This paper examines the affective disorders plaguing many young people and the problem of attention-deficit hyperactivity disorder in particular. It aims to define the limits of the critique of British educationalist Sir Ken Robinson in terms of his philosophy of ‘creativity’ through a consideration of the ideas of French philosopher Bernard Stiegler, especially the notions of ‘industrial temporal objects’ and stupidity. It makes the case for adopting elements of each distinct research paradigm as a prolegomena to forging a social critique (...) of capitalist-dominated, market-led educational institutions. The former, it will be seen, identifies some of the problems facing teachers in terms of the use and application of technology, the false divide between arts and the humanities, but falls short of explaining the root of the structural and psychic malaise in neo-liberal regimes regarding classroom breakdown in general. The latter, despite the apocalyptic tone of some his pronouncements provides an update and radicalization of Deleuze’s societies of control thesis in terms of what Stiegler designates ‘uncontrollable societies’. Stiegler, it will be seen, presents a critique of technology that is all the more pressing in an age in which the loss of expectation in the lives of young people can lead to a corresponding fall off or destruction in ‘deep attention’. I want to test the hyperbole of Stiegler’s assertion that young people today suffer from a ‘colossal’ attention deficit disorder of unprecedented scale and magnitude. (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...

French philosopher Bernard Stiegler’s teacher, the great Jacques Derrida, when speaking of the nature of the life of Aristotle, questioned the need for biography and anecdote. Philosophy excludes b...

At the beginning of Western philosophy, Aristotle contrasted made objects, which did not have the source of their own production within themselves, with beings formed by nature. This distinction persisted until Marx, who conceived of the possibility of an evolution of the technical object. This philosophy developed while industrialisation was in the process of overthrowing the contemporary order of social organisation, which highlighted technology's new place in philosophical enquiry. Bernard Stiegler goes back to the beginning of Western philosophy and revises (...) the Aristotelian assessment, developing a complex argument whereby the technical object can be seen as having an essential, distinctive temporality and dynamic of its own. The author engages the ideas of Rousseau, Husserl, and Heidegger, the paleo-ontologist Leroi-Gourhan, the anthropologists Vernant and Detienne, the sociologists Weber and Habermas, and the systems analysts Maturana and Varela. (shrink)

This article traces the trajectory of Heidegger’s thinking about technology over the course of what is considered to be his early, middle, and late periods. Over the course of the years, Heidegger’s concerns moved from somewhat conventional concerns over the consumerism technology entails, and the damage it causes to the environment, to the more complex position that technicity distorts human nature with an accompanying loss of meaning. The real danger, he said, is not the destruction of nature or culture, nor (...) selfindulgent consumerism, but a new totalizing style of practices that would restrict our openness to people and things by driving out all other styles of practice that enable us to be receptive to realty. (shrink)

Finding myself writing this introduction on the same day that Greta Thunberg is addressing the United Nations, it seems impossible not to understand her parrhesia concerning the biospheric crisis a...

Finding myself writing this introduction on the same day that Greta Thunberg is addressing the United Nations, it seems impossible not to understand her parrhesia concerning the biospheric crisis a...

Higher education has not been spared from the effects of the disruptive aspects of technology. MOOCs, teach bots, virtual learning platforms, and Wikipedia are among technics marking a digi...

Heidegger argues that modern technology is quantifiably different from all earlier periods because of a shift in ethos from in situ craftwork to globalised production and storage at the behest of consumerism. He argues that this shift in technology has fundamentally shaped our epistemology, and it is almost impossible to comprehend anything outside the technological enframing of knowledge. The exception is when something breaks down, and the fault ‘shows up’ in fresh ways. Stiegler has several important addendums to Heidegger’s thesis. (...) Firstly, that Heidegger fails to fully appreciate the early Greek myth of Prometheus, and the technological depth that fire offers all human societies. Secondly, the fall, or failure, which is doubled in the myth of Prometheus, and shows up in epistemology accordingly. Thirdly the acceleration of technology since the onset of Information Technology, and the way this is disorientating our Being. I argue the fall in both Heidegger and early Stiegler has encaptured their imagination. In later work, Stiegler argues that acceleration is fused with algorithmic pretensions, that are distorting and undermining the creative political imaginary, and making it difficult to revalue the values that underpin the nihilist Anthropocene. The overcoming of the Anthropocene engages politics, economics, power, physics, and ecology. (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...

The article sets out to develop the concept of attention as a key aspect to building the possible therapeutics that Bernard Stiegler’s recent works have pointed to (The Automatic Society, 2016, The Neganthropocene, 2018 and Qu’appelle-t-on Panser, 2018). The therapeutic aspect of pharmacology takes place through processes that are neganthropic; therefore, which attempt to counteract the entropic nature of digital technologies where there is flattening out to the measurable and the calculable of Big Data. The most obvious examples of this (...) flattening out can be seen in relation to the use of natural language processing technologies for text interpretation and the use of text analytics alongside student analytics. However, the process of exosomatisation of knowledge takes place in forms of hypomnesic tertiary retentions or digital technologies. The loss of knowledge is inherent to these processes of exteriorisation, this loss of knowledge takes place through a process proletarianisation which Marx had pointed to in the Grundisse (1939). The therapeutic gesture is, therefore, an intrinsically educational one, where the loss of knowledge of the pharmacological nature of digital technologies is counteracted by other forms of knowledge construction that can be enabled by digital technologies. Hence, there is a profound educational gesture necessary to enable the re-harnessing of technology to enable the therapeutics. This paper will argue that the positive re-harnessing, the therapeutics, can take place through the development of new forms of neganthropic gestures which can be afforded by the development of specific forms of digital technologies. These also enable a contributive research process whereby the rationalisation of the production of knowledge within the university can be challenged by collaborative, interpretative processes of knowledge production. (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...

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)

This anthology is a significant contribution to the debate over the relevance of Martin Heidegger's Nazi ties to the interpretation and evaluation of his philosophical work. Included are a selection of basic documents by Heidegger, essays and letters by Heidegger's colleagues that offer contemporary context and testimony, and interpretive evaluations by Heidegger's heirs and critics in France and Germany.In his new introduction, "Note on a Missing Text," Richard Wolin uses the absence from this edition of an interview with Jacques Derrida (...) as a springboard for examining questions about the nature of authorship and personal responsibility that are at the heart of the book.Richard Wolin is Professor of Modern European Intellectual History and Humanities at Rice University. He is the author of Walter Benjamin, The Politics of Being: The Political Thought of Martin Heidegger, and The Terms of Cultural Criticism: The Frankfurt School, Existentialism and Poststructuralism. (shrink)