Morophospace http://edc13.education.ed.ac.uk/phild Experiential aesthetics the mechanics of learning behaviour Fri, 22 Jan 2016 13:11:28 +0000 http://wordpress.org/?v=3.4.1 hourly 1 http://wordpress.org/?v=3.4.1 Mechanics of Learning Behaviour http://edc13.education.ed.ac.uk/phild/2016/01/22/mechanics-of-learning-behaviour/ http://edc13.education.ed.ac.uk/phild/2016/01/22/mechanics-of-learning-behaviour/#comments Fri, 22 Jan 2016 13:06:36 +0000 Phil Devine http://edc13.education.ed.ac.uk/phild/?p=1488 Posted in Apparent / Existent

Experiential Aesthetics mechanics of learning behaviour and critical design of digital artefacts. Different categories of knowledge / communication require different aesthetic experience/s to facilitate that learning interaction.

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Experiential Aesthetics mechanics of learning behaviour and critical design of digital artefacts. Different categories of knowledge / communication require different aesthetic experience/s to facilitate that learning interaction.

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The Apparent and the Existent http://edc13.education.ed.ac.uk/phild/2013/04/05/the-apparent-and-the-existent/ http://edc13.education.ed.ac.uk/phild/2013/04/05/the-apparent-and-the-existent/#comments Fri, 05 Apr 2013 09:16:35 +0000 Phil Devine http://edc13.education.ed.ac.uk/phild/?p=1466 Posted in Apparent / Existent

A ‘tumblog’ exploration towards the development of learning ‘objects’ in digital culture The separation of the apparent [seeming, not proven real] and the existent [present, a real thing] provides the founding argument for my tumblog exploration of learning in digital culture. Berger (2010, p.9) tells us that “appearances are volatile” and that “technological innovation has [...]

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A ‘tumblog’ exploration towards the development of learning ‘objects’ in digital culture

The separation of the apparent [seeming, not proven real] and the existent [present, a real thing] provides the founding argument for my tumblog exploration of learning in digital culture. Berger (2010, p.9) tells us that “appearances are volatile” and that “technological innovation has made it easy to separate the apparent from the existent” indicating that the “system in which we now live has a mythology”. If, as Johnston (2009) tells us “our conceptual system defines our reality and shapes our cultures”, then the hiatus and mythology, within what ‘seems’ and what is ‘present’ must be seen as critical to the continuing development, and representation of society and community, including the representation of learning cultures for the 21st Century.

To further comprehend a continuing hiatus between the apparent and the existent my tumblog explores the nature of culture, defined by Georg Simmel (1910-­11) as “The cultivation of individuals through the agency of external forms which have been objectified in the course of history”. Simmel’s definition of ‘human cultivation’ is echoed in the Post­Human debate relating to subject and object, and the separation of matter and meaning (Pedersen, 2010; Edwards, 2010). The importance (and complexity) of cultivation through “the agency of external forms” (Simmel, 1910-­11) is explored throughout my tumblog, in the writings of Berger, to the definition of (existent objects) paintings (art) as cultural objects, to the power and effect of ‘brand’ (apparent objects), in digital communities (ethnography), to semiotics in Critical Design, and the possible application of Critical Design to teaching and learning.

My tumblog exploration continues and extends previous course work ‘The Babel Fish’ (assignment one; Digital Futures for Learning, 2012). The Babel Fish set out to explore the locations and representations of the 21st Century teacher within the digital domain, and how those representations were seen as translations of knowledge. E­learning and Digital cultures (#ededc) tumblog (2013) has purposely re­positioned my understanding of representations of learning objects in the digital domain within the working and reworking of digital culture. #ededc has presented numerous opportunities to find and locate cultural artifacts, in cybercultures, #edcmooc and post­humanities. #ededc digital environments, thus, have allowed me to observe artifacts, and the potential agency of artifacts in the digital domain.

The concept of ‘agency’ within digital artifacts, in the light of this discussion, I believe, now becomes paramount. The design of acquisition of agency (related to critical design), being generated by subject, I would suggest is key, in part, to digital education, and the acquisition of knowledge in the 21st Century. I would like to go on to suggest, that to further understand the re­interpretation of agency in learning and teaching within the digital domain, and that cumulative effect on 21st Century society, it is necessary to fully comprehend representation of nature. Georg Simmel (1910­-11) tells us that what we see as nature is represented by the way our intellect assembles and orders sense perceptions (physico­psychical organization). Simmel (1910-­11) further extends the Kantian world­view by introducing the concept of ‘rejection’. Simmel tells us that objects reject representation in that “coherences, regularities, appear as subjective, as that which is brought to the situation by ourselves, in contrast with that which we have received from the externally existent”. In light of Simmel, I would like to go on to suggest that the agency of an artifact (object) is (possibly) not delivered by representation, but by experiment, assemblies, orderings and sense perceptions, perpetuated by the relationship between the apparent and the existent.

