Revisiting traditional educational practices in the age of digitalization

During the period of lockdown both students and teachers experienced immersion in the digital environment to the full, what allowed actualizing the so-called “dark” sides of organization of the educational process; those metamorphoses, which traditional roles of a student and a teacher are currently getting exposed to. Post-pandemic realities of education within the contour of Timothy Morton’s dark ecology theory are considered in the present paper. The authors make use of a “hyperobject” concept while studying the introduction of digitalization in the field of education, submitting to extrapolate Morton’s optics to comprehension of educational practices, mediated by digital environment. It is shown in the study, that absorption of traditional educational practices proves to be a limited discourse, where the technological component of digitalization is being merely actualized and the essence of educational process is being simultaneously discredited.