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ERIC Number: EJ1073836
Record Type: Journal
Publication Date: 2007
Abstractor: As Provided
Reference Count: 86
Instructional Technology and Objectification
Gur, Bekir S.; Wiley, David A.
Canadian Journal of Learning and Technology, v33 n3 Fall 2007
Objectification refers to the way in which everything (including human beings) is treated as an object, raw material, or resource to be manipulated and used. In this article, objectification refers to the way that education is often reduced to the packaging and delivery of information. A critique of objectification in instructional technology is presented. In the context of Heidegger's critique of technology, the authors claim that objectification in education is metaphysical in the sense that the intelligibility (being) of education is equated with ready-to-use packages, and thus is reduced to delivery and transmission of objects. The embodiment dimension of teaching and learning can help us in resisting this reduction. The authors argue that objectification increases bureaucratic control over the teaching process and deskills teachers; and by which teachers are proletarianized. The authors conclude that instructional designers should create structures in which a care relation and dialogue between students and teachers can take place.
Descriptors: Educational Technology, Concept Formation, Instructional Design, Commercialization, Caring, Teacher Student Relationship, Power Structure, Social Class, Philosophy, Phenomenology, Economics, Politics of Education, Teaching Conditions, Teaching Skills, Barriers, Role of Education, Skill Development, Social Control, Ethics
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: firstname.lastname@example.org; Web site: http://www.cjlt.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A