Abstract
This article is a multi-authored response to an editorial ‵Postdigital Science and Education′ published in 2018 by Petar Jandrić, Jeremy Knox, Tina Besley, Thomas Ryberg, Juha Suoranta and Sarah Hayes in Educational Philosophy and Theory as a mission statement for the journal Postdigital Science and Education. Nineteen authors were invited to produce their sections, followed by two author-reviewers who examined the article as a whole. Authors’ responses signal the sense of urgency for developing the concept of the postdigital and caution about attempts at simplifying complex relationships between human beings and technology. Whilst the digital indeed seems to become invisible, we simultaneously need to beware of its apparent absence and to avoid over-emphasizing its effects. In this attempt, authors offer a wide range of signposts for future research such as ‘the critical postdigital’ and ‘postdigital reflexivity’; they also warn about the group’s own shortcomings such as the lack of ‘real’ sense of collectivity. They emphasize that postdigital education must remain a common good, discuss its various negative aspects such as smartphone addiction and nomophobia, and exhibit some positive examples of postdigital educational praxis. They discuss various aspects of postdigital identities and point towards the need for a postdigital identity theory. With these varied and nuanced responses, the article opens a wide spectrum of opportunity for the development of postdigital approaches to science and education for the future.
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Notes
It is worth emphasizing the need to be wary of any implication as to homogeneity and the potential for Western/Eurocentric assumptions; to appreciate the uneven nature of the postdigital, both within and between countries, and realities as to degrees of (post)digital poverty and limitations as to access, agency and application etc. Which is not to suggest that there is any outside or outwith an increasingly globalized bioinformational capitalism (Peters 2012), rather that its impacts vary with respect to context, class and country.
This is where the postdigital’s focus on collective intelligence and knowledge making (Jandrić 2018; Peters and Jandrić 2018)—as closely related to ‘mass intellectuality’ (Hall and Winn 2017), the ‘democratic intellect’ (Davie 1990) and ‘conscientisation’ as collective critical consciousness (Darder 2015; Roberts 1996)—and hence the collective democratic production of knowledges, values and desires, subjectivities and relations, can be seen to relate to and inform conceptions of genuinely radical or participatory, democracy (Amsler 2017; Bookchin 1990; Shalom 2008). Underpinning a political process focused on democratic participation, relations, practices and decision-making across the different spheres of society (including education and research).
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Arndt, S., Asher, G., Knox, J. et al. Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018). Postdigit Sci Educ 1, 446–474 (2019). https://doi.org/10.1007/s42438-019-00037-y
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DOI: https://doi.org/10.1007/s42438-019-00037-y