It’s been a very reflective week for me in #edcmooc as we move to the “being human” element of the course. In week three we’re being specifically asked:
“what does it mean to be human within a digital culture, and what does that mean for education?”
and more specifically:
“Who or what, in your view, will define what it means to be human in the future? Who or what defines it now? These are crucial questions for those of us engaged in education in all its forms, because how we define ‘desirable humanity’ will inform at the deepest level our understanding of how and why education might be conducted and why it matters. Paying attention to online education foregrounds these issues in a new way, helping us look at them afresh.”
Fantastically chin stroking stuff As usual there are a good range of readings and videos. David Hopkins has written an excellent critique.
I’ve had quite a surprisingly emotional response to all of this and I’ve been finding it difficult to articulate my thoughts. Maybe it’s because the resources and questions are making me question my own humanity. As educational technology is central to my job and takes up a huge amount of my life, and I am a fairly optimistic wee soul perhaps what’s been nagging away at me is a fear that I am contributing, without thinking of the consequences, towards a horribly dystopian future where we those that can afford it are bio-engineered up to the max, controlled by technology which allows us to think humans are still in control whilst it plots humanity’s demise.
On the other hand, my other reaction is that this is all a load of academic nonsense, which allows people to have never ending circular discussions; whilst in the ‘real world’ the rest of humanity just get on with it. We’re all going to die anyway and our species is just a blip in the history of our planet. For some reason this phrase from Little Britain keeps running through my head, it seems to sum up the wonderful way that humans can subvert technology.
As I’ve been reflecting on my experiences with technology in an educational context. I have to say that overall it has been the human element which has, and continues to be, the most rewarding and most innovative. I’ve seen online education offer alternative access to education at all levels from the most under-privileged to the most privileged. Technology has allowed me to connect with a range of wonderfully intelligent people in ways I would never imagined even less than 10 years ago. It has in many ways strengthened my sense of being human, which I think is fundamentally about communication. I still get very frustrated that there isn’t equal investment in human development every time a new system/technology is bought by a school/college/university, but I’m heartened by the fact that almost every project I know of emphasises the need for time to develop human relationships for technology to be a success and bring about change.