Sharing Love for a Common World On and Off Screen. A Pedagogical and Technocentric Account

Abstract

This contribution deals with the impact of digitisation on what it means to educate and to be educated, especially in the wake of the massive switch to on-screen learning during the COVID-19 crisis. It is argued that we can only adequately relate to this phenomenon if it is based on a strong pedagogical and technocentric account of (school) education. Drawing from authors such as Arendt, Lahire, Stiegler and Serres, the argument is made that four basic pedagogical operations (sharing love for the world, showing newcomers that there is a common world, drawing attention to things that matter, creating the student experience and sense of belonging within a new generation) is under considerable threat. At least, this is the case if we don’t try to conceive of new digital technologies in a pedagogically meaningful manner, instead of unreflectively relying on existing conferencing technologies.

Social robotics in music education: A systematic review

“…The topic of robotics in the educational field is still relatively new, although the human-robot interaction (HRI) derived from its utilization already appears in numerous studies devoted to the achievements of robotics technology (Vlieghe, 2022). The experiences of learning with robots (Diago et al, 2018), as well as the development of the so-called computational thinking (Katai et al, 2021;Chiang et al, 2022;Christensen, 2022;Critten et al, 2022;de Carvalho et al, 2022;Huang and Qiao, 2022;Love et al, 2022), has led to identifying the potential of robots for their use as a new educational resource (Woo et al, 2021).…”

“…It is this characteristic of assistance and interaction with people that define a social robot as opposed to another type of robot. In addition, there are other characteristics such as humanoid appearance or human-like functions such as movement (Vlieghe, 2022). In this case, the current challenge for artificial intelligence is for the social robot to interact in a natural way-i.e., the way we humans interact with each other.…”

Preferencias hacia la futura formación online entre la juventud española a partir de su experiencia durante la pandemia: un estudio transversal

“…Después del confinamiento, todo ello se combinó con una formación presencial intermitente, dando lugar a diversas modalidades de semipresencialidad o hibridez, según el porcentaje y organización de una modalidad u otra. En la actualidad, se ha vuelto a la presencialidad; ya no se exige formación online, pero lo experimentado en la pandemia ha servido, no solo para solventar una situación, sino también para plantearse determinados aspectos referidos al uso de la tecnología digital de cara al futuro (Vlieghe, 2022). Lo experimentado en este tiempo ha repercutido, de una forma u otra, en las percepciones, actitudes, preferencias e incluso hábitos y costumbres de la juventud acerca de la enseñanza y el aprendizaje (Tang et al, 2021).…”