Posthuman Pedagogy

Background

This week I attended the annual Cardiology Symposium where presentations were made on the developments and aspirations for the management of a variety of cardiac conditions.  Without harping on too much about the medical I will try to provide some background to my pedagogy. 

I have a particular interest in the management of patients that survive a sudden cardiac death.  These are seemingly fit and well individuals who, without warning, suffer a cardiac arrest.  The group that I see are the fortunate one’s who happened to be in the right place at the right time and therefore received CPR, defibrillation (shock) and immediate hospital treatment.  Among a variety of tests to attempt to diagnosis a predisposition/explanation for this event they usually receive an implantable defibrillator   (battery box attached to wires into the heart that provides a shock) should the event happen again.  

What I learnt at the symposium is that these development of the devices for heart failure patients is going in the direction of a a device that resembles a rod, that sits in the heart and has capacity to wirelessly transmit data  (such as heart rhythm and function) to a system that enables the physician to monitor the patients and remotely alter the function of the device to increase functioning of the heart. 

This reduces the need for hospital appointments to interrogate the device for rhythm abnormalities or device malfunctions.  I can foresee the future developments of this smaller device having defibrillation capability.  This is exciting stuff in my world! 

The adaption of the heart; with the heart being the symbolic essence of human life has made me question whether fabrication between “hybrid of machine and organism” (Haraway, 2001) has made the patient a cyborg. 

The ability for the physician to learn about the heart function from the device is a post human pedagogy in itself but I would like to take this concept a step further…

My Pedagogy

A major concern I have with this patient group is the psychological trauma experienced by these patients and how to educate them about the condition.  The technological advances of the device will inevitably result in less human contact between patient and physician…leaving a void in the psychological and educational support these patient require.  I am neither an inventor nor a programmer but with knowledge in this field can see a future that uses a programme to assist in a patient’s recovery, adjustment and future with a cardiac device.  I propose the development of a system resembling (if not exactly like) an app that provides an educational programme incorporating a programme of cognitive behavioural therapy (recommended in European guidelines for this patient group), access to peer support forums that are mediated by professionals and integration of the wireless data transmitted from the device to make support and treatment plans individualised to the patient.  I envisage it being accessible via mobile phones, tablets and computers and will incorporate the most up-to-date multimedia that will appeal to the age ranges targeted.

This pedagogy resembles an amalgamation of; an online (bank-like) account, virtual community/networking sites and educational support systems such as WebCT but enters unchartered territory in terms of existing within a health care system – an environment that does not have an ‘undo’ or ‘erase’ feature should something go wrong.  In discussing this with peers and colleagues I have had mix reviews as to whether this is progress or merely making the best out of a bad situation.  It is commonly believed that ideally, these patients would have access to structured in-hospital support and educational programmes.  To that I argue that making a person attend regular hospital appointments is costly to both them and the facility.  As the devices are technologically becoming posthuman so too must the pedagogy used to integrate and support them.

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Thoughts on Harraway’s The Cyborg Manifesto

Cyborg Manifesto  Wordle Many Eyes
This Wordle visualisation illustrates the strong (anti)feminist connection that come’s through in Donna Haraway’s essay “A Cyborg Manifesto”. Centrally Haraway’s cyborg world seems to be a device for abandonning the dualisms of (wo)man/machine, mind/body etc. The cyborg provides a predominantly individualist perspective that opens up thinking around different possibilities of being in particular through our relationships animals and machines. Haraway also uses the cyborg as a metaphor for exploring how humanity is interconnected and intertwinned with machines/technologies in complex interdependancies. This more holistic perspective starts to look a lot like being posthuman. So what is the difference between being a cyborg and being posthuman? Is it just a different perspective on similar ideas? For example I might consider my context as being coconstructed by technologies that permeate it and social norms aroung their use – the connections I make with other beings through wifi, the internet, the mobile phone network etc. (a posthuman perspective). My identity, who I am, is also is shaped by the technologies I choose to use and how I use them – my phone, my iPad (a cyborg perspective).

