Chantelle's E-learning and Digital Cultures site http://edc13.education.ed.ac.uk/chantellem part of the MSc in E-learning at the University of Edinburgh Wed, 15 May 2013 13:32:14 +0000 http://wordpress.org/?v=3.4.1 hourly 1 http://wordpress.org/?v=3.4.1 Final summary http://edc13.education.ed.ac.uk/chantellem/2013/04/07/final-summary/ http://edc13.education.ed.ac.uk/chantellem/2013/04/07/final-summary/#comments Sun, 07 Apr 2013 21:38:06 +0000 cmeckenstock http://edc13.education.ed.ac.uk/chantellem/?p=806 Posted in Summary

The tumblog experiment in this course essentially demonstrates how students experience  “disaggregation and reaggregation – taking things apart, scattering them across the network, and then having them put back together by the machine.” To me the tumblog experience was also about the creation of an online blogging identity through the weeks, and understanding the digital [...]

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The tumblog experiment in this course essentially demonstrates how students experience  “disaggregation and reaggregation – taking things apart, scattering them across the network, and then having them put back together by the machine.”

To me the tumblog experience was also about the creation of an online blogging identity through the weeks, and understanding the digital and eLearning community, by being immersed in the culture.  There has been constant reassessment and negotiation of the boundaries, and defining the relationship of digital culture and elearning culture (Edwards, 2010).

I have experimented with multimodal, transliteracy elements, and considered how my tumblog content may exclude or include readers, and how visual digital literacy is enacted in different publications, and considered how or what people present or project as themselves online.  There were also the constant considerations for what might an academic discourse and essay look like if text was not the dominant medium.  My creation of several digital artefacts such as the virtual ethnography are examples of images taking precedence over text.

I have felt like I am both a virtual ethnographer and a futuristic archaeologist, trying to come to terms and make sense of the rich cultural life of the elearning and digital world, which although I am part of, I have only been on the periphery of this world.  The study of posthumanism and narratives of dystopia and utopia have really forced me to think about what digital culture really means in a variety of context and locations.

The tumblog also reflected the rhizomatic development of links and ideas where I have digressed to non-digital cultures a few times, to enable me to look at the topic afresh.  Some examples of this were in the automobile Prezi in Week 5, and also the posts related to fashion or hair design.  One of the more pertinent fragments drawn from the internet was the paper from Heidegger on Ontological Education which gives the background for where posthuman ideas evolved from.

I rather prefer Heidegger’s idea of deconstruction which is “not to destroy our traditional Western educational institutions but to ‘loosen up’ this ‘hardened tradition and dissolve the concealments it has engendered’ (Thompson, 2001). In contrast, the posthuman idea of man and nonhuman existing in the same continuum is continually presented as a novel condition for humanity, for which no previous educational approaches suitable. However, I found that the authors never explained why previous technology did not divorce humanity from itself. I argue these technologies have made us more human than less, which I will develop in my final essay.

Finally, reflecting on the selected imagery that captured my thoughts and emotions by Kasey Mccahon, called Connected in Week1,  I can compare this with the Portrait of a Posthuman by Eva Rorandelli, which sums up some of the Posthuman elements in human identity, posted in Week 12.  My vision of digital culture, derived from the mash-up of different sources from the web, through reflection, discussion, will now be consolidated in my final assignment.

Reference:

Edwards, R. (2010). The end of lifelong learning: A post-human condition? Studies in the Education of Adults, vol 42, no 1, 5-17.

Thompson, I (2001) Heidegger on Ontological Education, or: How We Become What We Are in Inquiry: An Interdisciplinary Journal of Philosophy Volume 44, Issue 3, 2001 Accessed 03/04/2013

 

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Week twelve summary http://edc13.education.ed.ac.uk/chantellem/2013/04/06/week-12-summary/ http://edc13.education.ed.ac.uk/chantellem/2013/04/06/week-12-summary/#comments Sat, 06 Apr 2013 00:47:33 +0000 cmeckenstock http://edc13.education.ed.ac.uk/chantellem/?p=792 Posted in Assignment Notes,Posthuman,Summary

This week has been devoted to researching articles and ideas for my final assignment. I started by googling for issues of posthuman identity and found the portrait of a posthuman by a visual artist.  The description of her work is useful as a starting point for reference to identity, where the human is seeking a [...]

