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The Internet, societal learning tech...

Woll, Donald Bruce.

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The Internet, societal learning technologies, and the culture of modernity: A case study in nonmodern adult education theory.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Internet, societal learning technologies, and the culture of modernity: A case study in nonmodern adult education theory./
作者:	Woll, Donald Bruce.
面頁冊數:	198 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-12, Section: A, page: 4595.
Contained By:	Dissertation Abstracts International58-12A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9818127
ISBN:	0591695499

The Internet, societal learning technologies, and the culture of modernity: A case study in nonmodern adult education theory.
Woll, Donald Bruce.

The Internet, societal learning technologies, and the culture of modernity: A case study in nonmodern adult education theory. - 198 p.

Source: Dissertation Abstracts International, Volume: 58-12, Section: A, page: 4595.

Thesis (Ed.D.)--Northern Illinois University, 1997.

Adult education requires learning theory that is societal, not just individual, in scope. One compelling challenge that requires a societal learning theory is represented by today's growing information and communication networks, which constitute, in fact, new society-wide learning infrastructures. The technical challenge they represent is insignificant in comparison to the challenge at the level of rationality, the challenge of "technicism."

ISBN: 0591695499Subjects--Topical Terms:

783746
Education, Philosophy of.

The Internet, societal learning technologies, and the culture of modernity: A case study in nonmodern adult education theory.
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245 1 4 $a The Internet, societal learning technologies, and the culture of modernity: A case study in nonmodern adult education theory.
300 $a 198 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-12, Section: A, page: 4595.
500 $a Adviser: Glenn L. Smith.
502 $a Thesis (Ed.D.)--Northern Illinois University, 1997.
520 $a Adult education requires learning theory that is societal, not just individual, in scope. One compelling challenge that requires a societal learning theory is represented by today's growing information and communication networks, which constitute, in fact, new society-wide learning infrastructures. The technical challenge they represent is insignificant in comparison to the challenge at the level of rationality, the challenge of "technicism."
520 $a Adult educators have turned to the work of Jurgen Habermas in search of a critical social theory. His critique of instrumental rationality, his explicit thematizing of social learning, and his attention to communicative action provide a basis for a pragmatic theory of society.
520 $a In this dissertation I argue that there are compelling reasons to question putting all our theoretical eggs in the Habermasian basket. I criticize Habermas on two major fronts. The first is that his stance towards science and technology is abstract and monistic, dominated by the notion of instrumental rationality. The second is that his theory of rationality perpetuates the divide between Western modernity and other societies and cultures rather than opening up space to recognize and exploit the diverse ways of knowing and learning of global humanity.
520 $a I propose, instead, a social learning theory for the North American situation grounded in the empirical and philosophical work of sociologist of science Bruno Latour. Latour's work provides the basis for a theory of learning that is critical, pluralistic, and grounded in an empirical anthropology of Western science and technology.
520 $a The first part of the dissertation, chapters 1-3, define the problem and set forth Latour's views. The second part, chapters 4-6, elaborate the Latourian theory by way of a case example, an analysis of the debate over the Clinton administration's National Information Infrastructure proposal.
520 $a A nonmodern interpretation of the policy discussion is contrasted with three alternatives: the dominant uncritical modern reading in terms of the information myth, a critical modernist reading based on Habermas, and an example of a postmodern interpretation developed by Sherry Turkle. In the final chapter I suggest the implications for a critical social learning theory.
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