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your browser is ancient! upgrade to a different browser to experience this site. navigation main menu skip to primary content home search: the digital counter-revolution the digital revolution & edtech - going beyond the hype knowledge abundance and digital pedagogy digital pedagogy takes it for granted that we live in an era of knowledge abundance. part of the revolutionary character of digital has been its making available an abundance of knowledge for those fortunate enough to be on the right … education and indoctrination: the power of kindness in a recent blog post autumm caines sketches a very brief, but telling, distinction between education and indoctrination: what is the difference between education and indoctrination?…what sets them apart from one another? could it be the role of power, teacher, … edtech and the decline of the west the apostles of #edtech – so quick to denounce their proudly luddite critics as anachronistic – are themselves an anachronism. they collectively represent one of the last refuges of a centuries-old faith that has been losing ground for a long … hannah arendt “the crisis in education” [below is the full text of hannah arendt’s essay on the crisis in education, published in 1954. we put it online here in the firm belief that it remains – in the 21st century – required reading for all those … pedagogy after bowie the bowie phenomenon is not without its implications for pedagogy – especially for a pedagogy that frames the teacher as the great threat to the spontaneous self-reliance of the child, whose instinct, were it not thwarted by those sages on … the torn halves of critical pedagogy “whose side are you on?” asks the critical pedagogue as he declares emphatically that he is on the side of the students. it sounds as if something like a civil war has broken out in education – a pedagogic equivalent … the myth of a radical digital connectivity we rebels, so keen to see the old world toppled and the first light of the new age break over the dark horizon, have a weakness for seeing false dawns. and it is a weakness that makes it so much … active learning reconsidered 1. learning must be active, they say. the children must become what they are: agents of their destiny. they are neither vassals to be ordered around, nor vessels that must wait to be filled. they are agents able to choose … why we quit teaching the reader who respects the right of the bomb victim not to have the graphic photo of his dismembered body displayed onscreen will forgive us for presenting a very selective account of our reasons for leaving the teaching profession. confessions … learner autonomy & its complicity tweetable abstract: in its current form, the promotion of freedom in education is, at the same time, the promotion of its opposite. online pedagogic advice about promoting learner autonomy tends to be guided by a rather dubious contrast between a … the critique of critical thinking in promoting the value of critical thinking people too often forget that critical thinking is itself something that needs to be thought about critically. there is a risk that we, as teachers, organise activities which require students to do things … richard dawkins: the god delusion richard dawkins in the god delusion boldly states that faith is evil (p347). it is evil because it “actively debauches the scientific enterprise” (p321). if debauching cultural enterprises is a criterion of evil, we want to argue that there is … paulo freire: pedagogy in the grand style paulo freire’s pedagogy of the oppressed remains an inspiring work. the banking model of education he set himself against is now being replaced by an online shopping model of education (learning as the active, personal acquisition of disposable stuff you … icathedral: technology as theology back in the early nineteenth century hegel said that reading the morning papers was the modern equivalent of praying. times have changed. now it is turning before breakfast (the prayers that most matter are always those said on an empty … erich fromm: emancipation as repression fromm describes very nicely how the modern understanding of emancipation as the most uninhibited satisfaction of desire ends up supporting the regime it was supposed to challenge. he makes the point in a critique of the popular reading of freud, … edtech and the fate of the individual the edtech discourse still hasn’t faced up to the demise of the individual. the technophiles talk as if technological “progress” along current lines is liberating and empowering individuals now able, for instance, to get direct access to the colossal warehouse … twitter: a gravedigger of the ancien regime ? it is said that the social media – twitter in particular – have disproved the thesis, hastily propounded in the days before digital, that history had come to an end. a new beginning is now under way. marx (although his … frankenstein and the monstrosity of edtech the novel frankenstein by mary shelley is a meditation on monstrosity in various forms. unspoken in the background is a monstrous tumult that includes the terror of the french revolution, the bodies of luddites swinging from scaffolds in england, and … is sir ken robinson a luddite? sir ken robinson has something of the luddite* about him. he refuses the industrial order, which the luddites also refused back at the beginning of the 19th century, when they declared it to be a new form of tyranny. he … technology is not tools when #edtech sceptics and technophiles start discussing their digital bone of contention the sceptics know that sooner or later someone from the latter camp will come out with: “but tech is just tools – neither bad nor good; what matters … digital citizenship – the vacuity thereof are lessons in digital citizenship a good thing? surely when it comes to digital citizenship there is something that even luddite-sympathising, politically-minded #edtech sceptics can affirm. there is something here to be positive about, isn’t there? well, yes and no. … efl/elt and globalization tweet-length