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  1. From tech to tact: emotion dysregulation in online communication during the COVID-19 pandemic.Mark M. James - 2023 - Phenomenology and the Cognitive Sciences (5):1-32.
    Recent theorizing argues that online communication technologies provide powerful, although precarious, means of emotional regulation. We develop this understanding further. Drawing on subjective reports collected during periods of imposed social restrictions under COVID-19, we focus on how this precarity is a source of emo-tional dysregulation. We make our case by organizing responses into five distinct but intersecting dimensions wherein the precarity of this regulation is most relevant: infrastructure, functional use, mindful design (individual and social), and digital tact. Analyzing these reports, (...)
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  • What's Lacking in Online Learning? Dreyfus, Merleau‐Ponty and Bodily Affective Understanding.Dave Ward - 2018 - Journal of Philosophy of Education 52 (3):428-450.
    Skepticism about the limits of online learning is as old as online learning itself. As with other technologically-driven innovations in pedagogy, there are deep-seated worries that important educational goods might be effaced or obscured by the ways of teaching and learning that online methods allow. One family of such worries is inspired by reflections on the bodily basis of an important kind of understanding, and skepticism over whether this bodily basis can be inculcated in the absence of actual, flesh-and-blood, classroom (...)
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  • Online education as a “Mental Institution”.Michelle Maiese - 2021 - Philosophical Psychology 34 (2):277-299.
    Work on situated cognition and affectivity holds that cognitive and affective processes always occur within, depend upon, and, perhaps, are even partially constituted by the surrounding social and environmental contexts. What some philosophers call a ‘mental institution’ consists of various tools and technologies that help people to solve a particular problem and scaffold their cognitive and affective processes in various ways. Examples include legal systems, scientific practice, and educational systems. I propose that insofar as it centers around technology and involves (...)
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