Parallels and Responses to Curricular Innovation : The Possibilities of Posthumanistic Education
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This volume explores two radical shifts in history and subsequent responses in curricular spaces: the move from oral to print culture in the 15th century and the rise of the Society of Jesus (the Jesuits) who created the first "global network" of education, and the move from print to digital culture in the 20th century and the rise of what the philosopher Jean Baudrillard called "hyperreality." The resulting dilemma calls for a curriculum that highlights the key tension between Man and Machine. The proposition of posthumanistic education, then, is meant to help students discern their humanness in the face of the complications that come along with digital life.
This volume explores two radical shifts in history and subsequent responses in curricular spaces: the move from oral to print culture during the transition between the 15th and 16th centuries and the rise of the Jesuits, and the move from print to digital culture during the transition between the 20th and 21st centuries and the rise of what the philosopher Jean Baudrillard called "hyperreality."
The curricular innovation that accompanied the first shift is considered through the rise of the Society of Jesus (the Jesuits). These men created the first "global network" of education, and developed a humanistic curriculum designed to help students navigate a complicated era of the known (human-centered) and unknown (God-centered) universe.
The curricular innovation that is proposed for the current shift is guided by the question: What should be the role of undergraduate education become in the 21st century? Today, the tension between the known and unknown universe is concentrated on the interrelationships between our embodied spaces and our digitally mediated ones. As a result, todays undergraduate students should be challenged to understand howin the objectively focused, commodified, STEM-centric landscape of higher educationthe human subject is decentered by the forces of hyperreality, and in turn, how the human subject might be recentered to balance our humanness with the new realities of digital living.
Therein, one finds the possibility of posthumanistic education.
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