John R. Dakers is a researcher affiliated with TU Delft university. He has published books and articles on the concept of technological literacy, including Defining Technological Literacy and New Frontiers on Technological Literacy (2014).

• PrefaceAcknowledgementsList of Figures1 Introduction: Setting the Scene1 A Brief Outline of the Chapters2 What Is Meant by Technology, Technique, Technological Knowledge and Ethnotechnological Literacy?1 Introduction2 So, What Is Technology?3 So, What Is Technique?4 Carl Mitcham’s Four Concepts of Knowledge Relating to Technology and Technique5 My Translation of Technological Literacy into Becoming Ethnotechnological Literacy3 What Are the Characteristics of (Much) of Current Technology Education That Causes It to Fail in the Delivery of Ethnotechnological Literacy?1 Introduction2 The Old Is Dying and the New Cannot Be Born (Gramsci, 1971, p. 371)3 Conceptual Issues That Are Lacking in Craft-Based Technology Education4 The Industrial Revolution5 The Problems Encountered with Technology Education’s Reformation6 A New Age for Ethnotechnological Literacy7 Concluding Remarks on This Chapter4 What Are the Philosophical Foundations for a New Nomadic Pedagogy?1 Gilbert Simondon2 Friedrich Nietzsche3 Van Riessen4 Bernard Stiegler5 Deleuze, Guattari and Simondon on the Concept of Becoming6 The Becoming of Being7 The Concept of Assemblages or Multiplicities8 Simondon and the Concept of Individuation9 The Relationship between Individuation and Its Associated Milieu10 The Associated Milieu11 The Pre-Individual State5 What Do the Above Philosophical Insights Mean for an Ethnotechnological Perspective?1 Introduction2 Is Being Human Becoming Machine?3 Exosomatic Evolution4 From Being Human to Becoming Cyborg?6 Philosophical Concepts Related to Teaching about Technology: Introducing the Concepts of Nomadism, Transversality, the Virtual, the Fold and Subjectivity, as Crucial Aspects in Teaching and Learning the Ongoing Process of Becoming Ethnotechnologically Literate1 Becoming Proactive and Progressive v Being Reactive and Regressive2 Introducing the Concept of Bildung3 The Importance of Young People Having Voice4 The Concept of Transversality5 Deleuze and Guattari’s Concept of Nomadism6 Virtuality and the Fold7 The Concept of Subjectivity8 Pedagogies for Learning Ethnotechnological Literacy9 Moby Dick and the Lorax7 What Are the Characteristics of a Nomadic Pedagogy for Teaching about Technology?1 A Nomadic Pedagogy of Education (Bildung) about Technology2 Becoming Nomad in Education about Technology3 A Nomadic Pedagogy for Education about Technology4 Célestine Freinet: BD&G (An Unwitting Educational Nomadologist)5 Teaching Nomadic Education about Technology à la Freinet8 Concluding Remarks and a Final Argument for a Progressive EducationReferencesIndex

John R. Dakers is a researcher affiliated with TU Delft university. He has published books and articles on the concept of technological literacy, including Defining Technological Literacy and New Frontiers on Technological Literacy (2014).

