Ipseity

Invited presentation for “the thought of the body and the logic of sensation” research group, University of Tokyo, Center for Philosophy. It is based on a paper co-written with Andrew Feenberg: “Ed Tech in Reverse”: Information Technologies and the Cognitive Revolution. Here’s a version of the PowerPoint, and here’s the abstract:

As we rapidly approach the 50th year of the much-celebrated “cognitive revolution”, it is worth reflecting on its widespread impact on individual disciplines and areas of multidisciplinary endeavour. Of specific concern in this paper is the example of the influence of cognitivism’s equation of mind and computer in education. Within education, this paper focuses on a particular area of concern to which both mind and computer are simultaneously central: educational technology. It examines the profound and lasting effect of cognitive science on our understandings of the educational potential of information technologies, and further argues that recent and multiple “signs of discontent,” “crises” and even “failures” in cognitive science and psychology should result in changes in these understandings. It concludes by observing how related changes are occurring in other areas of research earlier and similarly “revolutionized” by cognitivism.

Presentation for the “Technology, Instruction, Cognition & Learning” SIG at the American Educational Research Association. Here’s the PowerPoint, a version of the paper, and here’s the abstract:

This paper challenges the familiar claim that e-learning standards and systems can be pedagogically neutral. In the place of “neutral” standards, this paper advocates the development of pedagogically “engaged” or “committed” conceptions of content and systems that serve some educational purposes, situations and methods, but not others. As such, it does not summarize findings that would represent an answer to a research question or problem. Instead, it draws on the author’s four years’ experience in e-learning standardization, and it seeks to expand the range of questions and issues associated with the e-learning standardization process.