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  1. 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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  2.  11
    The Anatomy Lecture Then and Now: A Foucauldian Analysis.Norm Friesen & Wolff-Michael Roth - 2014 - Educational Philosophy and Theory 46 (10):1-19.
    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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  3.  19
    ‘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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  4.  23
    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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  5.  77
    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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    Author Biographies.Norm Friesen - 2014 - Phenomenology and Practice 8 (2):62-63.
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  7. Forgotten Connections: On Culture and Upbringing.Norm Friesen (ed.) - 2013 - Routledge.
    Klaus Mollenhauer’s _Forgotten Connections: On Culture and Upbringing_ is internationally regarded as one of the most important German contributions to educational and curriculum theory in the 20th century. Appearing here in English for the first time, the book draws on Mollenhauer’s concern for social justice and his profound awareness of the pedagogical tension between the inheritance of the past and the promise of the future. The book focuses on the idea of _Bildung_, in which philosophy and education come together to (...)
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  8. Forgotten Connections: On Culture and Upbringing.Norm Friesen (ed.) - 2016 - Routledge.
    Klaus Mollenhauer’s _Forgotten Connections: On Culture and Upbringing_ is internationally regarded as one of the most important German contributions to educational and curriculum theory in the 20th century. Appearing here in English for the first time, the book draws on Mollenhauer’s concern for social justice and his profound awareness of the pedagogical tension between the inheritance of the past and the promise of the future. The book focuses on the idea of _Bildung_, in which philosophy and education come together to (...)
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  9.  54
    Dissection and Simulation: Brilliance and Transparency, or Encumbrance and Disruption?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 notion of the intentional “transparency” and “pliability” of simulated hyperreality. It makes the case that it is precisely encumbrance and (...)
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