Skip to main navigation menu Skip to main content Skip to site footer

Articles/Articoli

Vol. 11 No. 1 (2020): Pedagogia dell'oggi: le sfide del presente. Percorsi di ricerca. Il tempo odierno del coronavirus

Anthropos and Techne: The “battle for intelligence” and the perspective of the pharmakon in the pedagogy of Bernard Stiegler

DOI
https://doi.org/10.3280/ess1-2020oa9490
Submitted
marzo 30, 2020
Published
2020-06-01

Abstract

This article presents a critical and hermeneutical analysis of Bernard Stigler's thinking. More specifically, it explains Stiegler's philosophy of technology and why it is central to his analysis of contemporary crises – social, economic and environmental. In this sense, his concept of individuation suggests that human beings are co-constructed with technology. However, Stiegler presents a critique of technology that is all the more urgent at a time when the loss of expectations in young people's lives can lead to a corresponding fall or destruction in 'deep attention.' Thus, this article presents Stiegler's interest in a committed pedagogical practice relevant to the contemporary world. Stiegler offers pathways to rethink education that lend themselves to an informational future, as well as to speculate on how, with this knowledge, we can educate ourselves and others best for our increasingly digital world.

References

  1. Alvesson M. Spicer A. (2012). A stupidity-based theory of management. Journal of Management Studies. 49: 1194-1220.
  2. Baranzoni S., Lucci A., Vignola P. (2016). L’Antropocene. Fine, medium o sintomo dell’uomo? Lo Sguardo, Rivista di Filosofia, 22: 5-9.
  3. Bonaiuti G. (2014). Le strategie didattiche. Roma: Carocci.
  4. Bradley J. P., Kennedy D. (2020). Stiegler as philosopher of education. Educational Philosophy and Theory, 52: 332-336.
  5. Calvani A. (2011), Principi dell’istruzione e strategie per insegnare. Criteri per una didattica efficace. Roma: Carocci.
  6. Calvani A. (2014). Come fare una lezione efficace. Roma: Carocci.
  7. Calvani A., Trinchero R. (2019). Dieci falsi miti e dieci regole per insegnare bene, Roma: Carocci.
  8. Cole D. R., Bradley J. P. N. (2018). Educational philosophy and new French thought. Abingdon, UK: Routledge.
  9. Derrida J. (1996). Apories. Mourir – s’attendre aux “limites de la vérité”. Paris: Galilée.
  10. Derrida J. (2007). La farmacia di Platone. Milano: Jaca Book.
  11. Derrida J., Stiegler B., (1996). Ecografie della televisione. Milano: Raffaello Cortina.
  12. Erbetta A., a cura di (2010). Decostruire formando. Concetti, pratiche, orizzonti. Como-Pavia: Ibis.
  13. Fitzpatrick N. (2020). Questions concerning attention and Stiegler’s therapeutics. Educational Philosophy and Theory, 52: 348-360.
  14. Hayles K. (2007). Hyper and deep attention: The generational divide in cognitive modes. Profession, 1: 187-199.
  15. Husserl E. (1998), Per la fenomenologia della coscienza interna del tempo. Milano: Franco Angeli.
  16. Isidori E. (2005). Il modello decostruzionista nella ricerca pedagogica. Roma: Aracne.
  17. Kakoliris G. (2015). The “Undecidable” Pharmakon: Derrida’s Reading of Plato’s Phaedrus. In: Hopkins B., Drummond J., a cura di, The New Yearbook for Phenomenology and Phenomenological Philosophy. London: Routledge.
  18. Kouppanou A. (2015). Bernard Stiegler’s Philosophy of Technology: Invention, decision, and education in times of digitization. Educational Philosophy and Theory, 47:1110-1123.
  19. Mariani A. (2008). La decostruzione in pedagogia: una frontiera teorico-educativa della postmodernità. Roma: Armando.
  20. Newport C. (2016). Deep Work: Rules for Focused Success in a Distracted World., London: Piatkus Publishers.
  21. Parola A. (2019). L’Università tra educazione digitale, innovazione e terza missione. In: Federighi P., Ranieri M., Bandini G. a cura di, Digital Scholarship tra ricerca e didattica, Milano: FrancoAngeli.
  22. Petit V. (2013). Vocabulaire d’Ars Industrialis. Pharmacologie du Front national. Paris: Flammarion.
  23. Reveley J., Peters M. A. (2016). Mind the gap: Infilling Stiegler’s philosophico-educational approach to social innovation. Educational Philosophy and Theory, 48: 1452-1463.
  24. Rivoltella P. C. (2015). Le virtù del digitale. Per un’etica dei media. Brescia: Morcelliana.
  25. Rivoltella P. C. (2017). Media education. Idea, metodo, ricerca. Brescia: ELS La Scuola
  26. Rossi P. G. (2016). Gli artefatti digitali ei processi di mediazione didattica. Pedagogia Oggi, 2: 11-26.
  27. Simondon G. (2001). L'individuazione psichica e collettiva. Roma: Virno.
  28. Smeyers P. (2018). International handbook of philosophy of education. Berlin: Springer International Publishing
  29. Stiegler B. (1994). La technique et le temps, Vol. 1: La faute d’Epiméthée. Paris: Galilèe.
  30. Stiegler B. (2001). La technique et le temps. Tome 3: Le temps du cinéma et la question du mal-être. Paris: Galilée.
  31. Stiegler B. (2012a). Reincantare il mondo. Il valore spirito contro il populismo industriale. Napoli: Orthotes Editrice.
  32. Stiegler B. (2012b). Uncontrollable societies of disaffected individuals: Disbelief and discredit: Volume II. Cambridge: Polity.
  33. Stiegler B. (2013). Pharmacologie du Front national. Paris: Flammarion.
  34. Stiegler B. (2014a). Prendersi cura. Della gioventù e delle generazioni. Napoli-Salerno: Orthotes.
  35. Stiegler B. (2014b). Symbolic misery: 1. The hyperindustrial epoch. Cambridge: Polity.
  36. Stiegler B. (2015a) Num’erique, ‘education, cosmopolitisme, Cites, 63: 3 13-36.
  37. Stiegler B. (2015b). States of shock: Stupidity and knowledge in the twenty-first century. Cambridge: Polity.
  38. Stiegler B. (2017). The re-enchantment of the world. Cambridge: Polity Press.
  39. Vignola P. (2012). Un passo al di là del post strutturalismmo. In: Stiegler B. Reincantare il mondo. Il valore spirito contro il populismo industriale. Napoli: Orthotes Editrice.
  40. Vignola P. (2013). L’attenzione altrove. Sintomatologie di quel che ci accade. Napoli: Orthotes.
  41. Vignola P. (2015). Il pharmakon di Stiegler. Dell’archi-cinema alla società automatica. In: V. Cuomo, a cura di., Medium. Dispositivi, ambienti, psico-tecnologie. Tricase: Edizioni-Youcaprint.
  42. Vignola P. (2016) L’animale proletarizzato. Stiegler e l’invenzione della società automatica. Aut Aut, 371: 16-30.
  43. Vlieghe J. (2014). Education in an age of digital technologies. Philosophy & Technology, 27: 519-537.

Metrics

Metrics Loading ...