The cyborg metaphor helps to dissolve the subject/object perspective of our relationship with technology and thus empowers us. Instead of positioning ourselves as ‘victims’ or acted on by technology, (positions that arguably giving rise to the promise /threat, utopian/distopian binaries), we have through the cyborg myth, been given agency to imagine/coconstruct less polarised futures.

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Feenberg on the Ten Paradoxes of Technology

I have just watched a recording of Ten Paradoxes of Technology. He seems to be espousing a posthumanist perspective of technology and uses these ten paradoxes to illustrate how we are often blinded to the interdependance of the human and the technological.
Here are his paradoxes and a few notes about the connection with posthumanism.
1. The paradox of the parts and the whole
Feenberg argues that technological artefacts make no sense separated into their component parts. A tyre makes no sense unless it is part of a car, a screen only has meaning if it is viewed in relation to the whole device – mobile phone, iPad, television etc. He sees technologies as occpying an (ecological?) niche in a similar way to those accupied by humans or other animal species. His aim is to foregrounds the interdependancies existing within and around that niche. Feenberg argues that we are misled into thinking that technologies can stand alone – technologies viewed in isolation can appear uncomplicated and strangely appealing. Perhaps this is one origin of the utopian views of technologies we explored early in the course.
2. What is most obvious is often hidden
Feenberg uses the example of a screen – we are not aware of the screen when we view a film for example. The idea of transparency is prevalent in the discourses of user interface design – when something becomes so common place we cease to be aware that it is there.
3. The paradox of the origin
The idea here is that technologies have a history. There prescence in society now is a result of an evolutionary past. However this past is not immediately obvious. The internet we use today does not broadcast its origins in the way say buildings or the natural environment does. This means that we are less aware of how technological artefacts have evolved and become embedded and intertwined with current social practices. The film “The Social Network” reminds us of the origins of Facebook, something that is not revealed by merely using Facebook today.
4. The Paradox of the Frame
Feenberg agues that we tend to view technology as a purely technical acheivement – a refinement of skills connected with design and manufacture. In reality our technological environment is the way it is because of many other factors e.g. social, economic etc.
5. The Paradox of Action
Often we are not aware of the negative consequences of technology because these are experienced remote from the immediate zone of action. This is in part a consequence of rapid technological development which means there is a lag before all the consequences are realised. This leads to the illusion that technologies can indeed act on the world without consequences for themselves.
6. The Paradox of the Means
Feenberg argues that technologies signify us and define our identities – we are what we do but in relation to technology we are what we use. How more intertwinned can our relationship with technology become? Is this touching on the idea of the cyborg? He summarises this idea in a McLuhanesk “The means are the ends”
7. The Paradox of Complexity
This paradox encapsulates our fixation of the technological object and blindnes to the new context and consequencecs it creates.
8. The Paradox of Value and Facts
Feenberg argues for technological development to be driven by values not just facts – this way technology would evolve in ways better aligned with social value systems
9. The Democratic Paradox
Social groups form around technologies that mediate their relations. Technology mediated groups transform the technology that constitute them. The central idea is the coconstruction of technology.
Feenberg uses this Escher sketch to illustrate his idea. I also like the cyborg version!
10. The Paradox of Conquest
I guess I was loosing focus by the time it come to the final paradox!

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Week 10 Summary

This is the final structured week of the course and once again I find myself running to catch up.  I have been gathering information on cyborgs, humans and posthumans to help me understand the differences, especially the nuances between human and posthuman and feeding them into my Lifestream.   Some of the information I used in my blog and some I may use in my final assignment – once I’ve decided on my topic.

