The question concerning technology and geographical education

In the post Heidegger and Technology we saw how, for Heidegger, it wasn't particular items of technology, nor even technology in and of itself that had led us to the nihilistic modern era but rather the essence that lies behind technology, that metaphysics of Enframing that wills to order everything and challenges things forth, including ultimately humans themselves, as resources to be exploited. Heidegger saw the work of art, such as the work of Van Gogh or of the poet Hölderlin for instance, to occasion a different, more authentic kind of world disclosure that allows things to shine forth and show themselves, free from the calculative and reductive tendencies of modern, technological, thinking. So, what consequences might all this have for our ideas about education? Is education also implicated in the technological mode of revealing and if so is there the possibility of an alternative?

From the emphasis put on examinations and 'teaching to the test' through to justifications of education that accentuate efficiency and 'economic competitiveness', it appears that there may be various reasons for thinking that education might indeed be under the insidious grip of Enframing. Fitzsimons (2002) writes that education itself has been reconceptualised as a key 'technology' for the projects of economic development and globalisation. In this vision, all the components of the educational enterprise, including students, teachers and knowledge are all seen as resources to be utilised as efficiently as possible. In addition, Dwyer et al (1988) have argued that 'schools are exemplars of inauthentic existence, and we can see it in many of their practices, such as the emphasis on rote memorization and unreflective praise of contemporary norms'.

So, if schools are indeed fully caught up in and actively perpetuate the technological mode of revealing things, is there any possibility at all for a more poietic mode of attunement to take place in the classroom? In an article that is as yet unpublished, James Magrini (2010) puts forward the case that there are windows of opportunity, particularly in the arts and humanities, to create 'small worlds apart from the oppressive effect of Enframing', in which students and teachers can engage aesthetically with the world and listen and respond to the 'call of Being'. These small but potent windows of opportunity put students in touch with 'contextual ways of knowing' in which they have the potential to see, hear, feel and 'attend to more facets of the experienced world'. This puts me very much in mind of the sort of 'Living Geography' initiatives that the Geographical Association have been advocating.

In a similar vein, Michael Bonnett (2002) has considered what 'education as a form of the poetic' might look like. In this vision we are invited to see education as essentially 'an ever-evolving triadic interplay between teacher, learner, and that which calls to be learned'. Unlike the highly controlled and instrumental way of thinking that defines the era of Enframing, poetic thinking does not conform to an externally imposed framework but rather involves a 'genuine listening to what calls to be thought in the evolving situation'. Such thinking is context-relative and expresses 'a receptive-responsive openness to things'. In a poetic mode of education, the teacher must 'let the pupil learn rather than impose learning upon her'. Importantly, this is not a wholly passive process. This kind of thinking is demanding and rigorous in its nature, for, as mentioned, it requires the learner to listen for what calls to be thought.

Bonnett rounds off with this wonderful passage which incisively captures what genuine thinking means for Heidegger, and what a poetic form of education would mean for learners, and is well worth quoting at length:

"For Heidegger, genuine thinking is not the assimilation of a series of gobbets of prespecified information and ideas, nor the acquisition and application of free-floating 'thinking skills,' but an exciting and demanding journey into the unknown. It is deeply rooted, being drawn forward by the pull of that which is somehow incipient in our awareness but has yet to reveal itself, and the fundamental achievement of education lies in learners coming to feel for themselves the call of what is there to be thought in this unthought: the harmonies, the conflicts, and the mysteries." (2002: 242)

This is an especially interesting quote because it connects with the ongoing debate about knowledge, pedagogy and the geography curriculum that my own research will be contributing towards. It would seem that the recent predominance of generic and transferable 'thinking skills' and other pedagogical devices have caused us to forget the real purpose of schooling, which is to give young people access to the ever evolving store of powerful and important knowledge (such as geographical knowledge) which can enable them to understand themselves and the world. As this quote points out however, this is best approached not as a matter of assimilating a series of predetermined facts, but rather as a continuing journey, made by both teacher and student, into what is, at least to them, as yet unknown.

