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포스트휴먼적 존재인식론과 학습주체성의 변화

Posthuman Onto-epistemology and the Transition of Learner subjectivity

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한국교육철학회 (The Philophy Of Education Society Of Korea)|2019.12|교육철학 (Philosophy of Education)|제73호|pp. 81-119|DOI 10.22918/pesk..73.201912.81

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키워드

neo-materialismposthumanismobject-oriented ontologylearner subjectivityactor-network heorypostphenomenology
주제분류교육학

초록

This paper intends to discuss how learner subjectivity tends to be shifting from human agency to technology-driven media, propelled by the sheer developments of informatics, neuroscience and artificial intelligence(AI). This issue is discussed by means of the following questions: first, is an artificial learning machine capable of thinking? Second, who get the ownership of learner subjectivity under the conditions of posthuman learning? Third, what could be the theoretical basis of posthuman learner subjectivity? The major arguments of the author on these questions are as follow. First, newly emerging technologies of cybernetics and computer neuroscience developed AI algorithms that exceed the capability of human brain and signalled the era of human-AI collaboration. Second, since the relationship between the human and the machine is not separable and AIs have the potentials of thinking, the human learner will share the learning subjectivity with those thinking machines. Third, this transition of learner subjectivity can be explicated by four onto-epistemological theories of posthumanism: neo-materialism, post-phenomenology, actor-network theory, and object-oriented ontology. This paper’s discussion may provide a room for philosophical deliberation, regarding the issue of subjectivity under the conditions of posthuman learning.

Abstract

This paper intends to discuss how learner subjectivity tends to be shifting from human agency to technology-driven media, propelled by the sheer developments of informatics, neuroscience and artificial intelligence(AI). This issue is discussed by means of the following questions: first, is an artificial learning machine capable of thinking? Second, who get the ownership of learner subjectivity under the conditions of posthuman learning? Third, what could be the theoretical basis of posthuman learner subjectivity? The major arguments of the author on these questions are as follow. First, newly emerging technologies of cybernetics and computer neuroscience developed AI algorithms that exceed the capability of human brain and signalled the era of human-AI collaboration. Second, since the relationship between the human and the machine is not separable and AIs have the potentials of thinking, the human learner will share the learning subjectivity with those thinking machines. Third, this transition of learner subjectivity can be explicated by four onto-epistemological theories of posthumanism: neo-materialism, post-phenomenology, actor-network theory, and object-oriented ontology. This paper’s discussion may provide a room for philosophical deliberation, regarding the issue of subjectivity under the conditions of posthuman learning.

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