In Stieglerian fashion, this paper is concerned with both the loss and the re-creation of knowledge in the field of architecture. The student of architecture must be the one who learns new tools and new forms of knowledge and this has profound implications and applicability for the philosophy of education as it is a question of the recuperation of architecture with negentropic tools. Why? In the realm of the digital, it is the case that architectural student is at risk of (...) dis-individuation, the loss of knowledge of such. Therefore, the paper concerns itself with questions of maturity, critical intelligence, trans-individuation, the crisis of noetic being, the artisanal mode of learning and finally the proletarianization of the faculties. It is concerned with the reclamation of noetic space and the search for negentropic tools. This paper is thus pertinent to the philosophy of education because it pertains to the act of creation, the question of imagination and to the loss of thinking as such. Focusing on the history of architecture it demonstrates the loss of knowledge in the history of architecture and shows this has clear implications for the philosophy of education, which is precisely concerned with the nurturing and maturing of the thinking subject. The crisis in the proletarianization of the faculties in architecture pinpoints the role of the artisan’s mode of learning and its crisis brought by the digitisation of architecture. The conclusion shows that Stiegler’s philosophy of the pharmakon is appropriate to understand this movement as it points to new and embraces new modes of learning in the present. (shrink)

Situated approaches to affectivity overcome an outdated individualistic perspective on emotions by emphasizing the role embodiment and environment play in affective dynamics. Yet, accounts which provide the conceptual toolbox for analyses in the philosophy of emotions do not go far enough. Their focus falls (a) on the present situation, abstracting from the broader historico-cultural context, and (b) on adopting a largely functionalist approach by conceiving of emotions and the environment as resources to be regulated or scaffolds to be used. In (...) this paper, I argue that we need totake situatedness seriously: We need (a) to acknowledge that emotions are not situated in undetermined “contexts” but in concrete socio-culturally specific practices referring to forms of living; and (b) to agree that not only are context and emotionsusedfor the sake of something else but also that the meaning-disclosive dimension of affective intentionality is structured by situatedness as well. To do so, I offer a multidimensional approach to situatedness that integrates the biographical and cultural dimensions of contextualization within the analysis of situated affective dynamics. This approach suggests that humans affectively disclose meaning (together) which is at once product and producer of specific forms of living – and these are always already subjects of (politically relevant) critique. (shrink)

The article proposes to model the phenomenon of the cell phone as a wall-window. This model aims at explicating some of the perceptions and experiences associated with cellular technology. The wall-window model means that the cell phone simultaneously separates the user from the physical surroundings (the wall), and connects the user to a remote space (the window). The remote space may be where the interlocutor resides or where information is stored (e.g. the Internet). Most cell phone usage patterns are modeled (...) as a single dimension according to the level of distraction or attention of the user. In order to accommodate nuanced situations such as augmented reality, I suggest a two-dimensional layout: the wall-window. The wall represents the attention to the immediate physical environment, while the window represents the attention to a remote space. The wall-window model further evolves once a screen is woven into this layout. This addition is easily understood due to the screen’s etymology, which is associated with the concepts of shield or barrier. From a technical perspective, the screen has become an integral part of the cell phone. Furthermore, a screen itself is both a wall and a window. Lastly, once a cell phone is supplemented with a screen, it is easier to refer to it as media. And again, media fits into the wall-window model. (shrink)

As a painfully outdated institution the school is accused of: being alienating, closing itself off to society and to the needs of young people; reproducing social inequality and consolidating existing power relations; demotivating youth; showing a lack of effectiveness and having great difficulty with employability. And last but not least, the school is considered redundant: the school, where learning is bound to time and place, is no longer needed in the digital era of virtual learning environments. The ultimate charge: the (...) school is a product of outdated ways of distributing knowledge and expertise, determined by primitive technologies of the past. Adieu school. This book advocates the acquittal of the school. It argues that many of the allegations against the school are motivated by an age-old fear and even hatred toward one of its radical but essential characteristics: that the school provides ‘free time' and transforms knowledge and skills into 'common goods', and therefore has the potential to give everyone, regardless of background, natural talent or aptitude, the time and space to leave their known environment, rise above themselves and renew (and thus change in unpredictable ways) the world. This defence of the school starts from an investigation of what makes a school a school and pinpoints why the school has value in and of itself. It reveals the various attempts to rob the school of its scholastic character, that is, to tame the school. The ultimate aim is to elaborate a touchstone that helps to defend as well as to re-invent school. -/- Jan Masschelein and Maarten Simons are members of the Laboratory for Education and Society, KU Leuven. They share an interest in research on the public dimensions of education and are currently elaborating a philosophy of schooling. (shrink)

