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  1.  29
    Philosophies of Digital Pedagogy.David Lewin & David Lundie - 2016 - Studies in Philosophy and Education 35 (3):235-240.
  2.  25
    Authority, Autonomy and Automation: The Irreducibility of Pedagogy to Information Transactions.David Lundie - 2016 - Studies in Philosophy and Education 35 (3):279-291.
    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 (...)
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  3.  45
    The Givenness of the Human Learning Experience and Its Incompatibility with Information Analytics.David Lundie - 2017 - Educational Philosophy and Theory 49 (4).
    The rise of learning analytics, the application of complex metrics developed to exploit the proliferation of ‘Big Data’ in educational work, raises important moral questions about the nature of what is measurable in education. Teachers, schools and nations are increasingly held to account based on metrics, exacerbating the tendency for fine-grained measurement of learning experiences. In this article, the origins of learning analytics ontology are explored, drawing upon core ideas in the philosophy of computing, such as the general definition of (...)
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  4.  13
    Educating Global Britain: Perils and Possibilities Promoting ‘National’ Values Through Critical Global Citizenship Education.Philip Bamber, Andrea Bullivant, Alison Clark & David Lundie - 2018 - British Journal of Educational Studies 66 (4):433-453.
  5.  45
    A Theory of Motivation and Ontological Enhancement: The Role of Disability Policy in Student Empowerment and Institutional Change.David Lundie - 2009 - Educational Philosophy and Theory 41 (5):539-552.
    As debate continues around the nature and values of education, it is important to ask the question of what factors motivate a student to engage with the ends of an educational institution. In this paper, a broad, holistic view of learner motivation, derived from Aristotelian ethics, is used to provide a model to drive institutional change. Focussing on the approach of one Higher Education institution to the particular accommodations required for students with disabilities, the paper identifies three factors which motivate (...)
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  6.  4
    After History; After Postmodernism?David Lundie - 2018 - Educational Philosophy and Theory 50 (14):1570-1571.
  7.  6
    A Bibliometric Analysis of Privacy and Ethics in IEEE Security and Privacy.Jonathan Tse, Dawn E. Schrader, Dipayan Ghosh, Tony Liao & David Lundie - 2015 - Ethics and Information Technology 17 (2):153-163.
    The increasingly ubiquitous use of technology has led to the concomitant rise of intensified data collection and the ethical issues associated with the privacy and security of that data. In order to address the question of how these ethical concerns are discussed in the literature surrounding the subject, we examined articles published in IEEE Security and Privacy, a magazine targeted towards a general, technically-oriented readership spanning both academia and industry. Our investigation of the intersection between the ethical and technological dimensions (...)
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