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The problem of now: Bernard Stiegler and the student as consumer

Kristy Forrest

Educational Philosophy and Theory 52 (4):337-347 (2020)

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(1 other version)IZAZOVI NASTAVNIKA U RADU SA UČENICIMA IZ OSETLJIVIH SOCIJALNIH GRUPA TOKOM PANDEMIJE KORONAVIRUSA.Dobrinka R. Kuzmanović - 2022 - Belgrade, Serbia: Univerzitet u Beogradu, Filozofski fakultet, Institut za pedagogiju i andragogiju Pedagoško društvo Srbije.details Predmet istraživanja su izazovi nastavnika u radu sa učenicima iz osetljivih socijalnih grupa, tokom nastave u vanrednim okolnostima, uslovljenim pandemijom koronavirusa. U radu su prikazani rezultati kvalitativnog istraživanja, sprovedenog krajem 2021. godine, u okviru projekta Pravo na obrazovanje u periodu krize izazvane pandemijom virusa COVID-19 u Srbiji. U polustrukturisanim individualnim intervjuima učestvovalo je 50 nastavnika osnovnih, srednjih i škola za obrazovanje učenika sa smetnjama u razvoju i invaliditetom, iz 14 gradova u Srbiji. Tokom obrazovno-vaspitnog procesa sa učenicima iz osetljivih socijalnih (...) Download Export citation Bookmark
Immature Adults and Playing Children: On Bernard Stiegler’s Critique of Infantilization.Daan Keij - 2020 - Studies in Philosophy and Education 40 (1):67-80.details This article assesses Bernard Stiegler’s critique of infantilization. Contemporary education—and society in general—would no longer develop children into adults, but would keep them in their childish state. Stiegler’s critique is explicitly inspired by Enlightenment ideals, characterized by a positive notion of maturity and a negative notion of childhood and immaturity. Infantilization is for Stiegler therefore immediately a negative development. However, Stiegler’s works also contain a positive understanding of childhood and of the extension of childish characteristics into adulthood. The main thesis (...) Download Export citation Bookmark 2 citations
Digitalization of the university and its stakes – digital materalities, organology and academic practices.Maciej Bednarski - 2024 - Educational Philosophy and Theory 56 (7):696-710.details Digitalization of (higher) education has been an increasingly important subject in the recent years, spiking especially due to pandemic lockdowns. While many scholars and third parties consider this process to be an improvement or even an inevitability, I argue that there is much to understand about it beyond ‘attending to the materialities of digital education’. This paper aims to do two things: 1) to argue why digital materialities approach (‘attending to the materialities of digital education’) is not enough to grasp (...) Download Export citation Bookmark
Bernard Stiegler and the necessity of education is the hammer broken and so what?Simon Lilley, Geoff Lightfoot & Hugo Letiche - 2023 - Educational Philosophy and Theory 55 (2):245-257.details There has been an excellent series of formative articles centring on Bernard Stiegler (1952-2020) as an inspiration to pedagogical thought; this is a summative article written from the perspective of after his death. Stiegler argued that education is ontologically crucial to human development, wherein technics or the ‘not-experienced-condition(s)-necessary-for-experience’ are crucial to humanity’s ability to create its own existence. Technics make possible the technologies underpinning contemporary Anthropocentric existence. While entropy poses the cosmological threat of death to life, technics supports negentropy or (...) Download Export citation Bookmark 1 citation

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