[Autom. eng. transl.] The idea of the book stems from the awareness that the cultural transition that is being experienced, marked by the protagonism of technology and the triumph of data, needs to return to the construct in order to understand the correct and most current meanings and to outline the consequences that it involves in relation to the way of thinking about educational activity. The difficulty arises from the complexity of the object of study. It requires an analytical strategy which, in the book, it was decided to organize on two fronts. The first aspect is that of multidisciplinarity. The different chapters thus respond to as many mass-technology frameworks, each with its key problem: epistemological (knowledge), semiotic (languages), anthropological (behavior and values), ergonomic (forms) , pedagogical (education), didactics (mediation), methodology (research). The second side is that of simplicity. A strategy that reduces complexity without trivializing it is simple. In the book, this strategy takes shape in the identification of some key concepts that are used across the different chapters as descriptors of the analysis to be conducted. They are: the aggregator and the fragment; the body-mind-brain system; reality, data and screen; the fractal; hybridization. The result is a map rather than a linear discourse. A sort of programmatic platform to be delivered to the scholar and the trainer. In it you will find more clues and hypotheses of work paths than solutions. A book-problem, in short, in the etymological sense of throwing-ahead to discuss and activate the logic of discovery.
|Translated title of the contribution||[Autom. eng. transl.] The body and the car. Technology, culture, education|
|Number of pages||181|
|Publication status||Published - 2019|
- Media education
- filosofia della tecnica
- tecnologie didattiche