Epimethean Education and the Student as Standing Reserve: Pragmatism, Technology, and Democracy in the United States
Authors
Lewis, JacobDirector
Basili, CristinaDate
2023-06Affiliation
Universidad de AlcaláBibliographic citation
Lewis, Jacob. Epimethean Education and the Student as Standing Reserve: Pragmatism, Technology, and Democracy in the United States. Trabajo Fin de Máster. Universidad de Alcalá, 2023
Keywords
Dewey
Stiegler
Education
Technology
Democracy
Hyper-industrial age
Document type
info:eu-repo/semantics/article
Rights
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Access rights
info:eu-repo/semantics/openAccess
Abstract
The dynamic model for public education laid out by John Dewey in the early 20th century
has broadly established the terms by which democratic progressive education is evaluated in
America. Since the publication of his work Democracy and Education (1917), there has been
an unprecedented acceleration of technological innovation and global market restructuring
that pose problems for Dewey’s progressive program. The aim of this TFM is to analyze the
viability of Dewey’s program for progressive democratic education as it has been
problematized by what 21st century philosopher Bernard Stiegler calls the hyper-industrial
age, characterized by the merging of symbolic and industrial production which finds its apex
in globalized digitization. Hyper-industrialization complicates the individuation and political
engagement of citizens and intergenerational knowledge retention and transmission. This
constitutes a threat to the promises of democracy and the possibilities of democratic
pedagogy. I will employ a poststructuralist analysis of John Dewey’s conception of education
through the philosophy of technology as articulated by Bernard Stiegler. The frame myth of
Prometheus and Epimetheus in his major work Technics and Time (1998) will guide an
exploration of new prospects for the future of democratic education through an anthropology
that takes technics as co-constituted with humanity. My goal is to model a critical assessment
of the vulnerability of our informational and ecological environment through the acceleration
of technology in the digital age which can maintain that the demand for public education
rightly conceived is coeval with a democratic society
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