Postdigital science and education Jandrić, Petar; Knox, Jeremy; Besley, Tina ...
Educational philosophy and theory,
08/2018, Letnik:
50, Številka:
10
Journal Article
Recenzirano
Odprti dostop
Peruses various definitions of the 'postdigital' age and addresses the challenges it presents in science, education, arts, and other areas of human interest. Source: National Library of New Zealand ...Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.
Postdigital human capital Jandrić, Petar
International journal of educational research,
2023, 2023-00-00, Letnik:
119
Journal Article
Recenzirano
This paper introduces some basic questions related to relationships between human beings, technologies, and employment. It identifies three common assumptions in theories of human capital and ...artificial intelligences: to human-technology relationships, control, and technological determinism. It explores some Bordieuan implications and shows Bourdieu's relevance for theories of postdigital human capital. The paper then shows that many traditional theories of human capital are mere approximations of their more complex postdigital counterparts. The conclusion argues that the struggle for productive and fulfilling human-technology relationships simultaneously takes place on a micro-level and on a macro-level. The paper concludes that postdigital theories of human capital can significantly contribute to this struggle, and points towards future research directions.
Postdigital We-Learn Jandrić, Petar; Hayes, Sarah
Studies in philosophy and education,
05/2020, Letnik:
39, Številka:
3
Journal Article
Recenzirano
This paper examines relationships between learning and technological change and argues that we urgently need new ways to approach what it means to learn in the context of a global Fourth Industrial ...Revolution. It briefly introduces the postdigital perspective, which considers the digital ‘revolution’ as something that has already happened and focuses to its reconfiguration. It claims that what we access, how we access it, what we do with it, and who then accesses what we have done, are important elements of a postdigital world worthy of closer examination. Focusing to recent debates about postdigital collective intelligence, we develop the concept of postdigital we-learn by showing that it might help us, amongst other things, to counter the idea of a lone human accessing education primarily for future individual, economic profit, as prescribed by the neoliberal learning economy. Building on new schools of thought emerging in response to the expansion of non-human (algorithmic) agency, we refine the concept of postdigital we-learn as a gathering between humans and machines. The consequences of this gathering are uncomfortable, as they imply unlearning elements of both capitalism and critical pedagogy. However, such unlearning is inherent to ‘a critical pedagogy of becoming’ and positions postdigital we-learn as a suitable framework for understanding and development of emancipatory, critical learning in our postdigital reality.
This paper explores relationships between knowledge production and academic publication and shows that the current political economy of mainstream academic publishing has resulted from a complex ...interplay between large academic publishers, academics, and hacker-activists. The process of publishing is a form of 'social production' that takes place across the economy, politics and culture, all of which are in turn accommodating both old and new technology in our postdigital age. Technologies such as software cannot be separated from human labour, academic centres cannot be looked at in isolation from their margins, and the necessity of transdisciplinary approaches does not imply the disappearance of traditional disciplines. In the postdigital age, the concept of the margins has not disappeared, but it has become somewhat marginal in its own right. We need to develop a new language of describing what we mean by 'marginal voices' in the social relations between knowledge production and academic publication. Universities require new strategies for cohabitation of, and collaboration between, various socio-technological actors, and new postdigital politics and practice of knowledge production and academic publishing.
This paper explores a possible future of postdigital education in 2050 using the means of social science fiction. The first part of the paper introduces the shift from 20th century primacy of physics ...to 21st century primacy of biology with an accent to new postdigital–biodigital reconfigurations and challenges in and after the COVID-19 pandemic. The second part of the paper presents a fictional speech at the graduation ceremony of a fictional military academy in a fictional East Asian country in 2050. This fictional world is marked by global warfare and militarization, and addressed graduates are the first generation of artificially evolved graduates in human history. The third part of the paper interprets the fictional narrative, contextualizes it into educational challenges of today, and argues for a dialogical, humanistic conception of new postdigital education in a biotech future.
This article explores ways in which higher education (HE) slogans, together with related frameworks and policies, increasingly invade the personal, cultural and positional values of individual staff ...and students. After a quick exploration of examples of embedded university values that are expected to be ‘lived’, the article outlines some epistemic implications in areas including epistemic positioning, epistemic injustice, epistemic space, data epistemologies, epistemic dominance and epistemic violence. Concluding that epistemologies are always lived, the article explores slogans at the intersections of biology, information and society using the case of excellence. Finally, the article briefly opens up the question of consent. Slogans, frameworks and policy texts exist as all other data assemblages that are subject to regulation. Should they also need to conform to such, or similar, regulations?
Looks at educationalisation in hand with technologisation. Draws on a critical discourse analysis of higher education policies to demonstrate the problems arising from taken for granted visions of ...neoliberal social development related to education, technology, and employment. Calls for a radical re-imagining of higher education policy in order to disrupt the tired visions of ‘techno-fixes’ and ‘edu-fixes’. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.
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