Abstract

Advances in information and communications technologies have transformed our practices of reading, writing, communicating, and viewing. They have also accelerated the transmission, storage, and retrieval of information. Accordingly, the nature of our knowledge practices and institutions has changed. New information and communication technologies raise complex ontological, epistemological, ethical, and identity issues; they present exciting educational possibilities, but also grave dangers. This article outlines the Heideggerian program of philosophy of technology in education, beginning with Martin Heidegger himself, continuing with Herbert Marcuse and Michel Foucault, and concluding with Hubert Dreyfus’ On the Internet and his Heideggerian analysis of effects of the technologisation of pedagogy on the phenomenology of learning.