BIOE and the Teaching of Physics: inferences from the Critical Theory of Technology

This article reads from Andrew Feenberg's Critical Theory of Technology, analyzing the International Bank of Educational Objects (BIOE) in Physics teaching, investigating whether the Educational Objects (EO) available in BIOE contemplate a process of teaching and learning that is critical and reflexive and that articulates with one or more pedagogical conceptions linked to its educational objective. For this, the qualitative approach of the documentary type was used for data collection and content analysis to arrive at the results. Thus, we verify that the EO for Physics available in BIOE do not contemplate a critical and reflexive teaching and learning process articulated to one or more pedagogical conceptions linked to its educational objective; it does not broaden the problematization related to educational practices in physics towards the politicization of science and technology, in understanding the implications of an educational technology; and it is absent in the very understanding of human relations with such objects and the systems in which they operate, including the teaching and learning process.

Critical theory of technology and actor-network theory in the examination of techno-empowered online collaborative translation practice

While “turns” in translation studies have long been embracing the theoretical complexity integrated into the discussion of various translation phenomena, the theorisation of the use of technology and its impact on translation remains under-represented in scholarly literature of the field (O’Hagan 2016). This article considers the influence of technology on translation and reflects on the question as to how the interactive relationship between technology and translation may be theoretically conceptualised. Taking an approach informed by sociological theory, this article combines critical theory of technology (CTT) and actor-network theory (ANT) to examine the relationship between technology and translation, as well as the translation players involved. With the advent of Web 2.0, techno-empowered collaborative translation in the online TED Talks environment using Amara subtitling platform becomes a useful locale for discussion. Through a participant-observation approach, that is, with the author’s experience in the online translation environment, this article aims to explore how the technological elements in translation often described as “emergent property from new forms of translation practice” (Cronin 2010, 1) may offer critical insights from an epistemological perspective, especially the reciprocity between technology and its users.

Algorithms and the Critical Theory of Technology

This chapter argues that the radical critique of computation and calculation must work from the register of capital. Using the example of the automation of control rights, it links 'algorithmic regulation' with mature capitalist logics — where capital dominates the labour–capital antagonism — to show why computation is necessarily a venue for radical political advocacy, an urgent task on the 'hard road to renewal'. The chapter treats 'data politics', or more precisely digitalization as a signature element within late neoliberalism. It uses two case studies involving property rights and differential class power to suggest that there are many good reasons to foreground Marxian-inspired contributions. The chapter attempts to specify a venue and criteria for politically meaningful scholarship. The issue is more than just analytical precision. At stake is the continuing relevance of a critical theory of technology that is politically adequate to understand the latest manoeuvre in the always-ready impulse of value towards the realization of its own totality.

Metafisika Mediasi Teknologis: Kritik Atas Filsafat Teknologi Klasik

This paper aims to propose philosophical criticism toward 'classical' thinking on philosophy of technology. This set of thinking tends to be trapped in the distinction between subject-object and romantic-pessimisms on the existence of technological dominance. The authors objective is to provide comprehensive understanding through contemporary approaches in philosophy concerning technological mediation. The study employs factual historical analysis and philosophical reflection to understand technological mediation patterns. The result maps point of view that develops a metaphysical orientation of technological mediation in terms of several approaches. Postphenomenological approaches technological mediation in a relational and intentional context rather than providing a subject-object distinction. Actor-network theory improves the asymmetrical relation of humans and non-humans. Simondon and Harman provide for ontological analysis of tools and technology in human relationships. Critical theory of technology opens the chance that technological relations are not only neutral-instrumental but have transformative and emancipatory power. Therefore, the technological mediation approach can become a new subject in the metaphysics of technology discourse in overcoming the limitations of the classical philosophy of technology.

