Pub Date : 2014-01-01DOI: 10.1080/23265507.2014.989899
Sarah Hayes, P. Jandrić
Abstract This article reflects on the position of people in, against and beyond information and communication technologies. Firstly, using Jandrić and Kuzmanić’s work on digital postcolonialism, Raymond Williams's work on residual and emergent cultures, and Deleuze and Guattari's insights into the dynamics between territorialization, de-territorialization and re-territorialization, it develops a theoretical framework for inquiry into the hybrid identity of the contemporary university. Then, through critical discourse analysis (CDA), the article moves on to analyse the ways in which technology discourse resides in the dominating ideology of technological determinism and co-opts with neoliberal agendas by omitting humans from explicit mention in UK policy documents. It shows that true counter-hegemonic practice against dominating social practices is possible only through reinvigorating the central position of human beings in regards to information and communication technologies. Within the developed theoretical framework, it seeks openings to intervene subversively into current relationships between technologies, people, and (higher) education, and to identify opportunities for building a non-determinist identity of the contemporary university that reaches beyond the single-minded logic of techno-scientific development. In the process, it situates Paulo Freire's insights into critical pedagogy in the context of the network society, and places the relationships between human beings, language and information and communication technologies amongst central questions of today's (higher) education and society at large.
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Pub Date : 2014-01-01DOI: 10.1080/23265507.2014.989900
Corrado Matta
Abstract In this article I examine three examples of philosophical theories of scientific representation with the aim of assessing which of these is a good candidate for a philosophical theory of scientific representation in science learning. The three candidate theories are Giere's intentional approach, Suárez's inferential approach and Lynch and Woolgar's sociological approach. In order to assess which theory is more promising, I will compare the three candidate theories to two aspects of scientific representation in science learning that emerge from empirical research on science learning. I label these aspects as the intentional and normative character of scientific representation in science learning. As I argue, whereas the other competing accounts of scientific representation can only capture one of the two aspects highlighted in this article, the inferential conception has the capacity to capture them both in a coherent way. Thus, I conclude that the inferential conception seems to be a fruitful philosophical theory of scientific representation in science learning.
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