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. (shrink)

This paper elucidates Ricoeur’s use of genetic phenomenology in his analysis of ideology and utopia, and how genetic phenomenology contributes to ideology critique. I argue that Ricoeur’s analysis, examined through the lens of genetic phenomenology, unveils the genesis of the experience of ideology. I propose a model of ideology critique emphasizing the liberation of individuals from ideological delusion without proclaiming an ideology-free position. Additionally, I explore the strategic use of utopian imagination to incite liberating experiences. In conclusion, I underscore the (...) role of social identity constitution as an implicit counterforce to ideology critique. (shrink)