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  1. Widening the screen: embodied cognition and audiovisual online social interaction in the digital age.Regine Rørstad Torbjørnsen & Inês Hipólito - forthcoming - AI and Society:1-15.
    Online audiovisual interaction (AVOI), though minimal, constitutes a form of embodiment. This implies that empathy can be fostered even in non-co-located individuals through online platforms. To address both the limitations and potential of online embodied interaction the article develops a framework for comprehending and cultivating empathy in the virtual realm. It argues that empathy is a skill that is fundamentally tied to our physical and sensory experiences, and therefore, dismisses the Theory of Mind (ToM) model for reducing empathy to mere (...)
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  • Unprepared humanities: A pedagogy (forced) online.Houman Harouni - 2021 - Journal of Philosophy of Education 55 (4-5):633-648.
    Journal of Philosophy of Education, EarlyView.
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  • Page, text and screen in the university: Revisiting the Illich hypothesis.Lavinia Marin, Jan Masschelein & Maarten Simons - 2018 - Educational Philosophy and Theory 50 (1):49-60.
    In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s idea that textual technologies played a crucial role in the inception of the university, we (...)
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  • Entering the world with notes: Reclaiming the practices of lecturing and note making.Joris Vlieghe & Piotr Zamojski - 2021 - Educational Philosophy and Theory 53 (13):1388-1398.
    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 (...)
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  • Smart screens and transformative ways of looking: Towards a therapeutics of desire.Anna Kouppanou - 2018 - Educational Philosophy and Theory 51 (14):1423-1433.
    In this article, I set up a Heideggerian framework of research in order to investigate the phenomenon of looking at the smartphone screen, focusing especially on the desire to look, which I see as intricately connected with the desire to know and the desire to be. With a clear phenomenological disposition, supplemented by a deconstructive look via Giorgio Agamben and Bernard Stiegler, I turn to Ovid’s Metamorphoses, and especially to his myth of Narcissus, and to Lacan’s theory of the formation (...)
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