• PrefaceAcknowledgementsList of Figures1 Introduction: Setting the Scene1 A Brief Outline of the Chapters2 What Is Meant by Technology, Technique, Technological Knowledge and Ethnotechnological Literacy?1 Introduction2 So, What Is Technology?3 So, What Is Technique?4 Carl Mitcham’s Four Concepts of Knowledge Relating to Technology and Technique5 My Translation of Technological Literacy into Becoming Ethnotechnological Literacy3 What Are the Characteristics of (Much) of Current Technology Education That Causes It to Fail in the Delivery of Ethnotechnological Literacy?1 Introduction2 The Old Is Dying and the New Cannot Be Born (Gramsci, 1971, p. 371)3 Conceptual Issues That Are Lacking in Craft-Based Technology Education4 The Industrial Revolution5 The Problems Encountered with Technology Education’s Reformation6 A New Age for Ethnotechnological Literacy7 Concluding Remarks on This Chapter4 What Are the Philosophical Foundations for a New Nomadic Pedagogy?1 Gilbert Simondon2 Friedrich Nietzsche3 Van Riessen4 Bernard Stiegler5 Deleuze, Guattari and Simondon on the Concept of Becoming6 The Becoming of Being7 The Concept of Assemblages or Multiplicities8 Simondon and the Concept of Individuation9 The Relationship between Individuation and Its Associated Milieu10 The Associated Milieu11 The Pre-Individual State5 What Do the Above Philosophical Insights Mean for an Ethnotechnological Perspective?1 Introduction2 Is Being Human Becoming Machine?3 Exosomatic Evolution4 From Being Human to Becoming Cyborg?6 Philosophical Concepts Related to Teaching about Technology: Introducing the Concepts of Nomadism, Transversality, the Virtual, the Fold and Subjectivity, as Crucial Aspects in Teaching and Learning the Ongoing Process of Becoming Ethnotechnologically Literate1 Becoming Proactive and Progressive v Being Reactive and Regressive2 Introducing the Concept of Bildung3 The Importance of Young People Having Voice4 The Concept of Transversality5 Deleuze and Guattari’s Concept of Nomadism6 Virtuality and the Fold7 The Concept of Subjectivity8 Pedagogies for Learning Ethnotechnological Literacy9 Moby Dick and the Lorax7 What Are the Characteristics of a Nomadic Pedagogy for Teaching about Technology?1 A Nomadic Pedagogy of Education (Bildung) about Technology2 Becoming Nomad in Education about Technology3 A Nomadic Pedagogy for Education about Technology4 Célestine Freinet: BD&G (An Unwitting Educational Nomadologist)5 Teaching Nomadic Education about Technology à la Freinet8 Concluding Remarks and a Final Argument for a Progressive EducationReferencesIndex

John R. Dakers is a researcher affiliated with TU Delft university. He has published books and articles on the concept of technological literacy, including Defining Technological Literacy and New Frontiers on Technological Literacy (2014).

• PrefaceAcknowledgementsList of Figures1 Introduction: Setting the Scene1 A Brief Outline of the Chapters2 What Is Meant by Technology, Technique, Technological Knowledge and Ethnotechnological Literacy?1 Introduction2 So, What Is Technology?3 So, What Is Technique?4 Carl Mitcham’s Four Concepts of Knowledge Relating to Technology and Technique5 My Translation of Technological Literacy into Becoming Ethnotechnological Literacy3 What Are the Characteristics of (Much) of Current Technology Education That Causes It to Fail in the Delivery of Ethnotechnological Literacy?1 Introduction2 The Old Is Dying and the New Cannot Be Born (Gramsci, 1971, p. 371)3 Conceptual Issues That Are Lacking in Craft-Based Technology Education4 The Industrial Revolution5 The Problems Encountered with Technology Education’s Reformation6 A New Age for Ethnotechnological Literacy7 Concluding Remarks on This Chapter4 What Are the Philosophical Foundations for a New Nomadic Pedagogy?1 Gilbert Simondon2 Friedrich Nietzsche3 Van Riessen4 Bernard Stiegler5 Deleuze, Guattari and Simondon on the Concept of Becoming6 The Becoming of Being7 The Concept of Assemblages or Multiplicities8 Simondon and the Concept of Individuation9 The Relationship between Individuation and Its Associated Milieu10 The Associated Milieu11 The Pre-Individual State5 What Do the Above Philosophical Insights Mean for an Ethnotechnological Perspective?1 Introduction2 Is Being Human Becoming Machine?3 Exosomatic Evolution4 From Being Human to Becoming Cyborg?6 Philosophical Concepts Related to Teaching about Technology: Introducing the Concepts of Nomadism, Transversality, the Virtual, the Fold and Subjectivity, as Crucial Aspects in Teaching and Learning the Ongoing Process of Becoming Ethnotechnologically Literate1 Becoming Proactive and Progressive v Being Reactive and Regressive2 Introducing the Concept of Bildung3 The Importance of Young People Having Voice4 The Concept of Transversality5 Deleuze and Guattari’s Concept of Nomadism6 Virtuality and the Fold7 The Concept of Subjectivity8 Pedagogies for Learning Ethnotechnological Literacy9 Moby Dick and the Lorax7 What Are the Characteristics of a Nomadic Pedagogy for Teaching about Technology?1 A Nomadic Pedagogy of Education (Bildung) about Technology2 Becoming Nomad in Education about Technology3 A Nomadic Pedagogy for Education about Technology4 Célestine Freinet: BD&G (An Unwitting Educational Nomadologist)5 Teaching Nomadic Education about Technology à la Freinet8 Concluding Remarks and a Final Argument for a Progressive EducationReferencesIndex