Nowadays there is a renewed interest in philosophy as art-of-living. Several prominent authors have pointed out the return of the notion of the good life in philosophy, particularly understood as a form of normative ethics. Questions such as: how should I live have been taken up as a resistance against the dominances of a neo-liberal discourse in all areas of life. This paper is concerned with this renewed interest in philosophy as art-of-living and the form of education that supports this. (...) The main idea is that the commitment from which we live is a subject of change. This way, art-of-living comprises the possibility and the effort to lead on’s life in a reflective way, and not to let it simply go by. Historically this has been connected to the process of becoming educated. In this paper I will take a closer look at this renewed interest in philosophy as the art-of-living by contrasting two different readings of philosophy as the art-of-living. One that is inspired by Oscar Brenifier and one that is inspired by the late Foucault. (shrink)

The entropic state that engulfed the East Coast of Australia in the first eight months of 2020 followed thirty years of uninterrupted economic growth and 10 years of tenuous federal governments divided on the question of climate change. The twin geophysical crises of catastrophic bushfires and the COVID-19 pandemic have led to a public reckoning around our guardianship of the environment, as well as our relationship with science and indigenous knowledge. Congruent with this was the rapid transformation of both schools (...) and universities to online learning, causing the most significant rupture to the traditional ‘grammar of schooling’ for decades. This unprecedented conflation of crises has resulted in the unusual situation where education can be radically transformed, as the material conditions that usually remain latent (thus negating the possibility for change) suddenly exist. As a result, there has been an increased openness to pedagogies of potentiality, as schools and universities resist the urge to ‘return to normal’. Amongst these pedagogies, the philosophy of Bernard Stiegler is unique in its direct response to the entropic state with a counter-impulse, negantropy, which seeks to harness our technological capacity under an ethos of care and unite it with our existential purpose to flourish and thrive. This paper will consider the possibilities of Stiegler’s utopian call for action in relation to the Australian context, as schools and universities reconceptualise the sharing of knowledge and the purpose of education that seeks to rectify the gaps of the past. (shrink)

Identity has been widely understood in Western societies as a specular construction that operates simultaneously both from within and from outside oneself. However, this process is fiercely changing in a world in which almost every human action is mediated by information and communication technologies. This paper, from a theoretical perspective, aims to discover the main educational implications of this change. For that purpose, we first consider the traditional meaning and process of forming the self in Western culture. Afterwards, we identify (...) and describe the mechanisms for the construction of the self in our current context, highlighting the fact that technologies, in themselves and regardless of the use we make of them, hide implications. Taking this into account, we show to what extent the current development of the self presents shades, conflicts and tangible risks from an educational perspective. We finally conclude that it is essential to promote an education on technology that goes beyond the use regulation in which, up to now, it has been solely focused on. (shrink)

In the South Korean film, The Parasite, the underling family, in an act of desperation, uses deceptive means to infiltrate the rich family. The term parasite refers nominally to the underling family, and their efforts to befriend and inhabit the class territory and social hierarchy of the rich family. How can this be of use for education? To answer this, we ask: what can we learn from Parasite to inform contemporary philosophy of education? Primarily, this experimental piece written from different (...) philosophical viewpoints, suggests that the images, narrative, and social context of the film cannot be read stereotypically. Using a blend of Deleuze and Stiegler ‘cinema-theory’, we present a heuristic perspective on the Parasite from three viewpoints: (1) South Korean society, and how a pedagogy of the parasite helps to understand the dynamics of contemporary philosophy of education in a global context. South Korea is uniquely placed at the cusp and threshold of deterritorializing Western capitalism, given its position next to the only in-tact communist state system; (2) The film shows how theorizing an exceptional notion of time contributes to the overall pedagogy of the parasite. Here, being a parasite is about waiting to attach oneself to a host, yet this waiting is an anxious, perceptive, adherent time, a reciprocal time, and one internally interconnected to that of the host; (3) The ethics of the parasite. The parasite chooses a host from a certain viewpoint before attaching itself and trying to be absorbed into the host. The pedagogy of the parasite suggests a unique ethical treatment of these assimilative processes and allows us to consider cinema as a parasitic means to shake the passive audience out of its stupor when bearing witness to the violence in the film and its own collusion in the trauma and reality of contemporary capitalism. (shrink)

In this article we focus on note taking as a practice that is fundamental to education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself. Hence it is a practice that has educational meaning in and of itself. It is a pedagogical form in its own right. We go on arguing that the practice of lecturing can itself be seen as a form of note taking and (...) that both phenomena are not only closely related, but also that note making and lecturing consist of reciprocal operations. Studying on the basis of one’s notes comes down to the reverse operation the teacher had to perform when preparing her lessons. Moreover, thanks to making notes during a class students have a deeply embodied sense of what it means to generate and to construct new arguments and ideas. (shrink)