The good news is that the majority of my feeds are working well.  One that has worked from the very beginning is my Female Science Professor RSS feed. I see that the articles I posted in Reddit are showing up in my Lifestream, so pleased about that.  My information gathering on humans/posthumans took me back to the film festival and I added another couple of YouTube videos to my favourites.  However, it looks like I may have messed up on one bookmarking attempt with Delicious.  I’m a little hesitant to remove it in case I end up deleting all my entries, especially as I’ll be submitting my Lifestream soon.

I attempted to save a video to Vimeo but don’t think it has worked.  It can take several hours for it to show through on my feed.  I would assume that all feeds should be necessary and workable.  If Vimeo doesn’t work at my next attempt I shall have to delete it from my feeds.

I am still unable to get the full benefit of Twitter.  I have been able to tweet but I’m rarely able to open the links my colleagues tweet as my Internet connection is so slow.From the standard of blogs and comments made by my colleagues I know that these links will be very interesting. It’s so frustrating not being able to follow through and I get heartily sick of seeing these signs.

 

 

I have spent some time thinking about my assignment and how I should present it.  With this in mind I had a look at Weebly.  Jeremy emailed the link to the assignments of last year’s cohorts and I see one of them used it.  I need to play around with it before making my decision.

I’ve had a look around this site but cannot see any sign of comments I’ve made on my colleagues’ sites. Hoping that it is something that can be easily resolved.

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Posthuman(esque) Pedagogy?

Is it possible to create a space where these two species of knowledge can meet and mingle? (Pedersen, 2010: 241).

I found this question to be crucial when considering educability of the posthuman. What Pedersen meant in her article was the boundary work between animal and education studies but it could be extended to whole disciplines in the way Pickering (2005) did in his essay where he suggested that natural and social sciences transcend each other by forming assemblages with ‘inner unity’ and around ‘evolving dialectic’. I think that a similar project can be undertaken in regard to different subjectivities, namely writers/editors and readers, as exemplified by the Liquid Reader Project from the University of London, my nomination for a posthuman(-esque) pedagogy task. Even though it does not lead explicitly to human/machinic hybridisation, the project, inspired by  Gary Hall’s and Clare Birchall’s Liquid Book Project aspires to explore liquidity, promote boundary work, foster open access and technological innovation and so questions the human project understood as ‘one-way, closed form of knowledge transfer in university education that is encompassed by the static, photocopiable ‘course reading pack’ – typically designed by course leaders and handed out to students’ (from the project description).

The blurb from the dedicated website spells out exactly the origin and the rationale of the project.

[This project] engages media students in a dynamic process of devising instead a fluid, open-access, online ‘reader’, whose content and form are being negotiated, updated and altered by students themselves, under the guidance of the course leader. Using the freely available media platforms (online archives, educational wikis, YouTube, Blogger), students are able to both link to the already available textual and audio-visual material (essays, books, video clips) and upload their own documents and designs. They are thus actively involved in producing a ‘liquid reader’ – a customisable learning tool which involves them in curriculum design. Via an involvement with the Open Humanities Press, and its Culture Machine Liquid Books Series, the project promotes the socially significant ‘open scholarship’ and ‘open learning’ under the open access agenda.

According to the project description, the aim is to decentre the author by making everybody an editor/author, which can be seen as an attempt to liquidise the boundaries between the two subjectivities, thus enabling them to meet and mingle, producing various entanglements.

There is a wealth of additional questions and issues raised alongside, for example in regard to the process of remixing, repurposing,  limitability of the ‘book’ , attribution, citation and intellectual property.

There are two accompanying tasks here.

