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Object-oriented Education NERA 2017

Project in collaboration with Niels Jakob Pasgaard. The thesis argues for an object-oriented approach to Education based on the object-oriented philosophy of Graham Harman and the Object-oriented ontology of Levi Bryant.

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Object-oriented Education NERA 2017

  1. 1. Object-oriented Education PASGAARD & LYNGDAL
  2. 2. Purpose of Teaching • Two current understandings of the purpose of teaching: 1: Students learn something unspecific about something specific - Continental didaktik tradition, content-oriented - Content: Primary focus and pre-specified - Learning outcome: Secondary and unspecified 2: Students learn something specific about something unspecific - Anglo-Saxon curriculum tradition, learning-objective-oriented - Learning outcome: Primary and pre-specified - Content: Secondary and unspecified • Both positions can be seen as examples of “representationalist epistemology” (Oral 2013); the goal is either for students to achieve knowledge of the world (as it is to us) or for students to achieve competencies to act adequate within the world (as it is to us)
  3. 3. Object-oriented ontology Being has never consisted of anything but objects Objects are in their own right and withdrawn from all relations Object-oriented ontology is a Flat ontology where: “All things equally exist, yet they do not exist equally” (Bogost 2012:11)
  4. 4. The split object Objects are split between their local manifestations and virtual proper being or powers “An object is a box of surprises, never fully catalogued by the other objects in the world (Harman 2005:78)”
  5. 5. Split between relations Endo-relations and exo-relations Endo-relations Exo-relations Objects consists of objects in objects in objects... and is at the same time part of an objects of an object of an object... - an infinite regress in both directions Otherness
  6. 6. The object - Otherness and Magic The otherness or enchanting magic stems from the object’s endo-relations and from the notion, that it always also plays a part in another hole.Endo-relations Exo-relations
  7. 7. Objects or Things cannot be reduced to what we know about them or to what use we put them. They harbor hidden volcanic powers that in a given relation could be put to use. Every object therefore bears the potential of being otherwise.
  8. 8. Liberating Facts • “Once knowledge and skills are brought into the school curriculum, they become subject matter and, in a way, become detached from everyday application.” • “We could say that it is no longer an (inanimate) ‘object’, but a (living) ‘thing’.” (Masschelein and Simons 2013: 46) • “Facts have to be liberated from their “cold and hard” status and become things that captivate us with their uniqueness and dynamism.” (Oral 2013: 117) • “Education is not about knowing facts. It is about interacting with facts as textured and layered events that have the power to surprise.” (Ibid.: 119)
  9. 9. The thing in question - the question of things
  10. 10. The Real Purpose of Teaching • The purpose of teaching is for students to learn something unspecific about something unspecific. • Teaching is not about learning facts, it’s about liberating facts • Students must learn to listen to the questions of things: “What am I?” • The outcome of teaching ought to be some sort of “unspecified uncertainty”

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