Educational methods and cognitive modes
Focusing on the difference between Bernard Stiegler and N. Katherine Hayles
Bibliographic Data
| ID | 8857259 |
|---|---|
| Authors | Sunji Lee (Faculty of Education, Tokyo University, Tokyo, Japan, corresponding author) |
| Year | 2019 |
| Volume | 52 |
| Issue | 4 |
| Pages | 376-383 |
| Publication date | 2019-05-07 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2019.1594780 |
| OpenAlex | W2944208852 |
| Language | EN |
| Citations received | 2 |
| References cited | 3 |
This paper aims to show how to conceive the relationship between educational methods and cognitive modes. Focusing on the difference between Stiegler and Hayles, I will show that it is necessary to invent an educational philosophy for hyper attention. While Stiegler agrees with Hayles’s position regarding attention, he criticizes Hayles for defining attention as duration. According to Stiegler, attention has less to do with duration than with ‘retention’ and ‘protention.’ Based on this phenomenological insight, Stiegler appeals for a need to protect children from this mutation of the cognitive mode. However, Hayles suggests that hyper attention has certain advantages. It is not only a ‘mutation’ of attention but also a new cognitive mode in modern society. Thus, we should invent new educational methods and educational philosophies appropriate to hyper attention in order to bridge the gap between deep attention and hyper attention
Cognition · Economics · Epistemology · Mode (computer interface · Order (exchange · Position (finance · Sociology · Computer Science · Digital Media and Philosophy · Philosophy · Philosophy, Ethics, and Existentialism · Psychology
| Citations per year | 0.4 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |