Session Information
13 SES 08 A, Education, Culture and Time
Paper Session
Contribution
Questioning possibilities of learning policy in a technological world of cultural plurality
Technology is transforming cultures in a way that has no match in the human history. In the classes and seminars students from different backgrounds use technological devices with the operating systems and user interfaces, which require certain kind of logic. They live in a technological culture as if all other cultures had gone extinct. Thus, there is something universal in the world of difference and plurality.
In relation to this view, learning policy emphasizes learning of the knowledge, which keeps all as citizens and students up-to-date with the requirements caused by rapid technological changes. To put it bluntly, education is understood in terms of learning. Learning has become one of the most valuable cognitive skills as techno-system requires human psychical capacities for it to function and evolve. However, to be conceivable, learning policies are forced to refer to those values that belong to education as Bildung, e.g. individual development, social and political autonomy, democracy.
In this paper, we analyze the relation between education and learning in the context of technology driven culture (or rather: plurality of cultures). Our analysis can be divided between the deconstructive and constructive part. Firstly, in the deconstructive part, we put the ideals or aims of learning policy against the technological world that makes current learning policy intelligible. Secondly, in the constructive part, we examine through existential conditions of educational situation in what sense the ideals of learning policy can be actualized. Therefore, we explore the current context of learning. This is the part of case philosophical analysis, in which the learning policy becomes understandable. In this sense, we will ask, what is the world of learning? How technologically driven culture modulates itself in the learning process? What kind of subjectivity is thereby produced?
Further, we argue that education as learning seems insufficient in the world of continuous cultural change and cultural plurality, because learning is in relation to whatever object to be internalized. Human relations are, however, in between states that necessitate recognition of Otherness.
For that reason, we analyze learning in relation to the existential conditions of educational situation. In the existential sense education has its origin in the situation of immediate responsibility towards Otherness. This existential responsibility and the continuous signals of natality (Arendt) creates the educational relation. The spontaneity of the participants (Benner) requires constant reaffirmation of the relation. From that dynamics of the educational situation emerges the recognition of the Other and will to learn the situation anew. In the educational situation can humans initiate, at least occasionally, mutual understanding. In that context we ask, what requirements follow for learning policy from the existential condition of education?
In sum, our aim is to connect the spirit of current learning policy to its world and to its necessary human condition that is education. Only that way it is possible to rethink the learning policy as capable to realize the ideals attached to it.
Method
Expected Outcomes
References
Anders G. (2002a/1956.) Die Antiquiertheit des Menschen 1: Über die Seele im Zeitalter der zweiten industriellen revolution. 2. ed. (München: C. H. Beck) Anders G. (2002b/1980.) Die Antiquiertheit des Menschen 2: Über die Zerstörung des Lebens im Zeitalter der dritten industriellen revolution. 3. ed. (München: C. H. Beck) Anders G. (2002c/1965.) Philosophische Stenogramme. 3. ed. (München: Beck) Arendt, H. 1998 [1958]. The Human Condition. 2. edition. Chigago, London: The University of Chicago Press. Benner D. (2001.) Allgemeine Pädagogik: Eine systematisch-problem-geschichtliche Einführung in die Grundstruktur pädagogischen Denkens und Handelns. (Weinheim/München: Juventa) Biesta, G. (2006). Beyond Learning: Democratic education for a Human Future. Boulder, London: Paradigma Publishers. Habermas J. (1969b.) Technik und Wissensschaft als Ideologie. (Frankfurt am Main: Suhrkamp)
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