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Summary: Week 10

A quick review of my lifestream will show that this has been somewhat of a disjointed week, due mostly to my inability to settle on a topic for the Posthuman Pedagogy assignment.  I began the week confident in my decision that I wanted to focus on the idea of distributed consciousness (lifestream: 22:11.2011 #1, #2, #3 and #4) which first arose in the previous week.  However as I dug deeper into this concept, it became clear to me that it would be difficult to single out a concrete learning task, given the fact that we could argue humans have always had a distributed consciousness, i.e. our tools shape our thought process and we have always been posthuman (lifestream: 19.11.2011 #1). I also spent a little time thinking about brain augmentation (lifestream: 21.11.2011 #6) and artificial minds (lifestream: 21.11.2011 #5), before finally settling on the idea of Augmented Reality (AR) as a perfect example (lifestream: 24.11.2011 #5, #6 and #7).  AR has really come of age and it’s interesting to see how many popular applications are emerging (lifestream: 25.11.2011 #1).  I’ve discovered two other great finds during the week; thanks firstly to a reminder from Jeremy (since I must have failed to follow up on reference to his work in earlier prescribed readings), of Steve Fuller.  It’s proven difficult to find much of Fuller’s writing, but I have found some fascinating videos (lifestream: 25.11.11 #2), which have echoed deeply with my own thoughts .  And secondly, the mind blowing and borderline psychedelic writing and artwork of Robert Pepperell which has influenced my thoughts on personalised realities in my Posthuman Pedagogy post.

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What’s it like to be human?

To help me make sense of what ‘posthuman’ means I pondered the question, “What’s it like to be human?”  I could not stop thinking about this, it has been churning away in the back of my head, popping up at the most inappropriate times, such as when I’m trying to sleep. It really is a difficult question to answer and I feel the need to write down my thoughts.  (Is this proof I’m human?)

Considering that there is so much diversity in the human race, the first thing to do was search for was commonality.  For starters, we are all born and we all die. To survive we need sleep, we must eat and we must drink. We age and become frail as we grow older; we are prone to diseases and we feel pain.  But these statements are also true of animals.  So what makes us ‘human’?

Humans are sociable and help work towards the common good (well some of the time). And there is a strong tendency towards a sense of belonging, be it to a group, tribe or community, as our ethnographies proved.  I can’t posit this as a reason for being human though as research shows animals too have these attributes.  Ah, but where  we differ is that we have the ability to laugh, cry, be compassionate, give gratitude and empathise. This must surely distinguish us. I wonder, are we inherently sceptical of those who lack emotion and could this be why we mistrust, even fear, cyborgs and posthumans?  Wasn’t there just the teeniest bit of doubt about the emotion of the cyborgs in Blade Runner?

Hayles states that “the human has ..been associated with rationality, free will, autonomy and a celebration of consciousness”.  So being human is more than just attributes, it’s also about our capacity to use our brain;  our ability to reason;  our belief that life has meaning; our need to improve ourselves and shape our world.  This took me back to the film festival at the beginning of this unit: Bendito Machine (Episode 3 Obey His Commands) and eXistenZ: the restaurant sequence. These films showed how humans react and interact with technologies.

An experience I had earlier in the week made me realise my own interaction with technologies. My Mac stopped charging and I only noticed when there was 30 minutes of battery time left. The nearest Apple Store was a couple of hours drive away and anyhow it wouldn’t have been possible for me to go there until the weekend.  What a disaster! I hadn’t backed-up my files and all my personal stuff, such as music, photos, phone numbers and coursework is stored on my Mac.  I was beside myself trying to think of how I was going to remedy this. I was so relived when the problem turned out to be a dodgy outlet.  Once I saw that the battery was recharging, I reflected on my initial reaction. I knew this wasn’t a life or death situation but that didn’t stop me from feeling quite devastated when it happened. Is this an example of me being posthuman?  Hayles states, “the world we understand is also the world we make, in both literal and figurative senses.”

“I think that questioning humanism-posthumanism itself – begins to build ways for being different in the future. “We” have nothing to lose but “our”selves.”  (Badminton, 2003, p23)  Now this makes sense to me so may be I’m closer to understanding the difference between human and posthuman than I thought.

