Analogue Ontology and Digital Disruption

Autor/in	Hassan, Robert
Titel	Analogue Ontology and Digital Disruption
Quelle	In: Educational Philosophy and Theory, 53 (2021) 4, S.383-392 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1767075
Schlagwörter	Social Systems; Automation; Information Technology; Alienation; Social Change; Higher Education; Criticism; Educational Philosophy; Neoliberalism; Universities; Reputation; Institutional Characteristics; Political Influences; Economics Education; Climate; Environmental Education; Foreign Countries; Anthropology; Interpersonal Relationship; Innovation; Commercialization; Educational Change; United Kingdom + Suchen Sie Ihr Suchwort? Social system; Soziales System; Informationstechnologie; Entfremdung; Sozialer Wandel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kritik; Bildungsphilosophie; Erziehungsphilosophie; Neo-liberalism; Neoliberalismus; University; Universität; Political influence; Politischer Einfluss; Wirtschaftskunde; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Anthropologie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsreform; Großbritannien
Abstract	Pervasive digitality reveals us as analogue creatures that are unprepared for a world and a logic generated increasingly through automation. Promulgated by capitalism, digitality has created a new form of alienation, one far more powerful and comprehensive than that envisaged by either Marx or Lukács in the analogue-industrial age. Digital alienation-through-automation is the central process in our digital post-modernity. The effects reach increasing registers and spheres of culture, economy and politics. This essay considers the effects within the production of knowledge within higher education. Through a critique of Clayton Christensen's concept of 'disruptive technologies', it develops the argument that knowledge produced in our higher institutions of learning suffer from two forms of 'knowledge capture'. The first and most comprehensive is knowledge increasingly oriented toward instrumental outcomes, generated in vocationally oriented and market-pressured contexts, and produced by the general-sector institutions; second is knowledge, much of it profound and potentially world-changing--in economics and climate science in the cases discussed here. These are generated in both prestigious general-sector universities, and in the elite Ivy League and Russell Group universities but are unable to gain traction with an ascendant and alien post-Westphalian, post-modern and post-Enlightenment political context--created by a globalising digitality. I argue that unless we recognise our analogue essence, and that this has been alienated by digital automation, then the aporias of digitality, with knowledge production an important element, then our institution of higher learning will continue to produce much valuable knowledge that has diminishing practical (political) effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01