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This week has been devoted to researching articles and ideas for my final assignment.

I started by googling for issues of posthuman identity and found the portrait of a posthuman by a visual artist.  The description of her work is useful as a starting point for reference to identity, where the human is seeking a comfortable position for herself in the world she inhabits.  I thought the selection of fabrics to reflect identity was also an important one. It led me to think about the identity of an educator, which is discussed in the essay on Heidegger.

The second and third posts are focused on pedagogical approaches.   This time I tried searching using the words: ontology, identity, becoming, design.   A Phantasmal Media Approach to Empowerment, Identity and Computation was an interesting find, and it gives me more to consider about the idea of identity in the virtual world. I thought the dynamic construction of social categories identities (body language, discourse, metaphorical thought, gesture, fashion) as an addition to the normally used categories such as class,  gender, sex, race and ethnicity was realistic and I can see that for the younger generation the other categorisation is more prevalent.

The final link was a paper on Heidegger about Ontological Education, or: How We Become What We Are (Iain Thomas).  This will be an important reference for my final assignment.  I will compare Heidegger’ with the language used in the cyborg pedagogy.  There is correlation between the two.

My final post for this week contains some preliminary thoughts on my final assignment. The narrative is written down to allow for the flow of ideas to begin.

I have spent some time responding to final posts by colleagues, especially those that touch on their final assignment.

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My final assignment notes: A critique of cyborg pedagogy http://edc13.education.ed.ac.uk/chantellem/2013/04/05/my-final-assignment-a-critique-of-cyborg-pedagogy/ http://edc13.education.ed.ac.uk/chantellem/2013/04/05/my-final-assignment-a-critique-of-cyborg-pedagogy/#comments Fri, 05 Apr 2013 13:44:18 +0000 cmeckenstock http://edc13.education.ed.ac.uk/chantellem/?p=795 Posted in Assignment Notes,Posthuman

Selecting an assignment topic for me has been like a shot in the dark: although the philosophical arguments on posthumanism have been really difficult to get into, I have determined to look at it in greater detail.  I started my tumblog by claiming that I want these course materials to be digestable and readable by non-experts [...]

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Selecting an assignment topic for me has been like a shot in the dark: although the philosophical arguments on posthumanism have been really difficult to get into, I have determined to look at it in greater detail.  I started my tumblog by claiming that I want these course materials to be digestable and readable by non-experts in this area.  However, there has been a lot of specialised terminology introduced: utopia, dystopia, commodifying, digital visual literacy, transliteracy, multimodality, MOOC, reflexivity, virtual ethnography, ontology, becoming, substance, matter, arrival, panopticon, digital culture, agency, cyborg, posthumanism, rhizomatic, rhizomANTic, and disembodiment.  I have some idea about each of them, but I know it will be hard for anyone else who has not gone through the course.

So the biggest challenge for me is to be able to deconstruct posthumanism in the context of digital culture, and consider how this impacts eLearning culture, and hence learning itself.

My starting point is Haraway.  I had spent a whole week reading and re-reading Haraway before anything of what she wrote made sense.  Finally, through discussion with peers, and friends who have a background in philosophy, I was able to deduce a few basic premises of Haraway:

a) Her belief that boundaries that we are familiar with, have to be disrupted and redefined.  She has identified four decenterings that need to happen:

decentring of europe from the centre of the universe,

decentring of humanity from centre of organic life ,

decentring of consciousness of all the modes of active agencies and active beings in the world,

decentring of the natural from the artificial so that the liveliness of the entities that we call technological have to be accommodated in some ways.