An exploration of the nature and acquisition of agency, within digital artifacts (objects) for learning, will be a central theme in #ededc final assignment.

 
 
 

Reference:

Berger J (2012), The shape of a pocket. 5th ed. Knopf Doubleday Publishing Group: ISBN 0375718885, 9780375718885.

Johnston, R (2009) Salvation or destruction: metaphors of the internet. First Monday, 14(4). [http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2370/2158].

Geog Simmel (1910­11), How is Society Possible?, American Journal of Sociology, vol. 16.

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

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

 
 
 

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Agency, Artifact (Object) & Representation http://edc13.education.ed.ac.uk/phild/2013/04/04/agency-artifact-object/ http://edc13.education.ed.ac.uk/phild/2013/04/04/agency-artifact-object/#comments Thu, 04 Apr 2013 12:12:15 +0000 Phil Devine http://edc13.education.ed.ac.uk/phild/?p=1459 Posted in Apparent / Existent

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Cultivation (Educating) of Individuals http://edc13.education.ed.ac.uk/phild/2013/04/03/cultivation-of-individuals/ http://edc13.education.ed.ac.uk/phild/2013/04/03/cultivation-of-individuals/#comments Wed, 03 Apr 2013 11:06:26 +0000 Phil Devine http://edc13.education.ed.ac.uk/phild/?p=1421 Posted in Apparent / Existent

Arts: Representation (arts), the depiction and ethical concerns of construction in visual arts and literature. Social Sciences: Social representation is a stock of values, ideas, beliefs, and practices that are shared among the members of groups and communities. Science: Representation (psychology), a hypothetical ‘internal’ cognitive symbol that represents external reality. (http://en.wikipedia.org/wiki/Representation) Agency of external form [...]

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Arts: Representation (arts), the depiction and ethical concerns of construction in visual arts and literature.

Social Sciences: Social representation is a stock of values, ideas, beliefs, and practices that are shared among the members of groups and communities.

Science: Representation (psychology), a hypothetical ‘internal’ cognitive symbol that represents external reality.

(http://en.wikipedia.org/wiki/Representation)

Agency of external form is related to ‘experiment’. The agency of external forms determine/results in representation. Representation then can result in the production of cultural artifacts (via objects in intellect), increasingly so within the digital domain (hence artifacts reject representation, as representation is subjective?). The digital domain is both representative of existent, and digital cultures, cultivated by both existent and digital artifacts. Learning / understanding is then related to the representation of artifacts; learning / understanding being demonstrated by production of artifacts, intellectual or existent, within the physical domain, or digital domain.

Are artifacts more numerous ‘apparent’ within the digital domain, and do artifacts in the digital domain appear to have greater powers of representation (related to collaboration and individual concern). So is, what is ‘apparent’, closer to representation? If so, artifacts in the digital domain must have closer relation to learning and understanding (by being apparent). The ‘agency’ of object must then be made apparent, by physico-psychical organization (experiment), and then demonstrated (or understood) by production of artifacts. Agency must then be made visible by ordering and re-ordering of artifacts ‘assemblages’, for both student and teacher (is this a whole new theory of education, or the emperor’s new clothes?).

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Week Eleven #ededc http://edc13.education.ed.ac.uk/phild/2013/04/01/week-eleven-ededc/ http://edc13.education.ed.ac.uk/phild/2013/04/01/week-eleven-ededc/#comments Mon, 01 Apr 2013 12:38:15 +0000 Phil Devine http://edc13.education.ed.ac.uk/phild/?p=1340 Posted in Apparent / Existent

Week eleven has been a more of a incubating week! The easter weekend has been active, a little ‘necessary’ break away from Tumblog to allow ideas to embed, and make more solid before physically starting our final assignment, and preparation for Tumblog hand in on the 7th of April. What has been core to my [...]

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Week eleven has been a more of a incubating week! The easter weekend has been active, a little ‘necessary’ break away from Tumblog to allow ideas to embed, and make more solid before physically starting our final assignment, and preparation for Tumblog hand in on the 7th of April.

What has been core to my thinking over this week is how objects have agency to cultivate, and how that agency proliferates to varying degree, increasingly within education. As I have discussed in my posts for week eleven, the agency of object has been key to my thinking throughout (to some extent) my entire Tumblog, utilising the relationship between Apparent and Existent. Apparent (understood, obvious, visible, and seeming real or true, but not necessarily so; Google), this mainly relating to the digital domain; Existent (having reality or existence, present, being), being and reality being important as a fundamental presence to/for critique. The relationship between the Apparent and Existent, subject and object being related as one is (as mentioned previously) a critique / representation of one another – this being key throughout my Tumblog and thinking for final assignment.