As AI algorithms advance and produce surprising outputs, the question of imagination arises. Can we classify their output as imaginative? And what is their effect on human imagination? Apparently, algorithms follow Kant’s explanations on human imagination, thereby pushing us to update our understanding of imagination by taking into account the co-shaping between humans and their technologies. Such a new understating is offered in this article based on the theories of Don Ihde and Bernard Stiegler. With Ihde, imagination is conceived as (...) tightly linked to perception. Imagination evolves from the modernist task of seeking new points-of-view to a new mode in which technologies present imaginative layers of information on top of reality. With Stiegler, imagination is regarded as tightly linked to memory. He demonstrates how imagination complements memory, serves as a condition to memory/technology and at the same time how imagination itself is conditioned by memory/technology. In this article I develop a new synthesis: imagination as composed of perception and memory. This is the foundation of my layered model of digital imagination. In this model, the task of AI algorithms is the filling in of the layers with data. By producing endless possibilities, these technologies “automate” the Kantian “free play” of imagination, allowing us to examine more options and focus on the best of them. The model reserves the production of meaning to humans. Our role as humans is to generate meaning to the link between layers and establish new layers. (shrink)

My objective in this article is to consider the implications of Bernard Stiegler’s theory of the neganthropocene for the politics of knowledge and education. Stiegler sets out his theory of...

In Taking Care of Youth and the Generations, Bernard Stiegler develops an account of the pedagogical responsibilities which follow from rhythmic intergenerational flows, involving the creation of milieus which care for and pay attention to the future, toward the creation of nootechnical milieus. Such milieus are defined by their objects of attention: intellectual life, spiritual life, and political life; taken together: noetic life. Such is the claim Alfred North Whitehead makes when arguing that the sole object of education is life (...) and the creation of an art of life which is itself a rhythmic adventure.The purpose of this paper is three-fold. First, to clarify the importance of Stiegler’s reading of Aristotle’s notion of the noetic soul in our thinking about the role, purpose, and function of educational institutions in relation to intellective, spiritual, and political life. In this paper, I will fuse this discussion with a Whiteheadian approach to rhythm, developing what I call a ‘rhythmic nootechnics’ in the service of ‘nootechnical evolution’ as, I argue, Whitehead’s approach to rhythm allows to clarify and enrich Stiegler’s reading of Aristotle. Second, and as indicated, to explore the relationship between Whitehead and Stiegler, insofar as the former has become an increasing reference point for the latter, but this relationship remains unexplored in the literature. Third, to apply this concept of ‘rhythmic nootechnics’ to think about what transformations at the level of pedagogy and politics are necessary to reinvent the university from this Stieglerian and Whiteheadian perspective. (shrink)

Prosthesis and the human hand have been terms used by various philosophers in order to describe the interaction that binds together the human being and the technical artefact – Martin Heide...

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 (...) the control society by Deleuze, and finally, in critiquing the “unifying of the general intelligence services of the world” in Wells and the capturing of the “general intellect”, this paper maps the contemporary prospects of the “world brain” against the backdrop of the worldweariness of the present. (shrink)

Through a re-articulation of Derridean différance, Bernard Stiegler claims that the human is defined by an originary default that displaces all psychic and social life onto technical supplements. His philosophy of technics re-articulates the logic of the supplement as concerning both human reflexivity and its supports, and the history of the différance of life itself. This has been criticised for reducing Derrida's work to a metaphysics of presence, and for instituting a humanism of the relation to the inorganic. By refuting (...) these claims, this article will show that Stiegler's doubling of différance enables him to articulate the human as constituted by both the individuation characteristic of ‘life’, and that of a technical, psychic, and collective individuation. Putting forward a reading of the logic of the trace in life, and emphasising the aspects of Leroi-Gourhan, Simondon, and Canguilhem that Stiegler uses in his reading of Derrida, I will demonstrate that the political stakes of adaption and adoption in his Noopolitics require this re-articulation of différance. Technics shapes the human future, arising from this differential mutation; marking the invention of the human as the site of the political. (shrink)

This article discusses, from a theoretical and philosophical perspective, the meaning and the importance of basic literacy training for education in an age in which digital technologies have become ubiquitous. I discuss some arguments, which I draw from the so-called literacy hypothesis approach, in order to understand the significance of a ‘traditional’ initiation into literacy. I then use the work of Bernard Stiegler on bodily gestures and routines, related to different technologies, in order to elaborate and criticize the claims the (...) literacy hypothesis makes. Bringing together insights from both the literacy hypothesis approach and Stiegler's work, I defend the view that there exists an essential difference between traditional and digital literacy, and I try to argue for the introduction of a spelling and grammar of the digital in the educational curriculum. (shrink)