 

References

Badmington, Neil, “Theorizing Posthumanism” Source: Cultural Critique, No. 53, Posthumanism (Winter, 2003), pp. 10-27 Published by: University of Minnesota PressBibliography

Hayles, N. Katherine, (1999) “Towards embodied virtuality” from Hayles, N. Katherine, we became posthuman : virtual bodies in cybernetics, literature, and informatics pp.1-25,293-297, Chicago, Ill.: University of Chicago Press

Hayles, N.K. (2006). Unfinished Work: From Cyborg to Cognisphere. Theory Culture Society, 23/7-8.

http://www.psychologytoday.com/blog/the-human-beast/201101/can-animals-work-the-common-good

 

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Lifestream Week 10

Posthuman Pedagogy

I got ahead with my contribution to the posthuman pedagogy and produced my input over the weekend, entitled “Think Like a Robot”. So I was able to provide it to the class at the very start of the week for discussion. Some commenting on this and other entries as they came in towards the end of the week formed events in my Lifestream.

Eye on the EDEDC Final Assignment

I, PI ... Eye

To create the story I wish to tell for my EDEDC final assignment, I have been pulling together a number of threads explored during the Digital Cultures course and on other MSc courses such as IDEL11 and ULOE11. This has led to extracting some of the elements on different social media and platforms, especially aggregating content into my personal learning and asset collection space at http://atate.org/space/

Uncanny Pedagogical Experiences – Joking Apart

I have kidded on a bit with Siân Bayne in some discussions over the use of what I treated as "cute" terms like the "uncanny" and "ghostly" or "zombie" experiences. I got the idea of the uncertain and mind challenging environments she was described as a learning opportunity. And I do appreciate its a term that has some history (see Uncanny). But the Bayne (2008) reading did start to make more sense to me as a coherent approach to some people’s experiences in virtual worlds. I think I have used teleconference, distance collaboration and other forms of multi-user environments for so long, and have had experience of MUDs and MOOs as they grew from their text beginnings, so that its a more natural experience for me… just like I would not call using the telephone uncanny because I can heard a disembodied voice from a distance. But I can certainly put myself into an avatar shape or type which I know I find unusual or that feels “wrong”.

I found a very nicely constructed site in Second Life this week which allowed for just such an experience, and I blogged about it to draw it to the attention of others on the IDEL11 and EDEDC courses. See "Meta Body – Try an Out of Your Body Experience" – http://edc11.education.ed.ac.uk/austint/2011/11/18/meta-body-try-an-out-of-your-body-experience/

Second Life Pic of the Day

I added a further RSS feed to my Lifestream… the Second Life official feed from the blog which selects a representative “pic of the day”. This is something I already follow on Twitter and find useful. I feel this reflects the continuing improvement of the visuals in Second Life and OpenSim, indicates new facilities as they come along and show cases top builds inworld.

Reference

Bayne, Siân (2008) "Uncanny spaces for higher education: teaching and learning in virtual worlds", ALT-J Research in Learning Technology, Vol. 16, No. 3., pp.197-205.

Uncanny – See http://en.wikipedia.org/wiki/Uncanny

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Week 9 Summary

Finally, a eureka moment!  Week 9 (and 8!) has significantly encroached on week 10 as I have been struggling with the meaning of post-human.  Until now, I considered it to be related to human action and found myself trying to ‘fit’ it into some schema that sat nicely in my preconceived understanding of being human.  After reading Edwards ’The end of lifelong learning: a posthuman condition?’ it clicked that ’post’ is ‘going beyond’ being human.  Perhaps a simple point to grasp but without it it has been particulary difficult to make meaning of Haraway and Hayles.  Now I have a better understanding of this I feel I can read these again and begin to contruct a blog related to some of their work.

I’ve been looking for examples of posthuman in films and media and storing them in Delicious to keep for my blog.  I also added StumbleUpon to my lifestream.  Unfortunately I now realise I saved them in a folder with the same name as my lifestream tag and so they fed directly onto my lifestream.  This left my page with a range of bizzare and disjointed artefacts when viewed without any context.  I have rectified this problem, leaving me just my page to tidy over the few remaining weeks.

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