b) This ‘pleasure in confused boundaries’,  placing the non-human on the same continuum of human, reconstruction of meaning contextually, intervening or disruption of the traditional, are all part of the language of posthumanist writers.  However there are many interpretation of posthumanism.

c) Haraway’s assigning ‘liveliness’ in nonhuman objects, seems to assume that human beings are tied up in a connection with nonhuman objects and it ‘becomes’ part of this big picture rather than being considered as the centre of things.  This also implies that the notion of agency, attributed to the human, diminishes.  As a result, there is a mixing of agencies and ontologies in exploring the co-constitutive life.  The idea technological and bio-determinism hold strong in Haraway’s philosophy. Humans are not the only actor in making things happen.

d) The paper on Cyborg Manifesto which Haraway had written in the 1980s, for a socialist-feminist paper, was considered a joke by Haraway herself as she did not think it would be published.   After watching some of her more recent lectures, one begins to have more understanding of her style of presenting her thesis.  Her approach includes a preamble of her past and where she came from, all in the context of what she is about to say.  This answers for the very long preamble of Cyborg Manifesto, and also the premise of which Haraway was taking as a Marxist and feminist.  Essentially it examines the relationship between human and technology.  The use of the word Cyborg has its reference to the military use of animals with cyborg capacities.

What implications have these ideals for education?

A few academics have bravely written articles on their gatherings and becomings, and how they have experimented in their own classroom.  I find the use of the posthuman language a little disturbing because it is excluding many people from understanding the text. I had to try to get used to the terminologies, and to attempt to adopt some of them, to enable me to cross the obstacle of seeing this as a possible and useful way to describe pedagogy.

 

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Heidegger on Ontological Education, or: How We Become What We Are http://edc13.education.ed.ac.uk/chantellem/2013/04/03/heidegger-on-ontological-education-or-how-we-become-what-we-are/ http://edc13.education.ed.ac.uk/chantellem/2013/04/03/heidegger-on-ontological-education-or-how-we-become-what-we-are/#comments Wed, 03 Apr 2013 22:30:05 +0000 cmeckenstock http://edc13.education.ed.ac.uk/chantellem/?p=787 Posted in Assignment Notes,Posthuman

http://cdn.preterhuman.net/texts/thought_and_writing/philosophy/Heidegger,%20Martin/texts%20on%20Heidegger/Thomson,%20Iain%20-%20Heidegger%20On%20Ontological%20Education.pdf

“Real education lays hold of the soul itself and transforms it in its entirety by first of all leading us to the place of our essential being [Wesensort] accustoming us to it” (p253) “Genuine education leads us back to ourselves, to the place we are, teaches us to dwell there and transforms us in the [...]

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http://cdn.preterhuman.net/texts/thought_and_writing/philosophy/Heidegger,%20Martin/texts%20on%20Heidegger/Thomson,%20Iain%20-%20Heidegger%20On%20Ontological%20Education.pdf

“Real education lays hold of the soul itself and transforms it in its entirety by first of all leading us to the place of our essential being [Wesensort] accustoming us to it” (p253)

“Genuine education leads us back to ourselves, to the place we are, teaches us to dwell there and transforms us in the process.” (p254)

Reference:
Thompson, I Heidegger on Ontological Education, or: How We Become What We Are in Inquiry: An Interdisciplinary Journal of Philosophy Volume 44, Issue 3, 2001 Accessed 03/04/2013

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A phantasmal media approach to empowerment, identity, and computation http://edc13.education.ed.ac.uk/chantellem/2013/04/03/a-phantasmal-media-approach-to-empowerment-identity-and-computation/ http://edc13.education.ed.ac.uk/chantellem/2013/04/03/a-phantasmal-media-approach-to-empowerment-identity-and-computation/#comments Wed, 03 Apr 2013 15:12:10 +0000 cmeckenstock http://edc13.education.ed.ac.uk/chantellem/?p=776 Posted in Posthuman

http://pactac.net/2013/01/a-phantasmal-media-approach-to-empowerment-identity-and-computation/#more-840

