Approaching by digression: education of nearness in digital times

Despite their strong spatial connotations, nearness, remoteness and distance are terms discussed in Martin Heidegger in connection to technology, interpretation, difference and lived time. In this paper, I investigate the nature of nearness, the possibility of its elimination and the meaning of such...

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Bibliographic Details
Published in:Ethics and education 2014-01, Vol.9 (2), p.234-250
Main Author: Kouppanou, Anna
Format: Article
Language:English
Subjects:
Bernard Stiegler
childhood
Children
digital technology
Education
Educational technology
Hermeneutics
Martin Heidegger
nearness
Philosophy
Teaching methods
Technology
Time
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Summary:Despite their strong spatial connotations, nearness, remoteness and distance are terms discussed in Martin Heidegger in connection to technology, interpretation, difference and lived time. In this paper, I investigate the nature of nearness, the possibility of its elimination and the meaning of such contingency via Bernard Stiegler's critique. In order to do this, I look into the nature of interpretation as a process of time-synthesis that brings the world near and is conditioned by technology. At the same time, I give special attention to childhood as a unique but telling stage of this process. Furthermore, I look into technologies of nearness, now instantiated as digital technologies, and interpret them as processes that challenge the very notion they appear to promote, that is nearness and difference. Finally, I discuss these technologies in connection to education's possible response and impossible responsibility. Education is discussed as a technology of nearness that forms the child and their interpretive modalities that ultimately allow nearness and the perception of difference in the experience of time. In this light, education's and technology's relation is more complicated than we think.
ISSN:1744-9642
1744-9650
DOI:10.1080/17449642.2014.929208