This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general “perennial” issues in philosophy and issues of more contemporary concern.
Chapter 32: Philosophical Questions about Learning Technologies
Philosophical Questions about Learning Technologies
In Experience and Nature, John Dewey (1925) described philosophy as creating a ‘ground-map of the province of criticism’ (Dewey, 1925, LW1:308309), thus providing a useful metaphor for our task in this chapter, which is to discuss the questions that philosophy of education might raise about technology in education. If we want to think critically about such questions, a ground-map can help define the territory of interest; its boundaries, regions, and topography; its climate, resources, and scarcities; and any particular points of interest that should attract our attention.
Our chapter consists of six parts. In the first, we discuss some (1) definitional issues that will help us to know which regions are part of our territory. The next ...