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Portrait of a posthuman http://edc13.education.ed.ac.uk/chantellem/2013/04/03/portrait-of-a-posthuman/ http://edc13.education.ed.ac.uk/chantellem/2013/04/03/portrait-of-a-posthuman/#comments Wed, 03 Apr 2013 14:39:57 +0000 cmeckenstock http://edc13.education.ed.ac.uk/chantellem/?p=770 Posted in Posthuman

http://mediacommons.futureofthebook.org/imr/2011/03/09/portrait-posthuman

Who is posthuman?  This afternoon I am pondering the question of identity and agency in the posthuman world.  It seems from the description of the visual artist, the self is no longer very stable, in fact it is illusive.  Using Eva Rorandelli, the artist’s words: “frozen in awkward positions without a sense of themselves.” It [...]

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http://mediacommons.futureofthebook.org/imr/2011/03/09/portrait-posthuman

Who is posthuman?  This afternoon I am pondering the question of identity and agency in the posthuman world.  It seems from the description of the visual artist, the self is no longer very stable, in fact it is illusive.  Using Eva Rorandelli, the artist’s words: “frozen in awkward positions without a sense of themselves.” It is changing or perhaps morphing into different selves, reflected “in the body-extending costumes to make hybrid textile “skins””  constantly finding a position that would be befitting for the context and situation.

Is this the kind of intervention that posthumanism writers refer to?  Disturbing the traditional boundaries, and getting people to think and rethink who humans really are, and perhaps their responsibilities in relation to the different connections they now become aware of?

If we were to relate this to the identity of an educator,  how different is this from the notion of being a reflective practitioner?  Is this calling for adaptability, flexibility and deconstructing the power relations of the educator and his students?  I believe that providing leadership and direction in learning is still the mainstay of the educator. His other identities should not erase the identity of the educator, it should enhance the person, and perhaps makes him more in tune and relevant? Perhaps.

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Week eleven summary http://edc13.education.ed.ac.uk/chantellem/2013/04/01/week-eleven-summary/ http://edc13.education.ed.ac.uk/chantellem/2013/04/01/week-eleven-summary/#comments Mon, 01 Apr 2013 01:33:52 +0000 cmeckenstock http://edc13.education.ed.ac.uk/chantellem/?p=715 Posted in Assignment Notes,Posthuman,Summary

This last week’s tumblog has been focused on reviewing the various articles on Posthumanism to help shape my final assignment. I used the discussion questions to guide my reading and was only able to begin to consider question 4 in the list: What other connections might there be between cyborg theory and the pragmatics of [...]

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This last week’s tumblog has been focused on reviewing the various articles on Posthumanism to help shape my final assignment. I used the discussion questions to guide my reading and was only able to begin to consider question 4 in the list: What other connections might there be between cyborg theory and the pragmatics of online pedagogy and course design.  Hence the posts have been about filtering and researching (or gathering) the various links and work already written about the subject, and some reviews of the articles.

In Penderson (2010) Is posthuman educable?, I looked at the reference to humanist traditions and the different strands of interpretation of the posthuman adoption of the past. In my second post, a link to a blog discussion on connectivism as posthuman pedagogy which questions the absence of epistemology in the theory.  In my third post, I decided to collect a few more links for reference to what is being done already on posthuman pedagogy or its interpretation for education.  And my last post this week, I attempted to reflect how I could embrace the language of posthumanism in my post, and also focused on Gough’s rhizomANTic paper which illustrated an example of anthromorphism or reflexivity, and finally in Angus et al (2001), I raised some questions on the interpretation of connections used by posthumanist writers.

On reflection, I am slowly  beginning to think beyond the binaries of  promise/threat and dystopia/utopia.   I am able to proceed to the second process of scattering the ideas on my blog this coming week.

Reference:

Angus, T, Cook, I, Evans, J et al (2001) A Manifesto for Cyborg Pedagogy? International Research in Geographical and Environmental Education, vol 10, no 2, pp.195-201.