There is a related question here about the extent to which technology might aid or hinder this journey. Does technology in education inherently conceal Being? That is, does it cause us to become less receptive and open to things, and more reliant on prespecified, highly structured frameworks that distance us ever more from the earth? In a rather interesting little interview on Radio 4 with author and TV presenter Christopher Somerville, he argues that in the age of the Sat Nav we have as a nation become more disorientated and geographically illiterate than ever before. The interview itself, spanning only four minutes, is short and Somerville's assertions are frankly shaky, but there are a few points made in it that can act as launch pads for further discussion.

In the interview, Somerville argues that people today are so dependent on their mobile phones and Sat Navs to orientate themselves that they fail to see the 'real' geography around them. It would be interesting to reflect a little more, from a Heideggerian perspective, on what constitutes this 'real' geography; is it the lakes, mountains and seas that lie behind the representations we see on our screens? If so, what precisely is it that makes these things so unique in their realness? Is it not possible that technology might actually help us to see, feel and hear more, thus enlivening our experience of the world? Could mobile phones and Sat Navs, creatively used, not enable us to become more, and not less, responsive to the landscape? These are all questions that are well worth exploring further, and I hope to do just that in a future article.

References

Bonnett, M. (2002) 'Education as a Form of the Poetic', in Peters, M. (Ed) Heidegger, Education and Modernity. Lanham: Rowman and Littlefield Publishers Inc.

Dwyer, M., Prior, L. And Shargel, E. (1988) 'The educational implication of Heideggerian authenticity', Philosophy of Education, 44, 140-149.

Fitzsimons (2002) 'Enframing Education', in Peters, M. (Ed) Heidegger, Education and Modernity. Lanham: Rowman and Littlefield Publishers Inc.

James Marini (2010 - unpublished) 'Worlds Apart in the Curriculum: Heidegger, Technology, and the Poietic Attunement of Art' Submitted to the journal Educational Philosophy and Theory. Draft available online.

Photo is by Flickr user Luca Rossini and is made available under a Creative Commons license

Heidegger and technology

 

In March of last year, newspaper readers in the UK were met with headlines along the lines of 'Primary pupils to learn Twitter instead of history' and 'Exit Winston Churchill, enter Twitter'. These articles were written in response to the publication of Sir Jim Rose's proposals for a new primary curriculum, which have since been overturned by the new coalition Government. Predictably enough, conservative papers such as the Daily Mail and Daily Telegraph were deeply disapproving towards such ideas. Now, let us put aside for the moment the question of whether these articles have distorted Rose's report. Let us also put to one side the absurdity exhibited in the idea of teaching the next generation of pupils about a strain of technology over which they will no doubt have a level of mastery over and above that of many of their teachers!

Let us instead cut to the chase. These newspaper headlines help us to focus our attention on a very important matter, that of the relationship between education and technology. Let us note that 'technological understanding' is one of the six 'core areas' identified in Rose's review. We see technology pervading every subject area, not least in geography where Geographical Information Systems (GIS) are playing an ever more central part. Is this, on the whole, a desirable circumstance? Is it anything new? Has education ever in fact been detached from technology? Or has a technological understanding of being always permeated education? In coming blog posts I will be considering these questions through Heidegger's critique of technology. First though, I need to take a closer look at what Heidegger actually had to say about technology, again with the help of Michael Zimmerman.

This is made all the more difficult because Heidegger's attitude to technology changed significantly during the course of his life. But we can say that, in general, he saw the modern technological era as but the latest and most degraded phase in humankind's forgetting of being, an era in which entities are viewed as mere resources to be exploited in the name of human power and security. To understand this, we need to get our head around what Heidegger understood by 'being', and in particular by 'Dasein'. For Heidegger, being is not an entity, but rather the event of the 'presencing' or 'unconcealment' of an entity. Dasein names the very distinct kind of being pertaining to humans. Only Dasein exists in the world in such a way that its own being and the being of others is an issue for itself.

