Dis-Automatising (Software) Codification
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| Title: | Dis-Automatising (Software) Codification |
|---|---|
| Language: | English |
| Authors: | Greta Goetz (ORCID |
| Source: | Educational Philosophy and Theory. 2025 57(5):395-409. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Educational Philosophy, Critical Theory, Teaching Methods, Phenomenology, Learning Processes, Models, Cultural Literacy, Influence of Technology, Information Technology |
| DOI: | 10.1080/00131857.2025.2451303 |
| ISSN: | 0013-1857 1469-5812 |
| Abstract: | "Applications" of knowledge symbolically and structurally "codify" thinking, often displacing the human who is relegated to passive, routine reproduction of operations and left with no space or time to understand or question the relations underlying the processes. This is both mirrored and augmented by the schematic narrowing of computational, calculative reason and nebulous or hidden code that is often read-only if human-readable at all. According to French philosopher Bernard Stiegler, this has toxic effects on learning, systemically and progressively embedding failures to think, hindering the potential for the collective and individual human adoption and adaptation of the knowledge of life. This article presents a process-based model to care for this problem through Stieglerian critical pedagogy, phenomenography, and process philosophy. The model evolved out of a course with the aim to achieve collective cultural literacy in that which "goes without saying" in the increasingly ubiquitous digital design of everyday life. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469295 |
| Database: | ERIC |
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| Abstract: | "Applications" of knowledge symbolically and structurally "codify" thinking, often displacing the human who is relegated to passive, routine reproduction of operations and left with no space or time to understand or question the relations underlying the processes. This is both mirrored and augmented by the schematic narrowing of computational, calculative reason and nebulous or hidden code that is often read-only if human-readable at all. According to French philosopher Bernard Stiegler, this has toxic effects on learning, systemically and progressively embedding failures to think, hindering the potential for the collective and individual human adoption and adaptation of the knowledge of life. This article presents a process-based model to care for this problem through Stieglerian critical pedagogy, phenomenography, and process philosophy. The model evolved out of a course with the aim to achieve collective cultural literacy in that which "goes without saying" in the increasingly ubiquitous digital design of everyday life. |
|---|---|
| ISSN: | 0013-1857 1469-5812 |
| DOI: | 10.1080/00131857.2025.2451303 |
