Open the Black-box of “Informational Learning Style”: Discussions Based-on Don Ihde’s Phenomenology of Technology

  • Wenxin Chen ,
  • Jing Zhao
Expand
  • 1. College of Teacher Education, Capital Normal University, Beijng 100048, China
    2. Faculty of Education, Tianjin Normal University, Tianjin 300387, China

Online published: 2022-09-29

Abstract

Recent massive application of information technology has led to a great reform of learning style. Compared with emerging practical models, there is lack of profound theory. As a current philosophical leader in the fields of phenomenology of technology, Don Ihde integrated phenomenology with pragmatism together. On that basis, he opened “Experience turning” up to philosophy of technology firstly. Given his theory, it was clear that informational learning style involved complex kinds of relation between machine and human, such as “embodiment relation”, “hermeneutic relation” and “background relation”. Therefore, to focus on only one “relation” and see it as the essence are not the right choice for exploring informational learning style. In the long run, there are some principles which can benefit informational learning style research, including breaking through limitations of reductionism and dualism, transcending confrontation between engineering paradigm and humanism paradigm, emphasizing on mutual promotion of practice and theory, and developing study research continually in the perspective of complexity theory.

Cite this article

Wenxin Chen , Jing Zhao . Open the Black-box of “Informational Learning Style”: Discussions Based-on Don Ihde’s Phenomenology of Technology[J]. Journal of East China Normal University(Educational Sciences), 2022 , 40(10) : 100 -107 . DOI: 10.16382/j.cnki.1000-5560.2022.10.009

References

null 曹继东. (2005). 现象学的技术哲学—伊德技术哲学解析. 长春: 东北大学文法学院博士学位论文.
null 陈维维. (2010). 技术现象学视野下的教育技术. 电化教育研究, (12), 20- 22+32.
null 陈佑清. (2012). 关于学习方式类型划分的思考. 课程?教材?教法, 30 (2), 36- 40.
null 陈凡, 曹继东. (2004). 现象学视野中的技术 — 伊德技术现象学评析 . 自然辩证法研究 , (5): 57?61.
null 冯晓英, 王瑞雪, 曹洁婷, 罗陆慧英, 陈丽. (2020). 国内外学习科学、设计、技术研究前沿与趋势—2019“学习设计、技术与学习科学”国际研讨会述评. 开放教育研究, 26 (1), 21- 27.
null 胡塞尔. (2008). 欧洲科学的危机与超越论的现象学. 北京: 商务印书馆.
null 华子荀, 黄慕雄. (2021). 教育元宇宙的教学场域架构、关键技术与实验研究. 现代远程教育研究, 33 (6), 23- 31.
null 柯蒂斯•J• 邦克. (2011). 世界是开放的—网络技术如何变革教育. 上海: 华东师范大学出版社.
null 李芒. (2007). 技术与学习—论信息化学习. 北京: 科学出版社.
null 联合国教科文组织 . (2021). 教育: 从应对到恢复. https://zh.unesco.org/covid19/educationresponse.
null 罗洁. (2014). 信息技术带动学习变革 — 从课堂学习到虚拟学习、移动学习再到泛在学习. 中国电化教育, (1), 15- 21+34.
null 马东明, 赵宏. (2012). 新媒体支持的创新学习—“第 10 界教育媒体国际会议 (ICoME)”述评. 中国电化教育, (10), 70- 75.
null 单美贤, 李艺. (2008). 技术教育化过程的基本规律探析. 华东师范大学学报(教育科学版), (3), 17- 24.
null 唐纳德•斯托克斯. (1999). 基础科学与技术创新: 巴斯德象限. 北京: 科学出版社.
null 唐•伊德. (2012). 技术与生活世界—从伊甸园到尘世. 北京: 北京大学出版社.
null 唐•伊德. (2008). 让事物“说话”—后现象学与技术科学. 北京: 北京大学出版社.
null 王继新等著. (2012). 非线性学习: 数字化时代的学习创新. 北京: 高等教育出版社.
null 威廉•巴雷特. (2012). 非理性的人. 上海: 上海译文出版社.
null 岳欣云, 董宏建. (2011). 现象学技术哲学视野下的教育技术观. 首都师范大学学报(社会科学版), (1), 68- 72.
null 周兴国. (2006). 反思“学习方式转变”说. 课程?教材?教法, 26 (7), 22- 25.
null 朱京曦. (2003). 试论教育技术视野中的学习方式变革. 中国电化教育, (8), 10- 13.
null Joseph C. Pitt,. (1995). New Directions in the Philosophy of Technology., Dordrecht: Kluwei Academic Publishers.
Outlines

/