Heidegger put special emphasis on the role of Dasein in enabling the being of entities to come to presence and manifest itself, by providing the 'clearing' in which entities can show up as entities. In case this all sounds a little too anthropocentric however, Zimmerman reminds us that Dasein did not own or produce this clearing, but rather is appropriated as this clearing. Dasein is in this fashion summoned by being and finds itself always already thrown into the world of entities and the ontological play of concealing and unconcealing. Authentic Dasein denotes a kind of embodied being-in-the-world whose essence is 'care', where 'to care' refers not only to ontic intervention but principally to the simple 'letting be' of entities; of not submitting them all the time to the calculating reason of human subjectivity. Authentic Dasein can be seen in this way as the 'shepherd of being'.

According to Heidegger, the degeneration of our understanding of being began in ancient Greek thought. Though Plato was to an extent still alert to the 'presencing' aspect of being, it was nevertheless he who first interpreted being as constant presence or eidos, the eternally unchanging form, thereby founding Western metaphysics. At a later date, Christianity would further embed this understanding of being as permanent presence, now produced by and grounded in a creator God. With the coming of Descartes and the age of reason, humanity would finally arrogate this creation and grounding to itself, "by asserting that for something 'to be' means for it to be representable as a clear and distinct idea of the human subject." In this critical phase entities, or 'things in themselves', were once and for all swallowed up by the human subject who was now the source of all knowledge and value.

This deteriorating historical, metaphysical understanding of being is what ultimately paved the way for the modern, technological, nihilistic era. The technological understanding of being is first and foremost a metaphysical one; hence Heidegger's famous claim that "the essence of technology is nothing technological". In the modern age, entities are 'challenged forth' to be interchangeable raw material to service human needs. Nature is thereby "deprived of any status apart from that of an object for scientific analysis or raw material for modern technology." This highly calculating and rationalistic era may not mark the end of history however; Heidegger appeared to believe that a post-metaphysical era of being was imminent. This would not be a straightforward return to an archaic way of life, but rather a new receptiveness to being as is exemplified in the work of art.

There is much that could be expanded upon in this short account, but this is far as I am going to delve into Heidegger's philosophy of technology at the current time. Needless to say, Heidegger's perspective on technology was, and still is, seen as rather idiosyncratic and has been subjected to much criticism over the years. However, though Heidegger's precise delineation of the 'history of being' might be disputable there is certainly something in his overall analysis that chimes with my own thinking. In the coming months and years I look forward to contemplating carefully the relationship between education and the objectifying, technological understanding of being that may still even now constitute our fundamental way of being-in-the-world. Does technology necessarily restrict the authentic disclosure of being, or can technology actually aid in renewing and revitalising our connection with being, or with nature? Can education, properly thought, bring us 'back to being' and facilitate a less domineering, more respectful attitude towards nature that would meet the aims of environmentalists whilst remaining progressive and optimistic about the capacities and future of humankind?

Zimmerman's 2002 essay 'Heidegger's Phenomenology and Contemporary Environmentalism' makes for excellent further reading and can be found at his departmental web page.

Photo is by Flickr user mandyxclear and is made available under a Creative Commons license

On reconciling progressivism and environmentalism

In my last post I remarked on the similarities to be found in Kathryn Ecclestone and Dennis Hayes' controversial thesis that a therapeutic ethos is becoming prevalent in our culture with the arguments made by humanist critics such as Luc Ferry against the theory of deep ecology. In the former we are told that there is in our culture an increasing and dangerous preoccupation with our emotional and irrational self and in the latter we see the emergence of a theory that seemingly wants to expel humanity from its position of superiority and views us instead as being of only equal importance to any other part of nature. It is arguable that both trends point in the same ultimate direction: towards a diminished notion of the human being that views it as fragile and vulnerable with little of the capacity for rational thought and willed, autonomous action so beloved of all those of a progressive stripe. Since writing that post I have been reading an essay by Michael Zimmerman (2003), who surveys some attempts that have been made to philosophically reconcile progressivism and environmentalism.

