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  1.  32
    Dissection and Simulation.Norm Friesen - 2011 - Techné: Research in Philosophy and Technology 15 (3):185-200.
    The increasing use of online simulations as replacements for animal dissection in the classroom or lab raises important questions about the nature of simulation itself and its relationship to embodied educational experience. This paper addresses these questions first by presenting a comparative hermeneutic-phenomenological investigation of online and offline dissection. It then interprets the results of this study in terms of Borgmann’s (1992) notion of the intentional “transparency” and “pliability” of simulated hyperreality. It makes the case that it is precisely encumbrance (...)
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  2.  8
    Pedagogical tact and attention: a phenomenological exploration.Norm Friesen - 2024 - Ethics and Education 19 (3):375-390.
    While attention has long been a concern in western philosophy and eastern spirituality, technologies (e.g., social media, gaming) and pathologies (e.g., attention deficit disorders) have recently foregrounded the issue specifically in education. Issues of student absorption and diversion have been widely discussed; comparatively less has been said about teachers and the kind of attention that the individuality of each of their students claims. This paper begins by reconstructing the kind of awareness and attention that are implied in Kant’s account of (...)
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  3.  11
    Embodying Tact in Teaching.Norm Friesen - 2018 - Philosophy of Education 74:301-309.
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  4.  10
    The textbook & the lecture: education in the age of new media.Norm Friesen - 2017 - Baltimore: Johns Hopkins University Press.
    Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past--a history of instruction and media that extends from Gilgamesh to Google. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements and (...)
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  5.  17
    Telepresence and the Posthuman.Norm Friesen - 2017 - Philosophy of Education 73:640-655.
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  6.  39
    What Is Pedagogy? Discovering the Hidden Pedagogical Dimension.Norm Friesen & Hanno Su - 2023 - Educational Theory 73 (1):6-28.
    What is pedagogy, exactly? Merriam-Webster defines it simply as “the art, science, or profession of teaching.” In contemporary academic discourse, however, pedagogy is generally left undefined — with its apparent implicit meanings ranging anywhere from a specific “model for teaching” (e.g., behaviorist or progressivist instruction) to a broadly political philosophy of education in general (most famously, a “pedagogy of the oppressed”). In this paper, Norm Friesen and Hanno Su follow the Continental pedagogical tradition in giving pedagogy a general but explicit (...)
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  7.  53
    (1 other version)‘Ed Tech in Reverse’: Information technologies and the cognitive revolution.Norm Friesen & Andrew Feenberg - 2007 - Educational Philosophy and Theory 39 (7):720–736.
    As we rapidly approach the 50th year of the much‐celebrated ‘cognitive revolution’, it is worth reflecting on its widespread impact on individual disciplines and areas of multidisciplinary endeavour. Of specific concern in this paper is the example of the influence of cognitivism's equation of mind and computer in education. Within education, this paper focuses on a particular area of concern to which both mind and computer are simultaneously central: educational technology. It examines the profound and lasting effect of cognitive science (...)
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  8.  18
    Author Biographies.Norm Friesen - 2014 - Phenomenology and Practice 8 (2):62-63.
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  9.  34
    The Anatomy Lecture Then and Now: A Foucauldian Analysis.Norm Friesen & Wolff-Michael Roth - 2014 - Educational Philosophy and Theory 46 (10):1111-1129.
    Although there are many points of continuity, there are also a number of changes in the pedagogical form of the anatomy lecture over the longue durée, over centuries of epistemic change, rather than over years or decades. The article begins with an analysis of the physical and technical arrangements of the early modern anatomy lecture, showing how these present a general underlying similarity compared to those in place today. It then goes on to consider examples of elements of speech and (...)
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  10.  12
    Forgotten Connections: On Culture and Upbringing.Norm Friesen (ed.) - 2013 - New York: Routledge.
  11.  17
    The Pedagogy of Special Needs Education: Phenomenology of Sameness and Difference, written by Fujita, C.Norm Friesen - 2023 - Journal of Phenomenological Psychology 54 (1):138-142.
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  12. (1 other version)Accentuate the negative. Schleiermacher's dialectic.Norm Friesen - 2022 - In Friedrich Schleiermacher (ed.), F.D.E. Schleiermacher's outlines of the art of education: a translation & discussion. New York: Peter Lang.
     
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  13.  22
    Dilthey and Human Science: Autobiography, Hermeneutics and Pedagogy.Norm Friesen - 2020 - Phenomenology and Practice 15 (2):100-112.
    Using Maya Angelou’s I Know Why the Caged Bird Sings as an example, this paper introduces Wilhlem Dilthey’s hermeneutics and pedagogical theory. Dilthey saw biographies as nothing less than “the highest and most instructive form of the understanding of life.” This, then, serves as the starting point for his hermeneutics or theory of understanding, which distinguishes humanistic understanding from scientific explanation, and sees any one moment or word as having meaning only in relation to a whole—the whole of a sentence (...)
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  14.  59
    (1 other version)Less is More.Norm Friesen - 2011 - Techné: Research in Philosophy and Technology 15 (3):229-234.
    This response paper begins by countering the contributions of Don Ihde and Robert Rosenberger to this special issue, making its case in existential terms. Then, addressing Darin Barney, these arguments are developed further in aesthetic terms, making use of the “modernist” educational theory of René Arcilla. This response article concludes by returning to the realm of the educational with the help of Albert Borgmann's and Estrid Sørensen's feedback.
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  15.  14
    Lost in Translation: Wittgenstein, Training, Education, and Abrichtung.Norm Friesen - 2016 - Philosophy of Education 72:138-149.
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  16. Mind and machine: ethical and epistemological implications for research. [REVIEW]Norm Friesen - 2010 - AI and Society 25 (1):83-92.
    Technologies are significant in research not only as instruments for gathering data and analyzing information; they also provide a valuable resource for the development of theory—in terms of what has been called the “tools to theory heuristic.” Focusing on the specific example of the fields of educational psychology and instructional technology and design, this paper begins by describing how the workings of the “tools to theory heuristic” are evident in the metaphors and descriptions of behaviorism, cognitivism, and constructivism. In each (...)
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  17. Ethics and the technologies of empire: e-learning and the US military. [REVIEW]Norm Friesen - 2010 - AI and Society 25 (1):71-81.
    Instructional technology, and the cognitivist and systems paradigms that underpin it, grew out of the military-industrial complex during the Cold War. Much as the Pentagon and this military complex defined the architecture of the Internet, they also essentially created, ex nihilo, the fields of instructional technology and instructional design. The results of the ongoing dominance or influence of the Pentagon in these specific disciplines have been traced in research that appeared during the final phases of the Cold War. But this (...)
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