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A Nomadic Pedagogy about Technology
Teaching the Ongoing Process of Becoming Ethnotechnologically Literate
Series: - International Technology Education Studies, Volume: 18
Author:
Although technology education is in desperate need of reform, the new refuses to be born. Despite the introduction of technological literacy, the evolving merger with science, mathematics and engineering (STEM), and even a proposed merger between STEM and the arts (STEAM), nothing has changed. The subject continues to be a craft-based, vocationally orientated subject.
Human beings have always had a relationship with technology, but never before has the progression of technological development had such an impact on the environment, one which has led to the birth of the Anthropocene. This poses the greatest existential threat ever known to the future of human existence.
Those in power continue to turn a blind eye to this threat. Moreover, technology education today does not reflect issues relating to our technologically textured lifeworld. Given that it is the young who will inherit this potentially dystopic future, they must be given a voice, one in which they can reimagine their futures in a sustainable way. This book explores the development of ethnotechnological literacy, as delivered by a radical new nomadic pedagogy inspired by the philosophy of Deleuze and Guattari; one that can enable these voices to be expressed and more importantly, to be heard.
Human beings have always had a relationship with technology, but never before has the progression of technological development had such an impact on the environment, one which has led to the birth of the Anthropocene. This poses the greatest existential threat ever known to the future of human existence.
Those in power continue to turn a blind eye to this threat. Moreover, technology education today does not reflect issues relating to our technologically textured lifeworld. Given that it is the young who will inherit this potentially dystopic future, they must be given a voice, one in which they can reimagine their futures in a sustainable way. This book explores the development of ethnotechnological literacy, as delivered by a radical new nomadic pedagogy inspired by the philosophy of Deleuze and Guattari; one that can enable these voices to be expressed and more importantly, to be heard.
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).
Preface
Acknowledgements
List of Figures
1 Introduction: Setting the Scene
â1 A Brief Outline of the Chapters
2 What Is Meant by Technology, Technique, Technological Knowledge and Ethnotechnological Literacy?
â1 Introduction
â2 So, What Is Technology?
â3 So, What Is Technique?
â4 Carl Mitchamâs Four Concepts of Knowledge Relating to Technology and Technique
â5 My Translation of Technological Literacy into Becoming Ethnotechnological Literacy
3 What Are the Characteristics of (Much) of Current Technology Education That Causes It to Fail in the Delivery of Ethnotechnological Literacy?
â1 Introduction
â2 The Old Is Dying and the New Cannot Be Born (Gramsci, 1971, p. 371)
â3 Conceptual Issues That Are Lacking in Craft-Based Technology Education
â4 The Industrial Revolution
â5 The Problems Encountered with Technology Educationâs Reformation
â6 A New Age for Ethnotechnological Literacy
â7 Concluding Remarks on This Chapter
4 What Are the Philosophical Foundations for a New Nomadic Pedagogy?
â1 Gilbert Simondon
â2 Friedrich Nietzsche
â3 Van Riessen
â4 Bernard Stiegler
â5 Deleuze, Guattari and Simondon on the Concept of Becoming
â6 The Becoming of Being
â7 The Concept of Assemblages or Multiplicities
â8 Simondon and the Concept of Individuation
â9 The Relationship between Individuation and Its Associated Milieu
â10 The Associated Milieu
â11 The Pre-Individual State
5 What Do the Above Philosophical Insights Mean for an Ethnotechnological Perspective?
â1 Introduction
â2 Is Being Human Becoming Machine?
â3 Exosomatic Evolution
â4 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 Literate
â1 Becoming Proactive and Progressive v Being Reactive and Regressive
â2 Introducing the Concept of Bildung
â3 The Importance of Young People Having Voice
â4 The Concept of Transversality
â5 Deleuze and Guattariâs Concept of Nomadism
â6 Virtuality and the Fold
â7 The Concept of Subjectivity
â8 Pedagogies for Learning Ethnotechnological Literacy
â9 Moby Dick and the Lorax
7 What Are the Characteristics of a Nomadic Pedagogy for Teaching about Technology?
â1 A Nomadic Pedagogy of Education (Bildung) about Technology
â2 Becoming Nomad in Education about Technology
â3 A Nomadic Pedagogy for Education about Technology
â4 CeÌlestine Freinet: BD&G (An Unwitting Educational Nomadologist)
â5 Teaching Nomadic Education about Technology à la Freinet
8 Concluding Remarks and a Final Argument for a Progressive Education
References
Index
Acknowledgements
List of Figures
1 Introduction: Setting the Scene
â1 A Brief Outline of the Chapters
2 What Is Meant by Technology, Technique, Technological Knowledge and Ethnotechnological Literacy?
â1 Introduction
â2 So, What Is Technology?
â3 So, What Is Technique?
â4 Carl Mitchamâs Four Concepts of Knowledge Relating to Technology and Technique
â5 My Translation of Technological Literacy into Becoming Ethnotechnological Literacy
3 What Are the Characteristics of (Much) of Current Technology Education That Causes It to Fail in the Delivery of Ethnotechnological Literacy?
â1 Introduction
â2 The Old Is Dying and the New Cannot Be Born (Gramsci, 1971, p. 371)
â3 Conceptual Issues That Are Lacking in Craft-Based Technology Education
â4 The Industrial Revolution
â5 The Problems Encountered with Technology Educationâs Reformation
â6 A New Age for Ethnotechnological Literacy
â7 Concluding Remarks on This Chapter
4 What Are the Philosophical Foundations for a New Nomadic Pedagogy?
â1 Gilbert Simondon
â2 Friedrich Nietzsche
â3 Van Riessen
â4 Bernard Stiegler
â5 Deleuze, Guattari and Simondon on the Concept of Becoming
â6 The Becoming of Being
â7 The Concept of Assemblages or Multiplicities
â8 Simondon and the Concept of Individuation
â9 The Relationship between Individuation and Its Associated Milieu
â10 The Associated Milieu
â11 The Pre-Individual State
5 What Do the Above Philosophical Insights Mean for an Ethnotechnological Perspective?
â1 Introduction
â2 Is Being Human Becoming Machine?
â3 Exosomatic Evolution
â4 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 Literate
â1 Becoming Proactive and Progressive v Being Reactive and Regressive
â2 Introducing the Concept of Bildung
â3 The Importance of Young People Having Voice
â4 The Concept of Transversality
â5 Deleuze and Guattariâs Concept of Nomadism
â6 Virtuality and the Fold
â7 The Concept of Subjectivity
â8 Pedagogies for Learning Ethnotechnological Literacy
â9 Moby Dick and the Lorax
7 What Are the Characteristics of a Nomadic Pedagogy for Teaching about Technology?
â1 A Nomadic Pedagogy of Education (Bildung) about Technology
â2 Becoming Nomad in Education about Technology
â3 A Nomadic Pedagogy for Education about Technology
â4 CeÌlestine Freinet: BD&G (An Unwitting Educational Nomadologist)
â5 Teaching Nomadic Education about Technology à la Freinet
8 Concluding Remarks and a Final Argument for a Progressive Education
References
Index