Despite their strong spatial connotations, nearness, remoteness and distance are terms discussed in Martin Heidegger in connection to technology, interpretation, difference and lived time. In this paper, I investigate the nature of nearness, the possibility of its elimination and the meaning of such contingency via Bernard Stiegler's critique. In order to do this, I look into the nature of interpretation as a process of time-synthesis that brings the world near and is conditioned by technology. At the same time, I give (...) special attention to childhood as a unique but telling stage of this process. Furthermore, I look into technologies of nearness, now instantiated as digital technologies, and interpret them as processes that challenge the very notion they appear to promote, that is nearness and difference. Finally, I discuss these technologies in connection to education's possible response and impossible responsibility. Education is discussed as a technology of nearness that forms the child and their interp.. (shrink)

This article deals with the biotechnology revolution in agriculture and analyzes it in terms of Bernard Stiegler’s theory of techno-evolution and his thesis that technologies have an intrinsically pharmacological nature, meaning that they can be both supportive and destructive for sociotechnical practices based on them. Technological innovations always first disrupt existing sociotechnical practices, but are subsequently always appropriated by the social system to be turned into a new technical system upon which new sociotechnical practices are based. As constituted and conditioned (...) by a technical system, human cultures are necessarily systems of care. Humans take care of themselves and the world through technologies. Agriculture is a very old system of care, stable for more than 10,000 years, but at the moment it is experiencing a profound rupture thanks to the invention of genetic engineering technologies, that promise to revolutionize it. However, their current deployment under capitalist conditions everywhere leads to processes of proletarianization, due to the fact that they enable the expropriation of farmers of the means of production, depriving them of the possibility of appropriating these new technologies and frustrating the invention of a new agricultural system of care. This has lead to a widespread rejection of the new technologies, which is a grave error though, as these technologies can become the basis of a new system of care. But only under the condition that they are wrought from corporate control and redeployed instead to initiate a process of deproletarianization. It is argued that current initiatives in open source and commons-based biotech are probably the most promising harbingers of such a process of deproletarianization. (shrink)

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 (...) self-inscriptive conditions of writing that limit the examination of this range to the paradox of différance. Stiegler assigns the task of unraveling this range in question to the amateur, vis-a-vis the critic's typical role in the conduct of critical reason. For Stiegler, the amateur is the full achievement of aesthetic judgment, essential to education and culture formation. (shrink)

We are living in and beyond two massive changes in the world, both of which must be addressed by education, the caretaker of memory. First is the geological era of the Anthropocene—a crisis...

My objective in this paper is to write a pharmacology of the university by thinking about its relationship to systemic stupidity, intelligence, and the possibility of becoming. Starting with an exploration of the contemporary dystopia of drive-based stupidity imagined by the French philosopher Bernard Stiegler, which I seek to capture through the idea of the humiliation of thought, I look to deepen his response to this situation by suggesting a return to the work of two of his key sources, Martin (...) Heidegger and Gilles Deleuze. My objective here is to use their work in relation to Stiegler’s in order to suggest a utopia of educational becoming. Following my exploration of Stiegler’s dystopia, in the second part of the article I read Heidegger’s philosophy in order to formulate a utopian theory of education becoming, which is sensitive to the possibility of authoritarianism contained in his catastrophic decision to become a member of the Nazi party. Against the dystopic humiliation of thought Heidegg... (shrink)

Bernard Stiegler’s concept of individuation suggests that the human being is co-constituted with technology. Technology precedes the individual in the respect that the latter is thrown in a technological world that always already contains externally inscribed memories—what he calls tertiary memories—that selectively form the individual and the collective space of the community. Revisiting Husserlian phenomenology, Stiegler renews the critique of culture industries asserting that imagination and differance have always been technologically mediated, and echoing the Heideggerian anxiety concerning thinking’s over-determination, Stiegler (...) offers an intriguing analysis of the specificity of our age’s technologies while exploring the possibility for political responsibility and educational intervention. (shrink)

Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper (...) reports on one relational thematic that surfaced in a phenomenological study investigating experiences of teaching and learning online. (shrink)

This article addresses the new conditions under which teachers are making the choice to teach. Our core contention is that the reorganisation of schools according to the logic of the corporation, as described in Deleuze's ‘Postscript’, is changing the flows and forces on the primary surface of ‘the classroom’. These changes block the usual movements of teaching to discipline, normalise and individualise, which was the role of the school as precursor to the factory. Blocked from repeating, or returning, teaching as (...) it has always been done, teachers must actively re-will to teach; teachers cannot use order words to name themselves and direct flows and forces as they have usually been done. While many choices to teach will be undertaken, the most popular being that of choosing to teach toward the corporation, the repetition of teaching toward enclosed spaces becomes less compelling. Like Nietzsche's Zarathustra, teachers, who have the courage to actively choose, face a new dawn in which teaching cannot be what it once was. In that moment they must choose to repeat that choice an infinite number of times, the choice of eternal return, and it is from here that new times might begin. (shrink)

