By Ingrid M. Hoofd
This ebook severely examines the connection among new media applied sciences, study ethics, and pedagogical ideas in the modern college. It debates even if contemporary ameliorations of upper schooling, instead of an influence of neo-liberalization, are literally an outflow of the technological acceleration of the university’s personal contradictory beliefs round wisdom and democracy. The e-book units up this argument by means of likening the collage to a "vision computing device" which quest for overall clinical and social transparency has lately caved in on itself, negatively affecting employees and scholar wellbeing and fitness. The booklet asserts that this case unearths the basic stress on the center of the college process, and explores the acceleration of this stress via studying quite a few instructing and examine advances from Europe and Asia. interpreting between different concerns the decision for creativity and significant considering within the curriculum, the frenzy for e-learning, and the arrival of the electronic humanities, this article bargains a key research of the university’s founding beliefs and its constitutive courting to technological acceleration.
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University research and teaching has become the victim of its own idealised vision machine. Of course, each subsequent epoch of the university, in each different geographical and economical context, is bound to exemplify such injustices in ways that remain partly characteristic to its unique history and context. The book nonetheless claims that especially today in the neo-liberal West, in highly developed South America, and in post-colonial Southeast Asia, from which it will take its more concrete examples in Chaps.
HOOFD simply assist them in grasping their situation as one of oppression, because, according to Freire, “submerged in reality, the oppressed cannot perceive” their true situation (1971, 38). Without this role of the instructor after all, “almost never do they realize that they too ‘know things’” (1971, 39). Freire therefore juxtaposes the stereotypes of incompetency and laziness of the oppressed with an affirmation that they are not, thereby unwittingly validating activity, self-sufficiency, and culture as evidently more valuable.
Such a quantification nonetheless becomes exceedingly irresponsible insofar as it exacerbates the essentially “theatrical representation” of the so-called autonomy of the university by way of delegating it increasingly to a cybernetic machinery designed to close off radical alterity (1992, 3). In other words, while the criteria for academic competence and performance were in the past only seemingly independent (via peer reviews and such) but historically ultimately enmeshed with a patriarchal and Eurocentric politics of the nation-state, such a politics and its criteria for evaluation are now near-thoroughly enmeshed with the technologies of global acceleration SPEED AND ACADEMIC BLINDNESS 21 and simulation.