Postphenomenology and Technologies within Educational Settings

Markus Bohlmann is postdoctoral researcher in the Department of Philosophy at ?Muenster University.Patrizia Breil is research assistant at the collaborative research center Virtual Lifeworlds at Ruhr University Bochum.

“This collection is a work of art that will undoubtedly become a seminal text and highly cited for many years to come. It is a call to action for human beings to be more attentive to the ways in which technologies mediate our relations with and in the world during a time in which this has never been more pressing given the rapid growth and power of big tech companies, artificial intelligence, social technology platforms, immersive technologies, and big data in educational technologies. Even more significantly, this work is a wake-up call for us to see the ways that educational technologies are not neutral, but rather constitute subject and world. It is our moral and ethical responsibility as human beings to exercise our freedoms in how technologies impact us. It is a critical time for education. Empowering human beings with freedom and agency has never been more important. Bohlmann and Breil’s timely collection has never been more deeply needed than at our present moment”

• Introductionby Markus Bohlmann and Patrizia BreilPart I: Empirical EvidenceChapter 1: “What To Do With Your Life and How To Spend Your Time?” A Critical Perspective on Life Concepts Mediated Through Popular (Educational) Videosby André Epp and Andreas StockChapter 2: A Note on the Materiality of Educational Frog Dissection by Robert RosenbergerChapter 3: Affordances as Solicitations: The Role of Technical Mediation in Academic Care by Kristy ForrestChapter 4: Mediated (Mis)Conduct: Turnitin as an Audience for Academic Work by Eliott RookeChapter 5: Equipping Tablets. In-Depth Interviews with Early Adopters on the Sedimentation of Human-Technology Relations in Schools by Markus Bohlmann and Martin WilmerChapter 6: Fugitive Pathways: Sensors, Lines, and Knots in the Academic Library by Lesley GourlayChapter 7: Leveling Up: A Postphenomneological Perspective on Gamification by Stacey IrwinChapter 8: Skype, Zoom, and the Zoombies: Reflections on Artistic Play, Malfunction, and the Traits of the Trade Offs by Annie KurzChapter 9: Let’s study together: A Postphenomenological Investigation of “Study with Me” Content in South Korea by Sou Hee YangPart II: Conceptual ConvergenceChapter 10: Ambiguous Relations. A Postphenomenological Reflection on Technological Multistability in Education by Patrizia BreilChapter 11: Freedom Through Restriction? Merleau-Ponty, Dewey, and Foucault on Habit-Formation by Jesper AagaardChapter 12: A Critical Examination of Teaching and Learning in Times of Algorithmic Reasoning by Dan MamlokChapter 13: A Postphenomenolical-Constructionist Assessment of AI in Education: Toward a Multi-Dimensional Democratic Education by Galit Wellner and Ilya LevinChapter 14: Diverging Ethical Concepts. Postphenomenological Analysis through the Lens of Japanese Culture by Tomoki Sakata Chapter 15: Taking Care for the School in Times of Zoom-Education. A Stieglerian Account by Joris VlieghePart III: Subject SubversionChapter 16: After Phenomenology? Digital Subjects and the Relevance of Experience by Anke RedeckerChapter 17: Asking Educational Questions about Technology by Håkon Jakobsen AaltvedtChapter 18: Speaking of Education’s Technologically Mediated Character(s) by Jan Peter BergenChapter 19: Rethinking Ihde’s Relations Pedagogically. On Learning and Becoming Who We Are in Relations to Things by Anne Pesch