This paper primarily aims at conceptualizing a new philosophical approach to literature education, one that we—in the vein of certain pedagogical trends—propose to call “thing-centered”. Point of departure is the ongoing confrontation with a two-sided educational problem: on the one hand, the confrontation with the steady decline of younger generations’ engagements with ‘classical’ literature; on the other hand, that with the unsatisfactory answers which either accept this development, in light of the world’s irresistible digitization, or try overcoming it through a (...) more student-centered, ‘biographical’ appropriation of literature. Beyond the more immediate didactical difficulties which this two-fold problem poses, we ask ourselves the question whether it is not time for a more fundamental renewal of our understanding of literature’s contemporary educational significance. In answering this question, for which we turn to such diverse authors as Rousseau, Deleuze and Calvino, it is argued that if education is to continue its care for both classical literacy and literary classics—and not so much against as in relation to ascending digital literacies—a more radically immanent, thing-centered perspective is likely to prove the most sustainable, in the sense of enabling truly new, ‘care-ful’ literary-educational practices to emerge. (shrink)

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 (...) of this article is that this results in an unresolved tension in Stiegler’s work. I therefore propose a notion of infantilization not as solely negative, but as fundamentally ambivalent and risky. The continuation of childhood into maturity is necessary for the life of the mind, yet it can also foreclose maturity altogether. I use this new notion of infantilization to correct some of Stiegler’s radically conservative views on education and on the care for the new generations. (shrink)

In Bernard Stiegler’s Automatic Society Volume 1: The Future of Work, ‘the impossible’ and ‘the improbable’ appear as explicit parts of his political project. In his philosophy of technology, the impossible highlights the structural incompleteness that technics imparts to human existence. This article will trace how Stiegler draws on the work of Maurice Blanchot to produce this conjunction between technics and indetermination, and explore its political ramifications. This will show that rather than being a recent aspect of Stiegler’s work, the (...) political use of the impossible brings Blanchot’s subterranean influence to the fore. After briefly reconstructing Blanchot’s understanding of language, impersonality, and writing, it will be shown that Stiegler shifts Blanchot’s emphasis from the impossible to technical practices of the improbable. Stiegler follows an anthropological line where the experience of the impossible becomes a more general understanding of the experience of improbability through technical structures. Stiegler’s reading of Blanchot is central in his break with the place of the impossible in the politics of resistance advocated by post-structuralism, allowing him to support a politics of invention which makes space for the improbable within a large-scale politics of technicity, rather than privileging indeterminacy itself. (shrink)

Is physical presence an essential aspect of a rich educational experience? Can forms of virtual encounter achieve engaged and sustained education? Technophiles and technophobes might agree that authentic personal engagement is educationally normative. They are more likely to disagree on how authentic engagement is best achieved. This article argues that educational thinking around digital pedagogy unhelpfully reinforces this polarising debate by failing to recognise that digitalisation is, as Stiegler has argued, pharmacological: both a poison and a cure. I suggest that (...) Biesta’s critique of learnification can be applied to online learning, but that any such application does not sufficiently acknowledge the pharmacological nature of modern technology. While Stiegler has something important to contribute on the relation between technology, attention and education, I suggest his account is rather too bound up with critical theories of technology. In the end I turn to philosophers of religion, such as Eliade and Smith to suggest different ways of conceiving the role of attention in education that does set technologies up over/against the formation of attention essential to education. (shrink)

: This article focuses on cognitive enhancement technologies and their possible anthropological implications, and argues for a reconsideration of the human-technology relation so as to be able to better understand and assess these implications. Current debates on cognitive enhancement consistently disregard the intimate intertwinement of humans and technology as well as the fundamentally technogenic nature of anthropogenesis. Yet, an adequate assessment of CET requires an in-depth and up-to-date re-conceptualization of both. Employing insights from the work of Bernard Stiegler, this article (...) proposes an organology and pharmacology of CE. What is typical about new CET is their interiorizing nature, which can be expected to fundamentally reshape organological configurations. Starting from the premise that CE is a phenomenon that predominantly unfolds within the current conjuncture of cognitive capitalism, I will present the issue of cognitive proletarianization as being of crucial importance for considering CE. I conclude by providing some methodological guidelines for the development of a positive pharmacology of CET and by suggesting that CET should be considered as technologies of the self sensu Michel Foucault. (shrink)