Many thinkers are in agreement that the emergence of European modernity saw a definite break from previous understandings of our relationship to nature, largely due to advances in natural science which have enabled us to predict, control and exploit the natural world. Meanwhile, in modern times 'man' developed "a new mode of subjectivity, egoic rationality, and a related ideology, anthropocentric humanism, which portray man as the source of value, the standard for truth, and the master of nature." (Zimmerman, 2003: 4) For many radical environmentalists, it would seem that only a turn towards a post-anthropocentric horizon could remedy the environmental and societal ills that have been caused by such an egotistical attitude, as it is simply not possible to fix the ecological mess with the same rationalistic, calculating tools that instigated it. From the perspective of radical ecologists, humankind is often portrayed as but one strand in a 'cosmic web' and only an attitude of compassion, empathy and submission to the greater whole will enable humans to get over the current ecological impasse.

The progressive response to such ideas is one of alarm and consternation at the apparently regressive tendencies that they display. As Zimmerman notes, in "demanding that humans conform to an allegedly more 'natural' way of doing things, and proclaiming the need for a mystical reunion with nature, radical environmentalists ostensibly promote an anti-humanism that... is inconsistent with progressive views of history." (Ibid: 5-6) These anti-humanistic views are seen to be all too compatible with reactionary politics, and we may indeed see in some of them (as Luc Ferry certainly does) the disquieting trace of the kind of ecofacism that drove anti-modern Nazi rhetoric. It is of interest here to examine the thought of Martin Heidegger, as Zimmerman does. Heidegger is a philosopher I have a considerable interest in, but his contribution to Western thought is often overshadowed by his engagement with National Socialism and his now well-proven early allegiance to it. Nevertheless, it is perhaps this dangerous tension in Heidegger’s thought that makes his work so fascinating and so crucial to engage with.

Heidegger saw the current phase of technological modernity as but the latest expression of humanity's degenerating relationship to the being of entities. According to his 'history of being', the domineering, exploitative relationship to Nature that typified his age could not be explained in purely social or economic terms but only with reference to metaphysics. In pre-Socratic times, humans existed in an authentic 'ontological openness' that allowed the being of entities (or Being) to reveal itself or 'shine forth'. However, with the coming of Socrates, Plato and their followers, humanity began its quest to find an underlying ground or foundation for reality. This search intensified and culminated in the philosophy of Descartes and others who saw humans as possessing a self-grounding rationality and free will that made them quite separate from nature (that infamous mind/body split). This changing conception of humanity and of Being paved the way for the typically calculating modern relationship to entities in which they are viewed as a 'standing reserve' to be 'challenged forth' and ordered. This is the essence of modern technology which Heidegger termed Gestell, usually translated in English as 'enframing'.

The modern way of revealing entities is thus essentially an objectifying one: "technological modernity is simply the working out of the claim that for something to be it must be the object for the autonomous, self-grounding human subject." (Ibid: 18) If we accept this as an accurate portrayal of modernity, then we can reasonably ask: where next? We have already seen some of the criticisms levelled at radical ecologists and others who would have make us return to a more primitive, 'authentic' way of dwelling upon the Earth. Zimmerman turns to the thought of Ken Wilber, who has developed an integral approach that tries in many ways to accomplish a reconciliation of environmentalism and progressivism. I haven't read any of Wilber's work myself, though now I have read this essay I expect I shall do. It would seem that Wilber perceives a future course for postmodern humanity in which body and nature 'below' and divine 'above' are reintegrated into a new evolutionary consciousness. In such reintegration, "the individual selfhood of rational-egoic subjectivity is both included and transcended in a more comprehensive form of awareness that is open both to nature and divine."(Ibid: 31)

For Wilber, progressives and environmentalists alike share a 'flat' ontology, largely influenced by natural science, in which the material and the physical alone comprise reality. According to Wilber, however, reality is not at all like this. The physical is but one plane in a many levelled reality, and the biosphere is contained within the 'noosphere'. In this vision, self-reflective consciousness constitutes a different level of reality that evolves from and surpasses the physical and organic planes. This seems akin to many Eastern philosophies that I have read. Wilber maintains that humans must develop this postmodern awareness, which is certainly not a regression, but which rather "transcends customary boundaries" such as the physical, organic, mental and artificial. Interestingly, as Zimmerman clarifies, "a prerequisite for the rise of this more integrative awareness is that the majority of people need to develop modern consciousness and institutions, although such development must avoid critical damage to the biosphere. Hence, the need for environmentalists and progressives to cooperate in reminding each other of what the other finds so important." (Ibid: 40, my emphasis)

