notes No access
  8. References No access
5. 1. Relation between Technology and Ethics No access
  2. 1. Purpose and Methodology of the Survey No access
    2. 1. School A (Tokyo) No access
      2. School B (Toyama) No access
  3. 1. Digitalization of Schools in Germany and Japan No access
    2. Philosophical Discussions of Two Types of Ethics No access
    3. Accidental and Heteronomous Technical Mediation of Lifeworld No access
  4. Conclusion No access
  5. Acknowledgment No access
  6. Notes No access
  7. References No access
6. 1. 1. Seeing Further than with Phenomenology Alone No access
    2. Technological Seeing No access
  2. 1. Shifts in Education No access
  3. 1. The Zoom-bie Seen Differently No access
    2. Attention as an Ecological Phenomenon No access
    3. Attention Beyond Learning No access
    4. Education as Transindividuation No access
  4. Taking Care of the School No access
  5. References No access
1. 1. Postphenomenological Challenges: Introducing Reflection No access
  2. Is the Phenomenological Subject Obsolete? A Critical Perspective on Postphenomenological Approaches to Phenomenology No access
  3. Pandemic Scenarios and the Postphenomenological Subject: Comments on Experience No access
  4. Digital (Self-)Surveillance: A Postphenomenological Glance on Power-Relations No access
  5. Cultivating Critical Reflection: Postphenomenological Restrictions and the Power of Resistance No access
  6. Reflecting and Recognizing a Postphenomenological Approach to Pedagogy: Retrospect and Outlook No access
  7. References No access
2. 1. Instrumentalism, Technological Determinism, and Techno-optimism No access
  2. Two Blind Spots in Approaching Educational Technologies No access
  3. Asking Technological Questions about Learning No access
  4. Postphenomenology: Technological Mediation and Multistability No access
  5. Mediation of Morality and Existential Normativity No access
  6. The Educational Philosophy of Gert Biesta No access
  7. Biesta’s Three Domains of Educational Purpose No access
  8. Subjectification in Biesta’s Educational Philosophy No access
  9. Biesta’s Two Paradigms of Education No access
  10. Conceptual Similarities between Postphenomenology and Biesta’s Educational Philosophy No access
  11. Bringing Postphenomenology and Biesta’s Educational Philosophy Together No access
  12. Asking Educational Questions about Technology No access
  13. Notes No access
  14. References No access
3. 1. Learning to Be Good: Character Education No access
  2. Technology and Virtue No access
  3. 1. Subjectivation as an Ethics for Technological Mediation No access
    2. The Force of Habit: Habituation and Sedimentation in Postphenomenology No access
    3. The Gap between Habituation and Subjectivation No access
  4. Bridging the Gap: The Sort of Habit That Is Virtue No access
  5. Conclusion No access
  6. Abbreviations No access
  7. Notes No access
  8. References No access
4. 1. 1. Ihde’s Types of Human–Technology Relations and the Concept of Multistability No access
    2. Langeveld’s “Modes of Making Sense” and “Domains of the Intentional Object” No access
    3. Ihde and Langeveld No access
  2. 1. Relational Learning Theory No access
    2. Learning in Mediation, Alterity, and Background Relations No access
    3. Learning, Multistability, and the “Appeal of Things” No access
  3. Conclusion No access
  4. Notes No access
  5. References No access
Index No access Pages 357 - 360
About the Contributors No access Pages 361 - 366