abstract: efl teachers, who love the foreign, find themselves part of a process threatening it with extinction. question for teachers of english as a foreign language: when we teach english what are we doing? we each have our personal … prometheus connected: liberation and fate after the digital revolution the world of myth is one dominated by fate – a supra-human imperative keeping people in their place. in our high-tech world we would like to think that not a trace of that old fatalism remains. “by the sweat of … sugata mitra and the last teachers professor sugata mitra is one of the great spokespeople for the strange movement in education that is hostile to the very notion of teaching. education is good. learning is fantastic, especially when it involves individuals and small groups pursuing their … sugata mitra and neoliberalism introduction 1. sugata mitra has been accused of being a neoliberal. some of his supporters brush this off as bad-tempered mud-slinging by technophobes who are refusing the inevitability of change. is it? we want to argue in this post that … sugata mitra and the new educational romanticism – a parody we live in an age which, for some odd reason, needs desperately to believe that it is continually being born anew – that its essence is something utterly different from the past, and so the old idea of trying to … the horticultural model of education by some strange synergy, the rise of edtech – that product of a supposedly post-industrial industry – has gone hand in hand with the rise of what might be called a horticultural model of education. this is the model explicity … the child as an empty vessel: a defence of emptiness in education looking at education-related tweets it would seem that the most vilified idea in education at the moment is the idea that the child is an empty vessel. if people who pride themselves on their progressive approach to education can agree … the teacher as midwife – socrates, rousseau and 21st century pedagogy according to 21st century pedagogic sagacity, there is one overriding imperative for teachers: don’t be the sage on the stage; be instead the guide at the side of your pupils. instead of towering over their students like platonic philosopher kings … ken robinson, the element & the iron cage the element and finding your element are sir ken robinson’s venture into the self-help market, where he delivers a message that is, in one respect, the exact opposite of the message about education heard in his immensely popular ted videos. … page 1 of 2 1 2 next » recent posts knowledge abundance and digital pedagogy education and indoctrination: the power of kindness edtech and the decline of the west hannah arendt “the crisis in education” pedagogy after bowie the torn halves of critical pedagogy the myth of a radical digital connectivity active learning reconsidered why we quit teaching learner autonomy & its complicity the critique of critical thinking richard dawkins: the god delusion paulo freire: pedagogy in the grand style icathedral: technology as theology erich fromm: emancipation as repression edtech and the fate of the individual twitter: a gravedigger of the ancien regime ? frankenstein and the monstrosity of edtech is sir ken robinson a luddite? technology is not tools digital citizenship – the vacuity thereof efl/elt and globalization prometheus connected: liberation and fate after the digital revolution sugata mitra and the last teachers sugata mitra and neoliberalism sugata mitra and the new educational romanticism – a parody the horticultural model of education the child as an empty vessel: a defence of emptiness in education the teacher as midwife – socrates, rousseau and 21st century pedagogy ken robinson, the element & the iron cage edtech and the tool-using man n rubashov & g dudeney on the digital revolution and the challenge for education sugata mitra: “knowing is obsolete.” is it? personalisation of education in the uk sugata mitra on edtech and empire personalising education in greece – reply to george drivas changing paradigms or changing caricatures? personalising education – is it a good idea? is digital technology a boon to learner autonomy? odysseas elytis and the ed-tech revolution categories digital revolution edtech education ken robinson pedagogy sugata mitra technology uncategorized archives may 2016 march 2016 february 2016 january 2016 december 2015 october 2015 september 2015 may 2015 april 2015 march 2015 january 2015 september 2014 august 2014 july 2014 may 2014 april 2014 march 2014 january 2014 december 2013 august 2013 july 2013 april 2013 march 2013 february 2013 december 2012 november 2012 october 2012 september 2012 the radical digital reactionary jottings and links relevant to the feelgood digital revolution, the closing of the pedagogic mind and ed tech flotsam get posted at our torn halves page on mark zuckerberg's website. why so counter revolution? if this were a genuine revolution that might put an end once and for all to man's inhumanity to man, we would sign up immediately, take up arms and join the fight. but, as we see it, it raises no such hopes. instead, the talk of revolution sounds more like hype that conceals the offline growth of corporations, the money economy, and a technological colossus that puts pseudo forms individuality in place of a deeper and more meaningful reconciliation between the overly stressed ego and the world from which it has been estranged. recent comments torn halves on paulo freire: pedagogy in the grand style gunita on paulo freire: pedagogy in the grand style torn halves on the child as an empty vessel: a defence of emptiness in education salman asif siddiqui on the child as an empty vessel: a defence of emptiness in education torn halves on edtech and the decline of the west blogroll lake district cottages luxury tuscany villa uk web design a digital revolution, a learning revolution, the ed tech revolution, the global online village of forever-friends tweeters - when will people get real and stop talking nonsense? 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