Over the last decade, there has been a considerable expansion of mindfulness programmes into a number of different domains of contemporary life, such as corporations, schools, hospitals and even the military. Understanding the reasons for this phenomenon involves, I argue, reflecting upon the nature of contemporary capitalism and mapping the complexity of navigating new digital technologies that make multiple and accelerated solicitations upon attention and our affective lives. Whilst acknowledging the benefits of mindfulness practice, this article argues that it is (...) equally important to attend to the ethical framework that gives orientation to these practices and the outer conditions that shape lived daily experience, such as school or work environments. I suggest that the well-meaning efforts to secularise mindfulness, provide scientific evidence for its effectiveness, and introduce it to wider publics may have served to impoverish the rich contribution that practices of mindfulness, situated within a broader ethical framework, can make to human lives, and arguably contribute to the educational endeavour. For example, the emphasis on transforming inner conditions of students’ lives can lead to the neglect of outer conditions, such as structural inequality, or unhealthy and exploitative work practices. This can result in practices that privilege individual wellbeing over compassion and concern for the happiness of others, providing a buffer against loving attention to the world and others. Instead, I ask how mindfulness in educational settings could come to be viewed in a different light if we reflect upon the ways in which school environments and curricula can promote mindfulness, awareness, sensitive inquiry, and contemplative practices through the day, rather than offering it as a discrete intervention focused on the self and wellbeing. (shrink)

Philosophy seems to have gained solid ground in the hearts and minds of educational researchers and practitioners. We critique Philosophy for Children as an experimental programme aimed at improving children’s thinking capacity, by questioning the concept of critique itself. What does it mean when an institutional framework like the school claims to question its own framework, and what is the consequence of such a claim for thinking, in education, philosophy and the child? Implications for the concept of critical thinking follow.

Drawing on critical analyses of the internet inspired by Gilles Deleuze and the Marxist autonomia movement, this paper suggests a way of understanding the impact of the internet and digital culture on identity and social forms through a consideration of the relationship between controls exercised through the internet, new subjectivities constituted through its use and new labour practices enabled by it. Following Castells, we can see that the distinction between user, consumer and producer is becoming blurred and free labour is (...) being provided by users to corporations. The relationship between digital technologies and sense of community, through their relationship to the future, is considered for its dangers and potentials. It is proposed that the internet may be a useful tool for highlighting and enabling social connections if certain dangers can be traversed. Notably, current remedies for the lack of trust on the internet are questioned with an alternative, drawing on Zygmunt Bauman and Georg Simmel, proposed which is built on community through a vision of a ‘shared network’. (shrink)

The main idea behind this chapter is that a philosophical investigation of basic pedagogical practices, and more exactly the different ways in which children get the hang of elementary literacy at school, can offer a deeper understanding of what school education is all about. I follow here the French philosopher of technology Bernard Stiegler (2010), who argues that this basic pedagogical form defines the school. For him, literacy training sets the model for the practices that make up schools, even if (...) schooling as a rule involves far more complicated practices such as teaching youngsters how to play a musical instrument, write an essay, solve a complex mathematical equation or understand the reasons why empires rise and fall. In all these cases, Stiegler would argue, what is at stake is an introduction into dominant cultural technologies (Cf. Siegert 2015) – which are moulded after the more simpler practice of literacy initiation: grasping how to play the flute also requires an understanding of the relation between the notes on the score sheet and the required manipulations one has to perform on the instrument (which is very much alike to what we do when we first learn how to read and write letters and words). Or take as another example, writing an essay involves a profound insight into the architecture of a text and how an argument should be developed in a logically stringent way, and a mastery over rhetoric and stylistic operations one might use (or not). In all these cases students need to learn to adopt a cultural technology, or grammar as Stiegler (2010) wants it, i.e. an operational logic which is specific to each school discipline (music, literature and history respectively). (shrink)

Through writings of Simone Weil and Michel Foucault, the article explores the notion of education as the formation of the attending and attentive subjects. Both writers have in different ways acknowledged the important relation between attention and the self. While Weil develops a spiritual form of attention, an attention which can be trained in any form of serious studying, aiming at dissolving the illusion of the self, Foucault understands attention as an important aspect in the Greek notion of the care (...) of the self, which was developed outside of and due to the limitations of pedagogy aiming at a self-attentive self-formation. Both non-egotistic notions of attention address ethical and educational dimensions of human subjectivity. Foucault’s notion is anti-institutional and Weil’s notion is non-formative. As such, both perspectives inform educational thinking and practice by highlighting attention as a crucial aspect of both the active and the contemplative subject. (shrink)

