PROBLEMATIKA EKSISTENSIAL PENDIDIKAN HUMANIORA BERBASIS MEDIA TEKNOLOGI DIGITAL SECARA DARING

Kasdin Sihotang
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Abstract

Education is a path of humanization and hominization. Through education the subject develops multidimension of human being in order to be more human. The development of multidimensional humanity is existentially taking place through personal encounters between educators and students. But Covid 19 has changed all that. The essence of education based on personal and direct relationships between educators and students is considered threating, because it can become a new cluster in the spread of Covid 19. Therefore, the form of teaching that is considered appropriate is online-based learning. This learning model does not prioritize direct relationships, but rather relationships mediated by technology. This form of relationship certainly has two sides. On the one hand, the use of digital technology helps reduce the anxiety of parents, while helping the government overcome the spread of virtues. But on the other hand, it is also necessary to look at the fundamental problems that are present behind the use of digital technology. The fundamental problem concerns several things: first, the elimination of educational values as a form of co-living characterized by interpersonal relationships. Second, the problem of justice, be it commutative justice and legal justice that supposes the availability of technology equally and adequately as a means of use, but in reality, is not. The third, the formation of digitally characterized human being, that are heteronomy, passive attitudes, and absolute dependence.
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在线基于数字技术的人文教育存在问题
教育是一条人性化、人格化的道路。主体通过教育发展人的多向度,使人更具有人性。多维人性的发展是通过教育者和学生之间的个人接触而存在的。但Covid - 19改变了这一切。以教育工作者和学生之间的个人和直接关系为基础的教育本质,有可能成为新冠病毒传播的新集群,因此受到了威胁。因此,在线学习被认为是合适的教学形式。这种学习模式并不优先考虑直接关系,而是优先考虑由技术介导的关系。这种形式的关系当然有两面性。一方面,数字技术的使用有助于减少父母的焦虑,同时帮助政府克服美德的传播。但另一方面,也有必要看看数字技术使用背后存在的基本问题。最根本的问题涉及几件事:首先,作为一种以人际关系为特征的共同生活形式的教育价值的消除。第二,正义问题,无论是交换正义还是法律正义,都假定技术可以平等和充分地作为一种使用手段,但实际上并非如此。三是形成了数字特征的人,即他律、被动、绝对依赖。
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