Note: My interaction with other group members will have diminished this week, and will do so over the remainder of the course. This is necessary for me to being to spend more time gathering thoughts to complete this very engaging course.

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Georg Simmel / Kant & Subject / Object http://edc13.education.ed.ac.uk/phild/2013/04/01/georg-simmel/ http://edc13.education.ed.ac.uk/phild/2013/04/01/georg-simmel/#comments Mon, 01 Apr 2013 12:37:23 +0000 Phil Devine http://edc13.education.ed.ac.uk/phild/?p=1338 Posted in Apparent / Existent

“Kant could propose and answer the fundamental question of his philosophy, How is nature possible?, only because for him nature was nothing but the representation (Vorstellung) of nature. This does not mean merely that “the world is my representation,” that we thus can speak of nature only so far as it is a content of [...]

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“Kant could propose and answer the fundamental question of his philosophy, How is nature possible?, only because for him nature was nothing but the representation (Vorstellung) of nature. This does not mean merely that “the world is my representation,” that we thus can speak of nature only so far as it is a content of our consciousness, but that what we call nature is a special way in which our intellect assembles, orders, and forms the sense-perceptions.”
(How is Society Possible? American Journal of Sociology, vol. 16, 1910-11)

These “given” perceptions, of color, taste, tone, temperature, resistance, smell, which in the accidental sequence of subjective experience course through our consciousness, are in and of themselves not yet “nature;” but they become “nature” through the activity of the mind, which combines them into objects and series of objects, into substances and attributes and into causal coherences. As the elements of the world are given to us immediately, there does not exist among them, according to Kant, that coherence (Verbindung) which alone can make out of them the intelligible regular (gesetzmassig) unity of nature; or rather, which signifies precisely the being-nature (Natur-Sein) of those in themselves incoherently and irregularly emerging world-fragments.
(How is Society Possible? American Journal of Sociology, vol. 16, 1910-11)

Thus the Kantian world-picture grows in the most peculiar reJection (Wiederspiel), Our sense-impressions are for this process purely subjective, since they depend upon the physico-psychical organization, which in other beings might be different, but they become “objects” since they are taken up by the forms of our intellect, and by these are fashioned into fixed regularities and into a coherent picture of “nature.” On the other hand, however, those perceptions are the real “given,” the unalterably accumulating content of the world and the assurance of an existence independent of ourselves, so that now those very intellectual formings of the same into objects, coherences, regularities, appear as subjective, as that which is brought to the situation by ourselves, in contrast with that which we have received from the externally existent – i.e., these formings appear as the functions of the intellect itself, which in themselves unchangeable, had constructed from another sense-material a nature with another content.
(How is Society Possible? American Journal of Sociology, vol. 16, 1910-11)

Rejection as a process of sorting… A fundamental process of intellect to cope with human perception, hence, the existence of nature (everything) and assurance of existence, coming from relationship between subjective and objective. Perception of object (as received), and existence, being represented by society within the existence of subjectivity with that society. Apparent; something that is understood, obvious, visible, and seeming real or true, but not necessarily so (a process of sorting, being subjective), and existent; having reality or existence, being present and being (“been objectified in the course of history” (Simmel), having agency relating to ‘experiment’ because of subjectivity, and rejection of representation [is this also true for collaborative objects?]), this being fundamental to the acquisition of knowledge.

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To Take an Object for a Walk http://edc13.education.ed.ac.uk/phild/2013/03/29/to-take-an-object-for-a-walk/ http://edc13.education.ed.ac.uk/phild/2013/03/29/to-take-an-object-for-a-walk/#comments Fri, 29 Mar 2013 19:03:56 +0000 Phil Devine http://edc13.education.ed.ac.uk/phild/?p=1329 Posted in Apparent / Existent

“The cultivation of individuals through the agency of external forms which have been objectified in the course of history” (Georg Simmel) How to experience (or understand) the agency of information in Culture & Learning? Become an external form or object, then explore the interactions of that external form or object? Nice idea, but maybe to [...]

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“The cultivation of individuals through the agency of external forms which have been objectified in the course of history” (Georg Simmel)

How to experience (or understand) the agency of information in Culture & Learning? Become an external form or object, then explore the interactions of that external form or object? Nice idea, but maybe to ambitious in this instance? Or, locate an object or form and investigate that objects journey?

Hmmm… How to do this? Locate representations of that object, and try and understand the agency of that object within cultures / communities maybe!

