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My brain's running slow today â The preference for âthings ontologiesâ in research and everyday discourse on human thinking

Studies in Philosophy and Education 21 (4/5):389-405 (2002)

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Technological Metaphors and Moral Education: The Hacker Ethic and the Computational Experience.Bryan R. Warnick - 2004 - Studies in Philosophy and Education 23 (4):265-281.details This essay is an attempt to understand how technological metaphors, particularly computer metaphors, are relevant to moral education. After discussing various types of technological metaphors, it is argued that technological metaphors enter moral thought through their functional descriptions. The computer metaphor is then explored by turning to the hacker ethic. Analysis of this ethic reveals parallels between the experience of computer programming and the moral standards of those who are enmeshed in computer technology. This parallel suggests that the hacker ethic (...) Download Export citation Bookmark 2 citations
Postdigital We-Learn.Petar Jandrić & Sarah Hayes - 2020 - Studies in Philosophy and Education 39 (3):285-297.details This paper examines relationships between learning and technological change and argues that we urgently need new ways to approach what it means to learn in the context of a global Fourth Industrial Revolution. It briefly introduces the postdigital perspective, which considers the digital ‘revolution’ as something that has already happened and focuses to its reconfiguration. It claims that what we access, how we access it, what we do with it, and who then accesses what we have done, are important elements (...) Download Export citation Bookmark 1 citation
Socialising Epistemic Cognition.Simon Knight & Karen Littleton - forthcoming - Educational Research Review.details We draw on recent accounts of social epistemology to present a novel account of epistemic cognition that is ‘socialised’. In developing this account we foreground the: normative and pragmatic nature of knowledge claims; functional role that ‘to know’ plays when agents say they ‘know x’; the social context in which such claims occur at a macro level, including disciplinary and cultural context; and the communicative context in which such claims occur, the ways in which individuals and small groups express and (...) Download Export citation Bookmark 1 citation
Minding Our Metaphors in Education.Shannon Rodgers - 2016 - Educational Philosophy and Theory 48 (6).details If educators presuppose that brain and mind are synonymous, perhaps it is out of necessity. Such an equivalency might be required in order for mind to be accessible, knowable and a ‘thing’ like the brain is. Such a presupposition, that mind is a thing which we can understand nonetheless rests on an insecure foundation. As suggested by philosopher John Searle in the opening quotation, this might explain the historical and present day interest in metaphors of mind, where comparisons to unlike (...) Download Export citation Bookmark 1 citation

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