So, in order for humanity to advance to the next level of consciousness, it would appear that the contemporary modern era of rational-egoic selfhood is, if you like, a necessary evil. It is a troubling but obligatory stage in our evolution. What’s more, despite its disdain by many primitivists, technology itself might be a crucial element in this evolution. The key may be in finding ways to use technology in ways that enhance rather than constrain human awareness. As Zimmerman writes, “there is no inherent reason that such technological innovations will impede rather than develop freedom, or that they will undermine rather than contribute to the higher, more integrated forms of consciousness.” (Ibid: 37-38).

With this blog posting I realise that I have somewhat strayed away from my usual field of geography education. I am treading in relatively unknown land. This is purposeful. Sometimes it befits us to look far beyond our immediate discipline, our intellectual comfort zone, in the hope that we may bring something back. Indeed, I hope in future posts to think through what the ideas explored here might mean for education and geography education in particular.

You can access Michael Zimmerman's 2003 essay online from his departmental web page.

You can also view Ken Wilber's remarkable looking website.

Photo is by Flickr user UIC Digital Collections and is made available under a Creative Commons license

Education for Uncivilisation - Part Two

"In the west, particularly with the growth of post-Enlightenment humanism, the dominant stance has been uncompromisingly anthropocentric, placing a certain largely economic-materialistic conception of human welfare as the underlying goal of our everyday intercourse with, and explorations of, the natural world." Michael Bonnett, 2004

This quote, and the one from John Dewey in Part One of this posting, serve to remind us of that modern mode of thought that Martin Heidegger termed 'enframing', in which the earth is ordered and challenged to stand forth as a resource or 'standing reserve'. According to Heidegger, this enframing is the very essence of modern technology. It is the modern way of revealing truth. This revealing in itself is not a bad thing, as to bring forth the essence of things from concealment into unconcealment, (that is, the pursuit of truth) is what makes us human.

However, it would seem that the modern epoch of enframing has sent us down a wrong, if rather inevitable, path. It seems to me that an alternative way of revealing truth, an alternative way of relating to the earth, is now needed more than ever. A mode of revealing which does not have as its primary aim an ordering of things so that they are at hand for further orderings. This would be a way of revealing and a way of dwelling that lets things shine forth in their essence - a poetic way, if we understand poiesis in the way that Heidegger did, as a 'bringing-forth'.

Thinking about 'things'

Photo by Flickr user neil-san and made available under Creative Commons

Christmas day is almost upon us and the more sceptical part of me is brooding upon the vast mountains of plastic and electronics that will be awaiting many children throughout the land on Friday morning. I confess, I was one of those children who awoke to a rather large sack stuffed full of toys, most of which spent the remainder of their lives in the drawer under the bed, emerging into the light perhaps once a year. Now, it is not the purpose or aim of this blog to rant about and bemoan the age of rampant consumerism but rather to contribute, in some small way, to the wider debate that is taking place about ways we can re-envision and re-articulate our relationship to the Earth, and in particular to the places upon that Earth.

What do we talk about when we talk about home?

Photo by Flickr user .jowo. and made available under Creative Commons

In previous posts I have been comparing education to a journey. One which begins in everyday and familiar places. One which turns us from this world of everyday experience precisely so that when we return home from our journey we will see that home in light of the larger place-world we have gained an insight into. This I called the educational odyssey. I cannot really claim any originality with regards to this line of reasoning. Although I shall not go into the details here, there is a strong, even dominant, tradition in Western thought that has seen philosophy and education as a homecoming, a coming-back-to-oneself, and we see this particularly clearly in Heidegger.