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Agency of Information in Culture & Learning http://edc13.education.ed.ac.uk/phild/2013/03/27/agency-of-information-in-culture-learning/ http://edc13.education.ed.ac.uk/phild/2013/03/27/agency-of-information-in-culture-learning/#comments Wed, 27 Mar 2013 11:00:51 +0000 Phil Devine http://edc13.education.ed.ac.uk/phild/?p=1314 Posted in Apparent / Existent

For my final assignment I intend investigate “Location & Idenity (Representation) within the Agency of 21st C learning”, this area of study directly relates to both ‘Culture’ and ‘Learning’ in the view that both are reliant on “external forms which have been objectified in the course of history” (Georg Simmel). This argument further relates to [...]

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For my final assignment I intend investigate “Location & Idenity (Representation) within the Agency of 21st C learning”, this area of study directly relates to both ‘Culture’ and ‘Learning’ in the view that both are reliant on “external forms which have been objectified in the course of history” (Georg Simmel). This argument further relates to the Subject/Object debate within a Post-Human critique, and relates to the increasing objectification of learning. My final assignment will take a view on the increasing ‘ability’ of learning to act in the world, culture of learning, related to objectification.

“the cultivation of individuals through the agency of external forms which have been objectified in the course of history” (Georg Simmel)

Representation has been an ongoing theme throughout my Tumblog. Representation of objects must give objects agency when related to understanding (therefore related to learning and culture), and representation must be a precursor to knowing, even though objective representation maybe rejected (or re-formed – re-visited) in favour of ‘new knowing’.

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Cognosphere – Agency of Information? http://edc13.education.ed.ac.uk/phild/2013/03/26/cognosphere-agency-of-information/ http://edc13.education.ed.ac.uk/phild/2013/03/26/cognosphere-agency-of-information/#comments Tue, 26 Mar 2013 20:37:36 +0000 Phil Devine http://edc13.education.ed.ac.uk/phild/?p=1298 Posted in Apparent / Existent

How agency is acquired is important, can agency only be acquired by representation? I can see links to a Post-Human critique in this argument, a re-evaluation of connections between subject and object (interesting when seen in relation to intersubjectivity). This also asks the question, if ‘a thing’ has Agency, how does Agency re-interpret that ‘things’ [...]

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How agency is acquired is important, can agency only be acquired by representation? I can see links to a Post-Human critique in this argument, a re-evaluation of connections between subject and object (interesting when seen in relation to intersubjectivity). This also asks the question, if ‘a thing’ has Agency, how does Agency re-interpret that ‘things’ existence. Can a ‘thing’, be endowed with Agency, that maybe greater than the agency of humans (?), and can this be interpreted as another manifestation of existence (related to life)?


(http://jofish.com/galleries/2008/mum%20birthday%20trip/index.htm)

Then how is, how an ‘thing’ is represented, as well as it’s attached powers of communication, connectivity and fluidity, important to learning? A re-interpretation of what it means to be existent, related to the apparent possibly? So, is it down to the subject to change it’s view of interpretation of existence, rather than the object being constructed in the image of the subjects concern? That touches on (religion and) God complex…

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Week Ten #ededc http://edc13.education.ed.ac.uk/phild/2013/03/25/week-ten-ededc/ http://edc13.education.ed.ac.uk/phild/2013/03/25/week-ten-ededc/#comments Mon, 25 Mar 2013 16:40:30 +0000 Phil Devine http://edc13.education.ed.ac.uk/phild/?p=1278 Posted in Apparent / Existent

Week ten has been a little of a struggle, but that struggle has resulted in me (hopefully) finding my final assignment topic “Location & Idenity within the Agency of 21st C learning”. This topic very much combines topics cross #ededc and, I think, will extend on work I carried out in Learning Futures (previous course). [...]

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Week ten has been a little of a struggle, but that struggle has resulted in me (hopefully) finding my final assignment topic “Location & Idenity within the Agency of 21st C learning”. This topic very much combines topics cross #ededc and, I think, will extend on work I carried out in Learning Futures (previous course).

Location & Idenity within the Agency of 21st C learning. This may seem a rather large topic! I aim to focus on ‘Agency’ of learning, this being the ability of learning (information, objects etc.) to act in the world. It seems to me that the ‘project of learning’ now has life, maybe related to Cognosphere (Hayles)? This concept ‘I believe’ relates to almost all of my Tumlog posts, from initial posts that deal with the existent, to semiotics in relation to critical design, onto becoming more familiar with the Post-Human debate. So I maybe coming out of the end #ededc by relating to the Agency of information, Agency, that could be said to (determine or) relate to Cognosphere, or possibly AI ?

Just like an old dog-eared book could be seen to possibly have, dormant (captive) life, locked up between its covers. The agency, of the project of learning (& learning objects), now has speed of connection, is that speed and ability to sort, a sign of life, the subject becoming the object? Hmmm…

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