Digital knowledge constitutes knowledge, skills and attitudes related to the use of Information and Communication Technologies (ICT) in the educational field. The training of normalist teachers requires, as a graduation profile, to strengthen the development of digital knowledge that allows them to enrich the design, development and implementation of didactic situations and sequences with the use of ICT, not only from an instrumental level, but also from a didactic perspective. This research presents the results of a quantitative, non-experimental, descriptive study, whose objective was to diagnose the appropriation of digital knowledge in the formation of Mexican normalist students. The sample consisted of 505 Mexican normal students from the states of Chihuahua, Hidalgo and Tamaulipas, who were administered a questionnaire with a Likert-type scale with 36 items distributed in 7 dimensions. Among the main findings, digital knowledge was identified with a higher score for the use of messaging services, as well as the management of different types of sizes and fonts; the lowest scores were recorded in data analysis with specialized software and the development of blogs to communicate information.
{"title":"Appropriation of digital knowledge in the training of Mexican normalist students","authors":"Ma. Guadalupe Veytia Bucheli, Álvaro Artavia Medrano","doi":"10.32870/ap.v15n1.2337","DOIUrl":"https://doi.org/10.32870/ap.v15n1.2337","url":null,"abstract":"Digital knowledge constitutes knowledge, skills and attitudes related to the use of Information and Communication Technologies (ICT) in the educational field. The training of normalist teachers requires, as a graduation profile, to strengthen the development of digital knowledge that allows them to enrich the design, development and implementation of didactic situations and sequences with the use of ICT, not only from an instrumental level, but also from a didactic perspective. This research presents the results of a quantitative, non-experimental, descriptive study, whose objective was to diagnose the appropriation of digital knowledge in the formation of Mexican normalist students. The sample consisted of 505 Mexican normal students from the states of Chihuahua, Hidalgo and Tamaulipas, who were administered a questionnaire with a Likert-type scale with 36 items distributed in 7 dimensions. Among the main findings, digital knowledge was identified with a higher score for the use of messaging services, as well as the management of different types of sizes and fonts; the lowest scores were recorded in data analysis with specialized software and the development of blogs to communicate information.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90799668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Armando Cuevas-Vallejo, Erasmo Islas-Ortiz, José Orozco-Santiago
This article explores alternative teaching methods that promote proportional reasoning in Mexican students aged fourteen to fifteen using digital technology. To this end, a sequence of didactic activities has been designed to give meaning to the concepts of ratio and proportion in their different representations from the approach of linear functions. For the design of the tasks, elements of the theory of Realistic Mathematics Education and the Didactics of Cuevas-Pluvinage were used, coinciding with several didactic points. The proposed learning objectives and activities have been organized through a hypothetical learning trajectory. The analysis and detailed evaluation of the responses allowed us to identify: the didactic advantages of the design, the learning difficulties, and the vital role played by technology in the learning process.
{"title":"Promote proportional reasoning through digital technology","authors":"Armando Cuevas-Vallejo, Erasmo Islas-Ortiz, José Orozco-Santiago","doi":"10.32870/ap.v15n1.2344","DOIUrl":"https://doi.org/10.32870/ap.v15n1.2344","url":null,"abstract":"This article explores alternative teaching methods that promote proportional reasoning in Mexican students aged fourteen to fifteen using digital technology. To this end, a sequence of didactic activities has been designed to give meaning to the concepts of ratio and proportion in their different representations from the approach of linear functions. For the design of the tasks, elements of the theory of Realistic Mathematics Education and the Didactics of Cuevas-Pluvinage were used, coinciding with several didactic points. The proposed learning objectives and activities have been organized through a hypothetical learning trajectory. The analysis and detailed evaluation of the responses allowed us to identify: the didactic advantages of the design, the learning difficulties, and the vital role played by technology in the learning process.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90205820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Currently, due to emerging paradigms of teach¬ing and learning as a result of health contingen¬cy, digital competence has become a necessity in educational centers. Furthemore, the new teach¬ing role is no longer just that of being a facilita¬tor of face-to-face learning, but now it generates knowledge, communicates and transmits emo¬tions through various virtual environments. This paper has as aim to identify the level of digital competence in secondary level teachers, as well as the factors associated with it. The study has a quantitative approach, with a correlational scope, transactional temporality, with an obser¬vational prediction control and a retrospective chronological order of events. As a result of the research, a low level of digital competence was identified among secondary school teachers in Merida, Yucatan, Mexico. There was evidence that the factors that were significantly associ¬ated with this competence were age and training in the use of Information and Communication Technologies (ICT). This sets the foundations for the design of teacher training proposals focused on the development of their digital competence.
