Week eleven 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 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.


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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