As perspectivas de tecnologia dos educadores em formação: valores em disputa (Teachers’ approaches of technology: values under discussion)

Based on the works of Feenberg (2013) and Selwyn (2011; 2014) about the Critical Theory of Technology and the Ideologies of Educational Technology, the aim of this study is to analyse the values of technologies assigned by teachers in the context of in service training. For this, some of their production during the Education in the Digital Culture Latu sensu course was object of a content analyses (BARDIN, 1977). The results show the most prominent values assigned by those teachers towards technology are: 1) Technology as Progress and Efficiency and 2) Technology as Democratic Possibility and Redesign of Education Practices.ResumoO estudo aqui apresentado tem como objetivo analisar os valores atribuídos às tecnologias digitais na prática educativa, a partir da pesquisa nas produções das Narrativas Digitais realizadas no Curso de Especialização Educação na Cultura Digital por educadores da rede pública de Santa Catarina (SC). A partir dos trabalhos de Feenberg (2013) e Selwyn (2011; 2014) acerca da Teoria Crítica da Tecnologia e das ideologias da Tecnologia Educacional, buscou-se, por meio da análise de conteúdo (BARDIN, 1977), identificar quais os valores atribuídos às TDIC nas narrativas digitais produzidas pelos educadores em formação. Os resultados mostram que, neste processo de reflexão, os valores atribuídos pelos professores as TDIC nas práticas pedagógicas, são, em geral, contraditórios, mas podem ser categorizados em duas perspectivas principais: a de 1) Tecnologia como Eficácia e Progresso e 2) Tecnologia como Possibilidade Democrática e Ressignificação das Práticas Educativas. Palavras-chave: Tecnologia, Educação, Valores, Formação de Professores.Keywords: Technology, Education, Values, Teacher Training.ReferencesABBAGNANO, N. Dicionário de filosofia. São Paulo: Martins Fontes, 2007.ALONSO, K. M. Cultura digital e formação: entre um devir e realidades pungentes. In: CERNY, R. Z.; RAMOS, E. M. F. 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Porto: Porto Editora, 1994.CERNY, R. Z.; RAMOS, E.M.F. Projeto de criação e desenvolvimento do Curso de Especialização em Educação na Cultura Digital In: CERNY, R. Z. et al. (Org.) Formação de Educadores na Cultura Digital: a construção coletiva de uma proposta. Florianópolis: UFSC - CED – NUP, 2017.FEENBERG, A. A tecnologia pode incorporar valores? A resposta de Marcuse para a questão da época. In: R.T. NEDER (org.), A teoria crítica de Andrew Feenberg: racionalização democrática, poder e tecnologia. Brasília, Observatório do Movimento pela Tecnologia Social na América Latina/CDS, 2010. p. 289-336. Disponível em: <http://www.sfu.ca/~andrewf/portA%20tecnologia%20pode%20incorporar%20valores.htm#_ftn1>. Acesso em: maio de 2018.FREITAS, L. C de. Os reformadores empresariais da educação e a disputa pelo controle do processo pedagógico na escola. Educ. Soc. vol. 35 n.129. Campinas out./dez, p.1085-1114. 2014. 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Scientific-technical revolution — important lessons of unimportant concept

This paper focuses on the concept of the scientific-technical revolution. This concept is relevant today most of all in the context of historiographic studies of the Soviet period or the reflection of contemporary technological transformation from the Marxist position. The article demonstrates its relevance in the context of important contemporary issues. For a conceptual framework, the author uses the works on the social history of science by J. D. Bernal, the contemporary studies of science, technology and society, and the critical theory of technology, which seeks to integrate the philosophy of science and technology into topical socio-political discussions. The author reveals the concept of the scientific-technical revolution as describing the radical transformations taking place since the beginning of the 20 th century in science, society, and technology. These transformations manifest the essential social and technological character of science and its previously hidden contradiction. The social character of science involves an increasing number of participants of these transformations, but the technological character leaves them passive objects of the efficiency requirements. However, the scientific-technical revolution offers a lesson in overcoming this contradiction, creating conditions for the activity of various participants — scientists, nature, lay experts, and technologies themselves. The emphasis on the radical revolutionary changes that have occurred with science allows us to keep in the spotlight the foundations of modern problems and how to solve them.