The nature of creative engagement with computers and software presents a number of challenges to 4E cognition and requires the development of analytical frameworks that can encompass cognitive processes as they extend across material and informational realms. Here I argue that an enactive view of mind allows for better understanding of digital practice by advancing a dynamic, transactional, and affective framework for the analysis of computational design. This enactive framework is in part developed through the Material Engagement Theory put forward (...) by Lambros Malafouris, in part from the phenomenologically inspired philosophy of Bernard Stiegler. Both advance temporality, technics and technique as key to understanding human creative imagination and their work can support each other in different ways; Stiegler allows for a theorisation of digital tools largely missing from the cognitive archaeology of Malafouris, whilst Malafouris provides a cognitive theory to further develop key ideas in Stiegler’s philosophy. Bringing their work together through Gilbert Simondon’s theory of individuation, I develop the concept of enactive individuation and apply this to the analysis of a case of robotic design and fabrication from my fieldwork with digital architects and engineers. This case allows for further exploration of how enactivism might productively be extended into the digital realm by underscoring the explorative engagement at heart of even highly systematic work with computers and software. (shrink)

This paper applies concepts Deleuze developed in his ‘Postscript on the Societies of Control’, especially those relating to modulatory power, dividuation and control, to aspects of Australian schooling to explore how this transition is manifesting itself. Two modulatory machines of assessment, NAPLAN and My Schools, are examined as a means to better understand how the disciplinary institution is changing as a result of modulation. This transition from discipline to modulation is visible in the declining importance of the disciplinary teacher–student relationship (...) as a measure of the success of the educative process. The transition occurs through seduction because that which purports to measure classroom quality is in fact a serpent of modulation that produces simulacra of the disciplinary classroom. The effect is to sever what happens in the disciplinary space from its representations in a luminiferous ether that overlays the classroom. (shrink)

This paper explores the theme of education and the posthuman from the perspective of French philosophy. It addresses a crisis in eduction today identified by Michel Serres: now that knowledge is widely and freely accessible through information technologies, what is the purpose of education? A response is developed through three conceptual terms prefixed with ‘post’: the postmodern, the posthuman, and through the proposed idea of ‘postinformation.’ The background to the problem is sketched in terms of the ‘postmodern,’ with reference to (...) Lyotard’s influential The Postmodern Condition. A theory of the posthuman, which synthesises Stiegler’s ‘exorganism’ and Floridi’s ‘inforg’, is then sketched in response to Serres’ question of who the subject of education is today. The response to the crisis the paper proposes is that the purpose of education today is not to transmit information, but to help shape posthuman subjects able to process it effectively. This means helping them to learn how to navigate the complex informational networks we now inhabit so that they are able to flourish. The concept of postinformation is designed to help facilitate this educational shift in perspective. Postinformation concerns not just informational content, but the constitutive function of information and information technologies. (shrink)

The article reflects upon the possibility of educating sensitivity to the pain of the different Other by using feature cinema. The authors rely on the methodology suggested by Stanley Louis Cavell and Andrew Klevan, and also on the suggestions and conclusions by William B. Russell, III and Stewart Waters. The authors of this article reflected upon the results of their own interview with gymnasium students and selected three feature films suggested by them as a case study for the possibility of (...) developing not only critical thinking but also sensitivity to the pain of the unfamiliar Other. All three movies concern the humiliation and pain of the African people. The article raises questions for possible discussion in ethics class and suggests philosophical literature by E. Fromm, and K.R. Popper as a possible theoretical basis: moving from the concrete ethical problem discerned in the movie to the philosophical text and vice versa. (shrink)

This paper aims to show how to conceive the relationship between educational methods and cognitive modes. Focusing on the difference between Stiegler and Hayles, I will show that it is necessary to invent an educational philosophy for hyper attention. While Stiegler agrees with Hayles’s position regarding attention, he criticizes Hayles for defining attention as duration. According to Stiegler, attention has less to do with duration than with ‘retention’ and ‘protention.’ Based on this phenomenological insight, Stiegler appeals for a need to (...) protect children from this mutation of the cognitive mode. However, Hayles suggests that hyper attention has certain advantages. It is not only a ‘mutation’ of attention but also a new cognitive mode in modern society. Thus, we should invent new educational methods and educational philosophies appropriate to hyper attention in order to bridge the gap between deep attention and hyper attention. (shrink)

