Critique and education under new climatic and digital conditions: From a logic of division to a logic of gathering.
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| Title: | Critique and education under new climatic and digital conditions: From a logic of division to a logic of gathering. |
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| Authors: | Vlieghe, Joris1 (AUTHOR) joris.vlieghe@kuleuven.be, Zamojski, Piotr2 (AUTHOR) |
| Source: | Educational Philosophy & Theory. Jul2026, Vol. 58 Issue 9, p801-811. 11p. |
| Subject Terms: | *Digital transformation, *Critical theory, *Learning, *Environmental degradation, *Collaborative learning, Climate change, Paradigm (Theory of knowledge), Interpretation (Philosophy) |
| Abstract: | In this article we argue that the critical paradigm can be understood in terms of a logic of never ending division. As such this paradigm is highly inadequate to help us dealing with two major societal challenges, viz. the digitization of our world and the ecological crisis. We first analyze in greater detail the today dominant critical way of looking, based on a brief historical overview. Then we develop our understanding of the growing impact of digitization in terms of an ontological shift in how we relate to ourselves, others and the world and, hence, in terms of a profound change regarding what it means to inhabit the world. This is because we no longer relate to things, but to information or what Han calls 'non-things'. This situation, we go on arguing, comes with a radical fragmentation of the world into many personalized private 'worlds'. This implies the impossibility of experiencing to belong to a shared world. It becomes, then, clear that if we want to address this issue, the critical paradigm won't suffice. Instead we need a response that is postcritical and that focuses on how we can gather again people around some-thing they have in common. In essence this is an educational gesture. Therefore, we advocate for the importance of practices of collective study, and we conclude this article by arguing that this is also what we are in need of to give an appropriate response to the ecological challenges we are faced with. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195217517 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Critique and education under new climatic and digital conditions: From a logic of division to a logic of gathering. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vlieghe%2C+Joris%22">Vlieghe, Joris</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> joris.vlieghe@kuleuven.be</i><br /><searchLink fieldCode="AR" term="%22Zamojski%2C+Piotr%22">Zamojski, Piotr</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Philosophy+%26+Theory%22">Educational Philosophy & Theory</searchLink>. Jul2026, Vol. 58 Issue 9, p801-811. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Digital+transformation%22">Digital transformation</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+theory%22">Critical theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+degradation%22">Environmental degradation</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+change%22">Climate change</searchLink><br /><searchLink fieldCode="DE" term="%22Paradigm+%28Theory+of+knowledge%29%22">Paradigm (Theory of knowledge)</searchLink><br /><searchLink fieldCode="DE" term="%22Interpretation+%28Philosophy%29%22">Interpretation (Philosophy)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article we argue that the critical paradigm can be understood in terms of a logic of never ending division. As such this paradigm is highly inadequate to help us dealing with two major societal challenges, viz. the digitization of our world and the ecological crisis. We first analyze in greater detail the today dominant critical way of looking, based on a brief historical overview. Then we develop our understanding of the growing impact of digitization in terms of an ontological shift in how we relate to ourselves, others and the world and, hence, in terms of a profound change regarding what it means to inhabit the world. This is because we no longer relate to things, but to information or what Han calls 'non-things'. This situation, we go on arguing, comes with a radical fragmentation of the world into many personalized private 'worlds'. This implies the impossibility of experiencing to belong to a shared world. It becomes, then, clear that if we want to address this issue, the critical paradigm won't suffice. Instead we need a response that is postcritical and that focuses on how we can gather again people around some-thing they have in common. In essence this is an educational gesture. Therefore, we advocate for the importance of practices of collective study, and we conclude this article by arguing that this is also what we are in need of to give an appropriate response to the ecological challenges we are faced with. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195217517 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00131857.2024.2421171 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 801 Subjects: – SubjectFull: Digital transformation Type: general – SubjectFull: Critical theory Type: general – SubjectFull: Learning Type: general – SubjectFull: Environmental degradation Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Climate change Type: general – SubjectFull: Paradigm (Theory of knowledge) Type: general – SubjectFull: Interpretation (Philosophy) Type: general Titles: – TitleFull: Critique and education under new climatic and digital conditions: From a logic of division to a logic of gathering. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vlieghe, Joris – PersonEntity: Name: NameFull: Zamojski, Piotr IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00131857 Numbering: – Type: volume Value: 58 – Type: issue Value: 9 Titles: – TitleFull: Educational Philosophy & Theory Type: main |
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