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  1. Emotions and Digital Well-Being: on Social Media’s Emotional Affordances.Steffen Steinert & Matthew James Dennis - 2022 - Philosophy and Technology 35 (2):1-21.
    Social media technologies are routinely identified as a strong and pervasive threat to digital well-being. Extended screen time sessions, chronic distractions via notifications, and fragmented workflows have all been blamed on how these technologies ruthlessly undermine our ability to exercise quintessential human faculties. One reason SMTs can do this is because they powerfully affect our emotions. Nevertheless, how social media technology affects our emotional life and how these emotions relate to our digital well-being remain unexplored. Remedying this is important because (...)
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  • What makes writing academic.Julia Molinari - 2019 - Dissertation, University of Nottingham
    This thesis contextualises academic writing in EAP (English for Academic Purposes) and subjects it to an interdisciplinary (educational and philosophical) analysis in order to argue that what makes writing academic are its socio-academic practices and values, not its conventional forms. In rejecting dominant discourses that frame academic writing as a transferable skill which can be reduced to conventional forms, I show that academic writings are varied and evolve alongside changing writer agencies and textual environments. This accounts for the emergence of (...)
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  • Representationalism and Power: The Individual Subject and Distributed Cognition in the Field of Educational Technology.David Shutkin - 2019 - Studies in Philosophy and Education 38 (5):481-498.
    Distributed cognition, as it considers how technologies augment cognition, informs technology integration in education. Most educational technologists interested in distributed cognition embrace a representational theory of mind. As this theory assumes cognition occurs in the brain and depends on the internal representation of external information, it is informed by a mind/body dualism that separates the individual student from material things. Alternatively, the theory of the extended mind describes the mind as a dynamic system of interactions inclusive of human agents, technologies (...)
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