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  1. Philosophies of Digital Pedagogy.David Lewin & David Lundie - 2016 - Studies in Philosophy and Education 35 (3):235-240.
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  • Illuminating proximate ambivalence: Affect, body, and space in COVID-19 digitally-mediated teaching and learning.Paul E. Bylsma & Riyad A. Shahjahan - 2024 - Educational Philosophy and Theory 56 (6):568-579.
    In early 2020, many instructors and students in a university setting experienced an abrupt shift to digitally-mediated teaching and learning replacing in-person seminars due to the COVID-19 pandemi...
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  • Stiegler and the task of tertiary retention: On the amateur as an educational subject.Virgilio A. Rivas - 2022 - Educational Philosophy and Theory 54 (5):521-531.
    The paper attempts to examine what is by all accounts a self-styled approach to contemporary existence, borrowing from Claire Colebrook’s 2017 essay on Bernard Stiegler’s so-called ‘curious problem of range’. Subsequently, we tackle Yuk Hui's interpretive reading of Stiegler's analysis of retentional digitality. Hui promotes the idea of archival metaphysics to overlay Stiegler’s concept of tertiary retention with tertiary protention. However, Stiegler's reformulation of Kant's aesthetics already addresses these concerns: the problem of range that his works continually provoke and the (...)
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  • Cerebra: “All-Human”, “All-Too-Human”, “All-Too-Transhuman”.Joff P. N. Bradley - 2018 - Studies in Philosophy and Education 37 (4):401-415.
    In thinking the passage from the “all-human cerebrum” to what one might call the contemporary “all-too-human” cerebrum in neo-liberal societies and beyond to the “all-too-transhuman” cerebrum in the cybernetic society, in contrasting Wells’s idea of a new world order with the dystopia of the disordering un-world, in considering the prospects of a “world brain” faced with the realities of the “global mnemotechnical system”, in highlighting the differences between the global and authoritarian instrument of “control” in Wells and the descriptions of (...)
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  • Contradictions in Educational Thought and Practice: Derrida, Philosophy, and Education.Emile Bojesen - 2021 - Studies in Philosophy and Education 40 (2):165-182.
    Through readings of Jacques Derrida's Of Grammatology and 'The Age of Hegel', attention is given to two of the problematic types of relationships that philosophy can have with education. These engagements, alongside a reading of 'The Antinomies of the Philosophical Discipline: Letter Preface', show how Derrida’s thought can prescribe no educational programme and instead troubles educational proclamations and certainties. Throughout his life, Derrida negotiated his relationships to the educational systems and institutions to which he was responsible, these negotiations, though, were (...)
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