Comments on: Posthuman Pedagogy http://edc11.education.ed.ac.uk/neilb/2011/11/29/posthuman-pedagogy/ part of the MSc in E-learning at the University of Edinburgh Tue, 10 Apr 2012 10:20:30 +0000 hourly 1 http://wordpress.org/?v=3.1.1 By: vinod balakrishnan http://edc11.education.ed.ac.uk/neilb/2011/11/29/posthuman-pedagogy/#comment-4646 vinod balakrishnan Tue, 10 Apr 2012 10:20:30 +0000 http://edc11.education.ed.ac.uk/neilb/?p=6979#comment-4646 hi, neil. hi, neil.

]]> By: » Posthuman week 11 Ania's E-learning and Digital Cultures http://edc11.education.ed.ac.uk/neilb/2011/11/29/posthuman-pedagogy/#comment-189 » Posthuman week 11 Ania's E-learning and Digital Cultures Sat, 10 Dec 2011 11:56:21 +0000 http://edc11.education.ed.ac.uk/neilb/?p=6979#comment-189 [...] Certainly the incorporation of the technological does not make a learning event a posthuman one (Neil’s post). Even the dedication to blurring and liquidising might not [...] [...] Certainly the incorporation of the technological does not make a learning event a posthuman one (Neil’s post). Even the dedication to blurring and liquidising might not [...]

]]> By: Ania Rolińska http://edc11.education.ed.ac.uk/neilb/2011/11/29/posthuman-pedagogy/#comment-188 Ania Rolińska Fri, 09 Dec 2011 21:54:23 +0000 http://edc11.education.ed.ac.uk/neilb/?p=6979#comment-188 Hi Neil, with a bit of delay, but I'm feeling compelled to reply maybe because of the Poland and ELT bits or maybe because once upon a time, probably in the late 1990s, when I still didn't have an email address, I was walking around with pockets stuffed with those cards you describe, trying to learn English! This is an interesting choice, a generative one as Jen said, even if an anti-example. It shows in a very neat manner that the integration of technology is not the only condition for the pedagogy to be considered posthuman. To me posthumanism entails deep involvement with the ontology of becoming and change as well as creativity (really liked Gough's reasoning in this respect). Packages of knowledge, for example stacks of cards, no matter whether in paper or techie form, 'smell of' audit and accountability culture (your comment on my post). Now the question is how to smuggle the posthuman into an ELT classroom? What strategies can an English teacher use that will blend situated knowledge, cyborg ontology, border pedagogy plus the art, the humour and the paradox of the rhizome (Gough, 2004)? Hi Neil, with a bit of delay, but I’m feeling compelled to reply maybe because of the Poland and ELT bits or maybe because once upon a time, probably in the late 1990s, when I still didn’t have an email address, I was walking around with pockets stuffed with those cards you describe, trying to learn English!

This is an interesting choice, a generative one as Jen said, even if an anti-example. It shows in a very neat manner that the integration of technology is not the only condition for the pedagogy to be considered posthuman. To me posthumanism entails deep involvement with the ontology of becoming and change as well as creativity (really liked Gough’s reasoning in this respect). Packages of knowledge, for example stacks of cards, no matter whether in paper or techie form, ‘smell of’ audit and accountability culture (your comment on my post).
Now the question is how to smuggle the posthuman into an ELT classroom? What strategies can an English teacher use that will blend situated knowledge, cyborg ontology, border pedagogy plus the art, the humour and the paradox of the rhizome (Gough, 2004)?

]]> By: Jen Ross http://edc11.education.ed.ac.uk/neilb/2011/11/29/posthuman-pedagogy/#comment-156 Jen Ross Fri, 02 Dec 2011 10:36:15 +0000 http://edc11.education.ed.ac.uk/neilb/?p=6979#comment-156 I'm with Austin, here, Neil - your example that turned out not to be an example is extremely generative. I agreed with the reason you gave for considering it anti-posthumanist - the values of representation, separation and mastery seem deeply entwined with humanism. It's fascinating to think about how (as Hayles 1999 argues) the apparent boundary blurring of ubiquitous technology and the "posthuman" can function to replicate the humanist divisions it appears to challenge. Nice example. I’m with Austin, here, Neil – your example that turned out not to be an example is extremely generative. I agreed with the reason you gave for considering it anti-posthumanist – the values of representation, separation and mastery seem deeply entwined with humanism. It’s fascinating to think about how (as Hayles 1999 argues) the apparent boundary blurring of ubiquitous technology and the “posthuman” can function to replicate the humanist divisions it appears to challenge. Nice example.

]]> By: Austin Tate http://edc11.education.ed.ac.uk/neilb/2011/11/29/posthuman-pedagogy/#comment-145 Austin Tate Wed, 30 Nov 2011 13:45:08 +0000 http://edc11.education.ed.ac.uk/neilb/?p=6979#comment-145 Neil, I think its interesting that you looked at a potentially non-example of a posthuman pedagogical tool. Thanks also for the helpful PDF to get a feel for what the tool does in use without us having to register on yet another site. I think I agree with you that I would not see it as going beyond the current human frame of mind and things very supportive of how our brain has probably worked for millennia. But that's not to say its not useful and helpful device. Neil, I think its interesting that you looked at a potentially non-example of a posthuman pedagogical tool. Thanks also for the helpful PDF to get a feel for what the tool does in use without us having to register on yet another site.

I think I agree with you that I would not see it as going beyond the current human frame of mind and things very supportive of how our brain has probably worked for millennia. But that’s not to say its not useful and helpful device.

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