Gough, N. (2004). RhizomANTically becoming-cyborg: performing posthuman pedagogiesEducational Philosophy and Theory, vol 36, no 3, 253-265

Pedersen, H. (2010). Is the posthuman educable? On the convergence of educational philosophy, animal studies, and posthumanist theoryDiscourse: Studies in the Cultural Politics of Education, vol 31, no 2, 237-250.

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Taking apart, scattering, putting back together http://edc13.education.ed.ac.uk/chantellem/2013/03/31/taking-apart-scattering-putting-back-together/ http://edc13.education.ed.ac.uk/chantellem/2013/03/31/taking-apart-scattering-putting-back-together/#comments Sun, 31 Mar 2013 06:14:04 +0000 cmeckenstock http://edc13.education.ed.ac.uk/chantellem/?p=677 Posted in Assignment Notes,Posthuman,Review

Reflecting on this course’s tumblog experience, I can see this process working out well.  In this last block of studies, I am effectively taking apart Haraway, Hayle, Edwards, Penderson, Angus and Gough and then writing reflections on these (scattering) and publishing them on the tumblog.  In time I will be putting this back together again [...]

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Reflecting on this course’s tumblog experience, I can see this process working out well.  In this last block of studies, I am effectively taking apart Haraway, Hayle, Edwards, Penderson, Angus and Gough and then writing reflections on these (scattering) and publishing them on the tumblog.  In time I will be putting this back together again as a single final write up and presentation.   There is  an active and continuous construction and reconstruction of the boundaries for building up my understanding and critique of the posthumanist philosophy and its implications on education.

The reconstruction of boundaries is prevalent when one is making sense of a more difficult subject.  Some of these areas are:

a) the comparison of the nonhuman with human subjects in Gough and other writers in the same continuum:

Essentially Gough’s rhizomANTic is example of anthropomorphism, where humans try to project their own perspective onto non-human things. We want to believe that there is something that connects us to each other, as part of a higher-order collective, and if ants can be seen this way, maybe human’s could, too.

As evidence of this claim of anthropomorphism, it is worth noting that most writers assume we can transfer observations from the ant world to the human world, without devoting any exploration to why such transferance doesn’t make sense. For example, ants do not have a written language. They transfer information through the exchange of chemical signals, and much behaviour is simply inherent in their genetics. An ant doesn’t have an education program to become an ant. An ant simply functions as an ant from birth.

In contrast, tragic examples from human history show that babies and children, must be extensively educated to gain language, and many critical life skills such as reading, writing and science. The wolf-boy of France who was found living in the wild did not have an innate ability to function in human society after growing up for so many years outside of it. Ants don’t face this learning investment, and so this is just one of many differences between the two types of societies which make comparisons and conclusions very limited.

In the last part of the essay, the author suddenly invokes the perspective of a student self-directed examination of the connections of things in ordinary life with distant sources and peoples as some how related to the concept of an ant colony. This is only possible if we believe that people function like ants, or that ant colonies represent some complex human interactions as an educational construct. Unfortunately, there is no investigation or explanation of such connections.

As a pedagogy, the self-directed exploration of connections is not stand-alone. It would never work unless students had already received extensive training in science, history, geography, biology and so-on previously – and we must agree that those skills would have been gained by traditional methods: demonstration of technique, discussion of theory, opportunity to practice and perfect new skills with coaching and assessment.

From a more charitable perspective, the suggested cyborg pedagogy is an example of putting in practice the integration of many skills and experiences. For example, the previous study of economics and supply chains (Angus et al, 2001) can be practically mixed with studies of ecology, sociology and environment. Ergo, following the commercial acquisition of coffee granules informs the study of the agricultural and social practices that provided it in context with the environmental impact and/or benefits. From this analysis, we can assert that cyborg pedagogy is more about finding connections between diverse studies, than it is about finding connections about the things themselves. Cyborg pedagogy does not operate on its own. At best, it is more like an imaginative creative writing course than a learning environment.

b) the decentring of the human or human factor seem to make sense at one level where the power of construction and reconstruction is given to the student rather than the teacher dictating the boundaries, however, is it suggesting that education that reflects this model should replace traditional methods?   Angus et al (2001) has demonstrated the process and the result of the experiment where the students make the connections between things, and see the relationships differently. Does the encouragement of this kind of exploration set students up for challenging the body of knowledge to the extent of revising history for example or question the existence of the self or the notion of right and wrong?  How does posthumanist view facts?