{"title":"Challenges in the development of digital competence in secondary school teachers","authors":"Ely Ruiz del Hoyo Loeza, Sergio Humberto Quiñonez Pech, Alfredo Zapata González","doi":"10.32870/ap.v15n1.2272","DOIUrl":"https://doi.org/10.32870/ap.v15n1.2272","url":null,"abstract":"Currently, due to emerging paradigms of teach¬ing and learning as a result of health contingen¬cy, digital competence has become a necessity in educational centers. Furthemore, the new teach¬ing role is no longer just that of being a facilita¬tor of face-to-face learning, but now it generates knowledge, communicates and transmits emo¬tions through various virtual environments. This paper has as aim to identify the level of digital competence in secondary level teachers, as well as the factors associated with it. The study has a quantitative approach, with a correlational scope, transactional temporality, with an obser¬vational prediction control and a retrospective chronological order of events. As a result of the research, a low level of digital competence was identified among secondary school teachers in Merida, Yucatan, Mexico. There was evidence that the factors that were significantly associ¬ated with this competence were age and training in the use of Information and Communication Technologies (ICT). This sets the foundations for the design of teacher training proposals focused on the development of their digital competence.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73223206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Guadalupe Álvarez, Hilda Difabio de Anglat, Lourdes Morán
The aim of this study is to characterize the gra¬duate student perspectives on a virtual dialogic teaching initiative oriented to the revision of dissertation chapters written by the students themselves. Within an exploratory qualitative study in-depth interviews are taken with 12 stu-dents from three seminar editions. The analy¬sis shows three relevant categories regarding online dialogic teaching of writing: time ma¬nagement, synchronous exchange and digital technologies. There are three senses of the tem¬poral dimension: times relative to the seminar schedule, to the student daily life, and to the in¬tellectual process of writing practices. Further-more, a combination of heavy asynchronous load with synchronous encounters is valued. Re¬garding the technologies, the students generate environments that take advantages of devices’ technological potential based on the physical environment possibilities and also value the pedagogical relevance of the applications. The category properties show some changes of gra¬duate writing, and its dialogic teaching in the digital world.
{"title":"Graduate student perspectives on online teaching of writing","authors":"Guadalupe Álvarez, Hilda Difabio de Anglat, Lourdes Morán","doi":"10.32870/ap.v15n1.2263","DOIUrl":"https://doi.org/10.32870/ap.v15n1.2263","url":null,"abstract":"The aim of this study is to characterize the gra¬duate student perspectives on a virtual dialogic teaching initiative oriented to the revision of dissertation chapters written by the students themselves. Within an exploratory qualitative study in-depth interviews are taken with 12 stu-dents from three seminar editions. The analy¬sis shows three relevant categories regarding online dialogic teaching of writing: time ma¬nagement, synchronous exchange and digital technologies. There are three senses of the tem¬poral dimension: times relative to the seminar schedule, to the student daily life, and to the in¬tellectual process of writing practices. Further-more, a combination of heavy asynchronous load with synchronous encounters is valued. Re¬garding the technologies, the students generate environments that take advantages of devices’ technological potential based on the physical environment possibilities and also value the pedagogical relevance of the applications. The category properties show some changes of gra¬duate writing, and its dialogic teaching in the digital world.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91035036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
María Luisa Zorrilla Abascal, Maribel Castillo Díaz
The article explores the perception of undergraduatestudents at a public state university in Mexico, regarding their experience after completing the Multimodal Transversal Learning Unit Information and Digital Literacy. The research explores two aspects: self-perception of students regarding their level of achievement in specific digital competencies and main learning outcomes after completing the course. It also reports their assessment in five aspects: syllabus, educational resources, learning activities, coverage of the cross-cutting themes throughout the course, as well as operation of the Learning Management System and technical support. The research was quantitative, through a survey applied to 16 students in the first group that completed the curricular unit. Among the results, the following are reported: perceived levels of achievement in different competency indicators, best valued competencies, and overall assessment of the course by the students. The highest levels of achievement reported are in indicators associated with the students’ daily practices interests. The lowest levels of achievement are in the areas of algorithmic understanding and the generation of original contributions and digital content.
