Inventing the Educational Subject in the 'Information Age'

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• 作者：Emile Bojesen
• 关键词：Derrida ; Stiegler ; Floridi ; Invention ; Education ; Subject
• 刊名：Studies in Philosophy and Education
• 出版年：2016
• 出版时间：May 2016
• 年：2016
• 卷：35
• 期：3
• 页码：267-278
• 全文大小：384 KB
• 参考文献：Derrida, J. 1997. Of grammatology (trans: Spivak, G.C.). Baltimore: John Hopkins University Press.
  Derrida J. 2004. Dissemination (trans: Johnson, B.). London: Continuum.
  Derrida, J. 2007. Psyche: Inventions of the other, ed. P. Kamuf and E. Rosenberg. Stanford: Stanford University Press.
  Derrrida, J. ‘Discussion’ in R. Macksey and E. Donato. 1970. The structuralist controversy: The languages of criticism and the sciences of man. Baltimore: Johns Hopkins Press.
  Derrida, J. and B. Stiegler. 2002. Ecographies of television (trans: Bajorek, J.). Cambridge: Polity Press.
  Floridi, L. 2007. A look into the future impact of ICT on our lives. The Information Society: An International Journal 23(1): 59–64.CrossRef
  Floridi, L. 2010. A very short introduction to information. Oxford: Oxford University Press.CrossRef
  Floridi, L. 2011a. The philosophy of information. Oxford: Oxford University Press.CrossRef
  Floridi, L. 2011b. The informational nature of personal identity. Minds and Machines 21(4): 549–566.CrossRef
  Stiegler, B. 1998. Technics and time 1: The fault of epimetheus (trans: Beardsworth, R. and Collins, C.). Stanford: Stanford University Press.
  Stiegler, B. 2011. Technics and time 3: Cinematic time and the question of malaise (trans: Barker, S.). Stanford: Stanford University Press.
  
• 作者单位：Emile Bojesen (1)
  
  1. University of Winchester, Sparkford Road, Winchester, Hampshire, SO22 4NR, UK
  
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Philosophy
  Philosophy of Education
  Assessment, Testing and Evaluation
  Education
  
• 出版者：Springer Netherlands
• ISSN：1573-191X

文摘

This paper asks the question of how we can situate the educational subject in what Luciano Floridi has defined as an ‘informational ontology’ (Floridi in The philosophy of information. Oxford University Press, Oxford, 2011a). It will suggest that Jacques Derrida and Bernard Stiegler offer paths toward rethinking the educational subject that lend themselves to an informational future, as well as speculating on how, with this knowledge, we can educate to best equip ourselves and others for our increasingly digital world. Jacques Derrida thought the concept of the subject was ‘indispensable’ (Derrida in The structuralist controversy: the languages of criticism and the sciences of man. Johns Hopkins Press, Baltimore, 1970, 272) as a function but did not subscribe to or accept any particular theory of how a subject could be defined or developed because it was always situated in and as a context. Following Derrida, Bernard Stiegler explains in Technics and Time: 1 that ‘the relation binding the “who” and the “what” is invention’ (Stiegler in Technics and time 1: the fault of epimetheus. Stanford University Press, Stanford, 1998, 134). As such, the separation between self and world can be seen as artificial, including if this world is perceived wholly or partly as technological, digital or informational. If this is the case, a responsibility is placed on the educator and their part in ‘inventing’ this distinction (or its absence) for future generations. How this invention of the educational subject is negotiated is therefore one the many philosophical tasks for digital pedagogy.