Reference:

Haraway, D. (2000). A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late 20th Century. in D Bell and A Kennedy, The Cybercultures Reader. Routledge.

Hayles, N.K. (1999). Toward embodied virtuality, chapter 1 of How we became posthuman: virtual bodies in cybernetics, literature and informatics. Chicago, University of Chicago Press. pp1-25

Edwards, R. (2010). The end of lifelong learning: A post-human condition? Studies in the Education of Adults, vol 42, no 1, 5-17.

Pedersen, H. (2010). Is the posthuman educable? On the convergence of educational philosophy, animal studies, and posthumanist theoryDiscourse: Studies in the Cultural Politics of Education, vol 31, no 2, 237-250.

Angus, T, Cook, I, Evans, J et al (2001) A Manifesto for Cyborg Pedagogy? International Research in Geographical and Environmental Education, vol 10, no 2, pp.195-201.

Gough, N. (2004). RhizomANTically becoming-cyborg: performing posthuman pedagogiesEducational Philosophy and Theory, vol 36, no 3, 253-265

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Collection of links on cyborg pedagogy http://edc13.education.ed.ac.uk/chantellem/2013/03/30/collection-of-links-on-cyborg-pedagogy/ http://edc13.education.ed.ac.uk/chantellem/2013/03/30/collection-of-links-on-cyborg-pedagogy/#comments Sat, 30 Mar 2013 06:24:03 +0000 cmeckenstock http://edc13.education.ed.ac.uk/chantellem/?p=669 Posted in Assignment Notes,ELearning,Posthuman

Computer and writing:  The Cyborg Era Challenges of Cyborg Pedagogy A manifesto for cyborg pedagogy? Angus et al Klich, Rosemary, The `unfinished’ subject: Pedagogy and performance in the company of copies, robots, mutants and cyborgs International Journal of Performance Arts & Digital Media, Volume 8, Number 2, 18 September 2012 , pp. 155-170(16) Decoding Digital Pedagogy, [...]

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Computer and writing:  The Cyborg Era

Challenges of Cyborg Pedagogy

A manifesto for cyborg pedagogy? Angus et al

Klich, Rosemary, The `unfinished’ subject: Pedagogy and performance in the company of copies, robots, mutants and cyborgs International Journal of Performance Arts & Digital Media, Volume 8, Number 2, 18 September 2012 , pp. 155-170(16)

Decoding Digital Pedagogy, pt. 1: Beyond the LMS

Decoding Digital Pedagogy, pt. 2: (Un)Mapping the Terrain

Hybrid Pedagogy

Global Cognisphere, Cyborg Pedagogy and Connectivism, A Digital Essay for e-Learning and Digital Culture

Theresa M. Senft’s reading notes for Donna Haraway’s”A Cyborg Manifesto”

Posthuman Pedagogy Task: Exopedagogy

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Is connectivism a cyborg pedagogy? http://edc13.education.ed.ac.uk/chantellem/2013/03/30/is-connectivism-a-cyborg-pedagogy/ http://edc13.education.ed.ac.uk/chantellem/2013/03/30/is-connectivism-a-cyborg-pedagogy/#comments Sat, 30 Mar 2013 05:45:09 +0000 cmeckenstock http://edc13.education.ed.ac.uk/chantellem/?p=667 Posted in Assignment Notes,ELearning,Posthuman

http://wgreller.wordpress.com/2011/01/28/is-connectivism-a-cyborg-pedagogy/

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http://wgreller.wordpress.com/2011/01/28/is-connectivism-a-cyborg-pedagogy/

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