The Odyssey of Pedagogies of Technoscientific Literacies
Само за регистроване кориснике
2021
Чланак у часопису (Објављена верзија)
Метаподаци
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A current pandemic which has pushed much work online has revealed a lack of literacies in information security, surveillance capitalism, and the unresolved problems of algorithms and control (e.g., Zuboff, Berners-Lee). Yet there is a decades-old tradition of pedagogies that address the complex interactions of the interdisciplinary technoscientific world (Morin, G. Bateson, Rheingold, Dewey, Freire, Cooper) and the need for ethical approaches (Quéau, Markauskaite and Goodyear, Haidt, Gardner). Some of them emerged from the field of cybernetics (Morin, N. Bateson). Recent events show the need for further popularization of digital literacy, interdisciplinary approaches, intellectual and creative rigor, questions of service and liberty, and dialog on what constitutes ‘good’ professional praxis. This paper considers the always unfinished work of pedagogy to ‘rise up’ above names—here, of humanist technoscience—to consider what belonging together means. Through a largely hermeneutic approac...h, the problem of the technoscientific and its history in cybernetics is remembered in such a way as to remind us of features of our shared creative odyssey towards ‘something of greater significance’ (Dewey) and to show that uncritically downloading the latest app or giving up on the question of taking professional care is for the lotus-eaters.
Кључне речи:
The two cultures / Service and liberty / Interdisciplinary studies / Digital literacy / Cybernetics / Critical pedagogyИзвор:
Postdigital Science and Education, 2021, 3, 2, 520-545Издавач:
- Springer International Publishing
Институција/група
Filološki fakultet / Faculty of PhilologyTY - JOUR AU - Goetz, Greta PY - 2021 UR - https://repff.fil.bg.ac.rs/handle/123456789/1415 AB - A current pandemic which has pushed much work online has revealed a lack of literacies in information security, surveillance capitalism, and the unresolved problems of algorithms and control (e.g., Zuboff, Berners-Lee). Yet there is a decades-old tradition of pedagogies that address the complex interactions of the interdisciplinary technoscientific world (Morin, G. Bateson, Rheingold, Dewey, Freire, Cooper) and the need for ethical approaches (Quéau, Markauskaite and Goodyear, Haidt, Gardner). Some of them emerged from the field of cybernetics (Morin, N. Bateson). Recent events show the need for further popularization of digital literacy, interdisciplinary approaches, intellectual and creative rigor, questions of service and liberty, and dialog on what constitutes ‘good’ professional praxis. This paper considers the always unfinished work of pedagogy to ‘rise up’ above names—here, of humanist technoscience—to consider what belonging together means. Through a largely hermeneutic approach, the problem of the technoscientific and its history in cybernetics is remembered in such a way as to remind us of features of our shared creative odyssey towards ‘something of greater significance’ (Dewey) and to show that uncritically downloading the latest app or giving up on the question of taking professional care is for the lotus-eaters. PB - Springer International Publishing T2 - Postdigital Science and Education T1 - The Odyssey of Pedagogies of Technoscientific Literacies EP - 545 IS - 2 SP - 520 VL - 3 DO - 10.1007/s42438-020-00188-3 UR - conv_1991 ER -
@article{ author = "Goetz, Greta", year = "2021", abstract = "A current pandemic which has pushed much work online has revealed a lack of literacies in information security, surveillance capitalism, and the unresolved problems of algorithms and control (e.g., Zuboff, Berners-Lee). Yet there is a decades-old tradition of pedagogies that address the complex interactions of the interdisciplinary technoscientific world (Morin, G. Bateson, Rheingold, Dewey, Freire, Cooper) and the need for ethical approaches (Quéau, Markauskaite and Goodyear, Haidt, Gardner). Some of them emerged from the field of cybernetics (Morin, N. Bateson). Recent events show the need for further popularization of digital literacy, interdisciplinary approaches, intellectual and creative rigor, questions of service and liberty, and dialog on what constitutes ‘good’ professional praxis. This paper considers the always unfinished work of pedagogy to ‘rise up’ above names—here, of humanist technoscience—to consider what belonging together means. Through a largely hermeneutic approach, the problem of the technoscientific and its history in cybernetics is remembered in such a way as to remind us of features of our shared creative odyssey towards ‘something of greater significance’ (Dewey) and to show that uncritically downloading the latest app or giving up on the question of taking professional care is for the lotus-eaters.", publisher = "Springer International Publishing", journal = "Postdigital Science and Education", title = "The Odyssey of Pedagogies of Technoscientific Literacies", pages = "545-520", number = "2", volume = "3", doi = "10.1007/s42438-020-00188-3", url = "conv_1991" }
Goetz, G.. (2021). The Odyssey of Pedagogies of Technoscientific Literacies. in Postdigital Science and Education Springer International Publishing., 3(2), 520-545. https://doi.org/10.1007/s42438-020-00188-3 conv_1991
Goetz G. The Odyssey of Pedagogies of Technoscientific Literacies. in Postdigital Science and Education. 2021;3(2):520-545. doi:10.1007/s42438-020-00188-3 conv_1991 .
Goetz, Greta, "The Odyssey of Pedagogies of Technoscientific Literacies" in Postdigital Science and Education, 3, no. 2 (2021):520-545, https://doi.org/10.1007/s42438-020-00188-3 ., conv_1991 .