The purpose of the thesis is to put forth and explore a notion of teaching as a practice of attention formation. Drawing on educational philosophy and the Didaktik/Pädagogik-traditions, teaching is explored as a relational and lived-though practice that can promote, form, and share attention. In the context of teaching, attention is connected to the acts of showing and observing. As such, teaching can be seen as a complex of relations that emerges through the intersection of the intentions of the one (...) who is showing and the one who is observing. This intersection creates a tension between the self-active student and the paths made possible for this self-activity. The pedagogical dimension of this tension can be expressed through the principles of the summons to self-activity and Bildsamkeit. By turning to some key-texts of the French philosopher Jacques Rancière, I explore how the notion of teaching as attention formation can be understood from within a radical relational perspective on education and also how attention itself can be thought of as an educational phenomenon. From this critical relational perspective, where the relation is seen as constitutive of educational situations and where the possibility for uniqueness, difference, and freedom are regarded as central characteristics for a democratic conception of education, I interpret Rancière’s notions of intellectual emancipation and partage du sensible as political/aesthetic analogues to the summons to self-activity and Bildsamkeit, respectively. While the event of intellectual emancipation, although constituted relationally, mainly addresses the unique attentive subject, the notion of le partage du sensible draws attention to the larger and shared context in which this event takes place. In the thesis, teaching as attention formation is addressed as a relational phenomenon in which the unique and irreplaceable subject is called into being and is given space to respond to the summons of the surrounding world and to strive against the materiality of that very same world. It is suggested that attention formation might be the educational event when someone, as a unique other, is called into presence and is given room to claim and to speak for his or her interest. It is an event made possible by those teachers who have the sensibility to discover its coming, the courage to let it happen, and the strength to accept the consequences of it. (shrink)

Educational theorists may be right to suggest that providing mindfulness training in schools can challenge oppressive pedagogies and overcome Western dualism. Before concluding that this training is liberatory, however, one must go beyond pedagogy and consider schooling’s role in enacting the educational neurofuture envisioned by mindfulness discourse. Mindfulness training, this article argues, is a biopolitical human enhancement strategy. Its goal is to insulate youth from pathologies that stem from digital capitalism’s economisation of attention. I use Bernard Stiegler’s Platonic depiction of (...) the ambiguousness of all attention channelling mechanisms as pharmaka—containing both poison and cure—to suggest that this training is a double-edged sword. Does the inculcation of mindfulness in schoolchildren empower them; or is it merely an exercise in pathology-proofing them in their capacity as the next generation of unpaid digital labourers? The answer, I maintain, depends on whether young people can use the Internet’s political potentialities to mitigate the exploitation of their unpaid online labour time. That is, on whether the exploitative ‘digital pharmakon’—the capitalistic Web—can at the same time be socio-politically curative. (shrink)

In this paper we explore a new way to deal with social inequality and injustice in an educational way. We do so by offering a particular reading of a scene taken from Minnelli's film The Band Wagon which is often regarded as overly western-centred and racist. We argue, however, that the way in which words and movements in this scene function are expressive of an event that can be read as a new beginning and that it is for this reason (...) in and of itself educational. By drawing on Agamben's and Cavell's insights on childhood and what it means to acquire a language, we argue that in this scene a form of childhood is displayed which denotes a general condition for education to take place in children and grown-ups alike. Hence, education can be understood as a interruption of existing power structures and as a transformation of one's existence. (shrink)

This paper provides an analysis of the educational use of the Internet and of digital technologies that is neither pessimistic nor optimistic, that is neither critical nor post-critical. Turning to Italian philosopher Giorgio Agamben’s comments on studying and its relationship to the technology of the blank writing tablet, the authors argue that digital devises are a radical transformation in our relationship to the technologies of reading and writing. Traditionally, the scholar was able to experience his or her potentiality to communicate (...) through writing via the blankness of the writing tablet. Yet, according to Agamben, such blankness has become inaccessible in the digital age, where the screen is always full of content. Here the authors argue that Agamben is correct in his diagnosis, yet his own theory of communicability offers up a way to redeem the educational use of digital devices. It is precisely the overflowing saturation of communications on the Internet which produces a new kind of blankness. It is this blankness which should thus become the focus of a studious form of media literacy—one that is not critical or post-critical so much as pre-critical. (shrink)

The student as consumer has emerged as a common motif and point of contestation in educational philosophy over the past two decades, as part of the critique of the neoliberal educational re...

This paper situates Günther Anders’s diagnosis of a shift in the modes of human self-production from hermeneutic and educational practices to techno-scientific interventions in the broader context of observations concerning posthumanism and biopolitics (e.g. Peter Sloterdijk, Giorgio Agamben). It proposes to reframe the problem of human self-production within the philosophy of media and traces a common anti-hermeneutic trajectory to which both technoscientific transhumanism and certain strands of posthumanism belong, insofar as they are based on an ontology that exclusively considers causally (...) effective agency. With Anders and Martin Heidegger it is argued that such a focus on agency neglects the dimension of meaning that irreducibly guides technoscientific interventions. The paper claims that, with regard to the escalating dynamics both of human enhancement and of the Anthropocene, neither a truly critical theoretical stance nor a practical subversion is possible without taking the horizons of meaning into account that drive these dynamics. The last section sketches an outline of the complex interrelations of humans, technologies and meaning that cannot be mapped in terms of causally effective agency. (shrink)