{"title":"Information and digital literacy competencies in a virtual degree","authors":"María Luisa Zorrilla Abascal, Maribel Castillo Díaz","doi":"10.32870/ap.v15n1.2285","DOIUrl":"https://doi.org/10.32870/ap.v15n1.2285","url":null,"abstract":"The article explores the perception of undergraduatestudents at a public state university in Mexico, regarding their experience after completing the Multimodal Transversal Learning Unit Information and Digital Literacy. The research explores two aspects: self-perception of students regarding their level of achievement in specific digital competencies and main learning outcomes after completing the course. It also reports their assessment in five aspects: syllabus, educational resources, learning activities, coverage of the cross-cutting themes throughout the course, as well as operation of the Learning Management System and technical support. The research was quantitative, through a survey applied to 16 students in the first group that completed the curricular unit. Among the results, the following are reported: perceived levels of achievement in different competency indicators, best valued competencies, and overall assessment of the course by the students. The highest levels of achievement reported are in indicators associated with the students’ daily practices interests. The lowest levels of achievement are in the areas of algorithmic understanding and the generation of original contributions and digital content.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"113 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79940743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jesús Guillermo Rolando Rendón Gil, Joel Angulo Armenta, Carlos Arturo Torres Gastelú
This study analyzed the attitudes of university students towards digital citizenship to improve practices when using technologies. The methodological design was mixed with a qualitative phenomenological approach and the quantitative part was correlational-causal with a non-experimental cross-sectional design. 84 students participated, of which 45 were studying engineering and 39 undergraduates. To obtain data, a semi-structured survey was applied individually to 72 participants, a focus group of three key informants and nine in an interview. The findings show that the process of appropriation of digital citizenship in university students still has a long way to go, given the limited acquisition of behaviors inherent to the proper exercise of digital citizenship. In this sense, the results are expressed in two aspects; on the one hand, the positive attitude where technology is expressed as an important part of society and its development, on the other hand, there is the negative attitude that perceives technology as a mere expendable tool. Finally, it is concluded that students must still improve the use of technologies since this use can negatively affect their training process.
{"title":"Attitudes towards digital citizenship in university students from southern Sonora, Mexico","authors":"Jesús Guillermo Rolando Rendón Gil, Joel Angulo Armenta, Carlos Arturo Torres Gastelú","doi":"10.32870/ap.v15n1.2309","DOIUrl":"https://doi.org/10.32870/ap.v15n1.2309","url":null,"abstract":"This study analyzed the attitudes of university students towards digital citizenship to improve practices when using technologies. The methodological design was mixed with a qualitative phenomenological approach and the quantitative part was correlational-causal with a non-experimental cross-sectional design. 84 students participated, of which 45 were studying engineering and 39 undergraduates. To obtain data, a semi-structured survey was applied individually to 72 participants, a focus group of three key informants and nine in an interview. The findings show that the process of appropriation of digital citizenship in university students still has a long way to go, given the limited acquisition of behaviors inherent to the proper exercise of digital citizenship. In this sense, the results are expressed in two aspects; on the one hand, the positive attitude where technology is expressed as an important part of society and its development, on the other hand, there is the negative attitude that perceives technology as a mere expendable tool. Finally, it is concluded that students must still improve the use of technologies since this use can negatively affect their training process.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85928195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Julio César Berthely Barrios, Ismael Esquivel Gámez
The purpose of this study was to evaluate the impact of using multimedia resources on the English vocabulary learning as a foreign language in a sample of university students. Following a quantitative approach, a quasi-experimental, longitudinal-prospective study was conducted with 62 university students (42.6% women with mean age of 20.9 and 57.4% man with mean age of 20.6); previously divided into three different groups. For pre and post-training measurements, two instruments were used in their forms A and B, validated in previous studies. As a secondary goal, the influence of the cognates present in both tests on the score and the way of asking them was verified, in consequence an instrument of own design was applied. During the training, the use of lessons from a virtual platform made it possible to present multimedia resources and evaluate autonomous learning in formative manner. In the post-test, only one type of test was applied to each group, detecting significant improvement in three out of the four original instruments. However, the results should be treated with reservations due to the limitation represented by sample size and conduct of the study, in distance mode.
