Studies in Philosophy and Education 35 (3):279-291 (2016)

This paper draws attention to the tendency of a range of technologies to reduce pedagogical interactions to a series of datafied transactions of information. This is problematic because such transactions are always by definition reducible to finite possibilities. As the ability to gather and analyse data becomes increasingly fine-grained, the threat that these datafied approaches over-determine the pedagogical space increases. Drawing on the work of Hegel, as interpreted by twentieth century French radical philosopher Alexandre Kojève, this paper develops a model of relational pedagogy which highlights three points of incompatibility with a datafied learning environment reduced to finite measures. Firstly: Kojève’s accont of authority in Hegel posits two aspects to the mimetic relation between teacher and student: recognition and realisation, which belong to the ipseity or about-self-ness of the subject, and are incompatible with a general definition of data. Secondly, the Hegelian approach to human historical time, in particular the assertion that time and desire are begun in the future, not the past, renders it incompatible with mathematical time as used in data processing. Finally, from these it is possible to derive a distinctive notion of the work of pedagogy, grounded in Kojève’s realist reading of Hegel, irreducible to information processing. In consequence of this threefold irreducibility, the paper draws attention to a need for relations of human pedagogical work to be inherent in the design of educational technologies and highlights the dangers of presuming a machine intelligence model in the design of learning environments.
Keywords Hegel  Educational technology  Philosophy of information  Alexandre Kojève  Luciano Floridi  Ipseity
Categories (categorize this paper)
DOI 10.1007/s11217-016-9517-4
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy

Upload a copy of this paper     Check publisher's policy     Papers currently archived: 71,464
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

Minds, Brains, and Programs.John Searle - 1980 - Behavioral and Brain Sciences 3 (3):417-57.
Knowledge and the Flow of Information.F. Dretske - 1989 - Trans/Form/Ação 12:133-139.
Ethics and Education.Richard Stanley Peters - 1966 - London: Allen & Unwin.

View all 33 references / Add more references

Citations of this work BETA

Revealing the Hidden Curriculum in Higher Education.José Víctor Orón Semper & Maribel Blasco - 2018 - Studies in Philosophy and Education 37 (5):481-498.
Philosophies of Digital Pedagogy.David Lewin & David Lundie - 2016 - Studies in Philosophy and Education 35 (3):235-240.

Add more citations

Similar books and articles

The Philosophy of Information as a Conceptual Framework.Luciano Floridi - 2010 - Knowledge, Technology & Policy 23 (1-2):1-31.
The Value of Information as Ontological Pluralism.Massimo Durante - 2010 - Knowledge, Technology & Policy 23 (1-2):149-161.
The Value of Information as Ontological Pluralism.Massimo Durante - 2010 - Knowledge, Technology & Policy 23 (1-2):149-161.


Added to PP index

Total views
28 ( #410,888 of 2,520,436 )

Recent downloads (6 months)
1 ( #405,718 of 2,520,436 )

How can I increase my downloads?


My notes