Learning After Progress? Isabelle Stengers, Artificial Learning, and the Future as Problem

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Hans Schildermans
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引用次数: 0

Abstract

Abstract The aim of this article is to rethink the relation between education and progress, claiming that discourses of progress tend to project specific visions of the future and thereby instrumentalize education to achieve these visions while foreclosing other possible futures. The first part of the paper argues that the historical pact between education and progress has been recently recast in terms of learning. Learning receives at the same time an economic and a political interpretation in this context, turning issues such as unemployment or social justice into learning problems. What both interpretations seem to share, however, is that learning is conceived of as a pathway to futures already known. Drawing on the philosophy of Isabelle Stengers, in whose work the concept of learning acquires a vital position, the article reframes learning in terms of a situated encounter made possible within an artificial environment, whereby the future is not being projected, but becomes thoroughly problematic—a matter of collective concern. Recent calls to ‘learn to live with’ Covid-19, but also the effects of climate change, form the point of departure for reworking the concept of learning from the inside out.
进步后再学习?伊莎贝尔·斯坦厄斯,人工学习和未来问题
本文的目的是重新思考教育与进步之间的关系,声称进步的话语倾向于规划未来的具体愿景,从而将教育工具化,以实现这些愿景,同时排除其他可能的未来。本文的第一部分认为,教育与进步之间的历史契约最近在学习方面被重新定义。在这种背景下,学习同时受到经济和政治的解释,将失业或社会正义等问题转化为学习问题。然而,这两种解释似乎都有一个共同点,那就是学习被认为是通往已知未来的途径。借鉴伊莎贝尔·斯坦厄斯的哲学,在她的工作中,学习的概念获得了至关重要的地位,文章将学习重新定义为在人工环境中可能发生的情境相遇,在这种环境中,未来不是被预测的,而是完全有问题的——一个集体关注的问题。最近呼吁“学会与Covid-19共存”,以及气候变化的影响,构成了重新审视由内而外学习概念的起点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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