{"title":"Autonomous learning of vocabulary of English as a foreign language using multimedia resources","authors":"Julio César Berthely Barrios, Ismael Esquivel Gámez","doi":"10.32870/ap.v15n1.2299","DOIUrl":"https://doi.org/10.32870/ap.v15n1.2299","url":null,"abstract":"The purpose of this study was to evaluate the impact of using multimedia resources on the English vocabulary learning as a foreign language in a sample of university students. Following a quantitative approach, a quasi-experimental, longitudinal-prospective study was conducted with 62 university students (42.6% women with mean age of 20.9 and 57.4% man with mean age of 20.6); previously divided into three different groups. For pre and post-training measurements, two instruments were used in their forms A and B, validated in previous studies. As a secondary goal, the influence of the cognates present in both tests on the score and the way of asking them was verified, in consequence an instrument of own design was applied. During the training, the use of lessons from a virtual platform made it possible to present multimedia resources and evaluate autonomous learning in formative manner. In the post-test, only one type of test was applied to each group, detecting significant improvement in three out of the four original instruments. However, the results should be treated with reservations due to the limitation represented by sample size and conduct of the study, in distance mode.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82185288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.31176/apertura.2023.18.3.1
András Müllner
Tanulmányomban azt vizsgálom, hogy miként jelenik meg az állapotkommunikáció ideája és ideológiája Erdély Miklós, illetve a számára inspirációul szolgáló filmteoretikusok filmelméleti írásaiban, továbbá az ezek hátterében álló művészettörténeti, művészetelméleti és filozófiai hagyományban. Az érintett elméletekben a montázs, mint a sokszorosító technológia által elemekre bontott világ újrarendezése, ideális eszköz az állapotkommunikációra, illetve az etikaipedagógiai célzatú transzformációra. Jóllehet a montázs a reprodukciós technika szervetlenítő eljárásának eredménye, de a szovjet montázsiskola képviselői (köztük maga Erdély) dialektikus módon beágyazták azt a klasszikus esztétikai ideológiák sorába, és retorikus módon szerves folyamattá változtatták. A tanulmány célja annak bizonyítása, hogy a montázshoz kapcsolódó retoretikusság fogalma alatt egyrészt a művészet útján történő etikára nevelést (schilleri értelemben vett Bildungot), vagyis esztétikai ideológiát és azzal szorosan összefüggő, az élményesztétikára alapozott szimbolizáló törekvést érthetünk. Másrészt az előbbiekkel párhuzamosan számolnunk kell a montázsra alapozott állapotkommunikáció (transzformáció, nevelés, „elforgatás”) nyelviretorikai kiszolgáltatottságával és allegorikusságával. Következtetésem az, hogy Erdély avantgárd esztétikai ideológiája paradox, de törvényszerű módon átlép a dekontextualizáló és szervetlen allegorikusságon, hogy egy ontologizáló szimbolikus hagyományba illessze a montázst. A tanulmány második részében a Tavaszi kivégzés című Erdély Miklós-film elemzésén keresztül mutatom be, hogy miként ágyazódik bele a filmbe a szervetlenítő-daraboló technológia, mintegy illusztrálva az állapotkommunikációnak és a nevelésnek mint „elforgatásnak” az allegorikus keretezettségét.
{"title":"Állapotkommunikáció és montázs : Erdély Miklós: Tavaszi kivégzés","authors":"András Müllner","doi":"10.31176/apertura.2023.18.3.1","DOIUrl":"https://doi.org/10.31176/apertura.2023.18.3.1","url":null,"abstract":"Tanulmányomban azt vizsgálom, hogy miként jelenik meg az állapotkommunikáció ideája és ideológiája Erdély Miklós, illetve a számára inspirációul szolgáló filmteoretikusok filmelméleti írásaiban, továbbá az ezek hátterében álló művészettörténeti, művészetelméleti és filozófiai hagyományban. Az érintett elméletekben a montázs, mint a sokszorosító technológia által elemekre bontott világ újrarendezése, ideális eszköz az állapotkommunikációra, illetve az etikaipedagógiai célzatú transzformációra. Jóllehet a montázs a reprodukciós technika szervetlenítő eljárásának eredménye, de a szovjet montázsiskola képviselői (köztük maga Erdély) dialektikus módon beágyazták azt a klasszikus esztétikai ideológiák sorába, és retorikus módon szerves folyamattá változtatták. A tanulmány célja annak bizonyítása, hogy a montázshoz kapcsolódó retoretikusság fogalma alatt egyrészt a művészet útján történő etikára nevelést (schilleri értelemben vett Bildungot), vagyis esztétikai ideológiát és azzal szorosan összefüggő, az élményesztétikára alapozott szimbolizáló törekvést érthetünk. Másrészt az előbbiekkel párhuzamosan számolnunk kell a montázsra alapozott állapotkommunikáció (transzformáció, nevelés, „elforgatás”) nyelviretorikai kiszolgáltatottságával és allegorikusságával. Következtetésem az, hogy Erdély avantgárd esztétikai ideológiája paradox, de törvényszerű módon átlép a dekontextualizáló és szervetlen allegorikusságon, hogy egy ontologizáló szimbolikus hagyományba illessze a montázst. A tanulmány második részében a Tavaszi kivégzés című Erdély Miklós-film elemzésén keresztül mutatom be, hogy miként ágyazódik bele a filmbe a szervetlenítő-daraboló technológia, mintegy illusztrálva az állapotkommunikációnak és a nevelésnek mint „elforgatásnak” az allegorikus keretezettségét.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74398175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.31176/apertura.2023.18.3.5
Á. Kovács
A tanulmány női holokauszt-túlélők transzgenerációs traumaátadási folyamatának dokumentumfilmes megjelenítéseit elemzi Cseke Eszter és Takács S. András Auschwitzban született (2020) című dokumentumfilmjében. A film valóban feltár egy háromgenerációs esettörténetet, de emellett részt vállal a családon belüli nézetkülönbségek ütköztetésében is, ami a filmnéző számára számos etikai kérdést vet fel. A tanulmány először röviden felvázolja a filmbéli transzgenerációs esettörténetet, amely a szülés és gyereknevelés női problematikájával összekapcsolódva jelenik meg a történetmondásban. Másodszor bemutatja, a film milyen helyeket teremt az emlékek kibomlása számára a szereplők szintjén, végül a dokumentumfilmes reprezentációs eszközök felhasználását olyan konkrét jelenetekben vizsgálja, amelyek emlékezeti térré válnak a néző számára is. Az elemzés tézise szerint a film archív dokumentumok kreatív felhasználásával filmes emlékezeti teret teremt nem csak a szereplők, hanem a filmnéző számára is, aki bevonódik a filmes konfliktuskezelésbe. A filmben a születésmotívum a szereplők és a nézők számára is a túlélés szinonimájává válik, s így reflektál a túlélés élményének létmódjára, a megállíthatatlan ismétlődésre, az ismétlődés módosíthatóságára.
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Pub Date : 2023-01-01DOI: 10.31176/apertura.2023.18.3.6
Benedek Tóth
Jelen tanulmány Vilém Flusser kommunikáció- és médiaelméletének vázlatos áttekintésére vállalkozik. Az 1991-ben elhunyt szerző egyre inkább reneszánszát éli mind a kortárs német, mind az angol nyelvű szakirodalomban. Talán elég e helyt utalnom a tényre, hogy munkásságának feldolgozása, bemutatása céljából önálló tudományos folyóirat működik Flusser Studies címen [http://www.flusserstudies.net/]. Flusser átfogó, általa kommunikológiának nevezett elméleti kerete alapvetően fenomenológiai alapokon rekonstruálja a kommunikáció- és médiaelmélet alapfogalmait. Tanulmányom ezen keret, pontosabban a kommunikáció és médium flusseri felfogásának ismertetése után olyan fogalmakra tér ki, mint a technikai kép, az apparátus, illetve a nem-dolog (Unding), mely terminusok meggyőződésem szerint meglehetősen közel vezetnek a kortárs digitális médiakultúra logikájának egyfajta átfogó értelmezéséhez is.
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