Augmented and Emerging Transformative Interactions With Technology: Learning in Post Humanism

Augmented and Emerging Transformative Interactions With Technology: Learning in Post Humanism

Maria Antonietta Impedovo (ADEF, Aix-Marseille University, France)
DOI: 10.4018/978-1-7998-4339-9.ch010
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Abstract

At this time of digital, social, technological, and economic transformation driven by increasing diversity and inequality in the world, it is worthwhile to question from new theoretical discussion the individual and collective relationship that we have with the technological world around us, going to the roots of our interactions with technology. This chapter questions our capacity to perform individual and collective agentic learning relationship as in an increasingly technological society. Research questions in this chapter are: How do we deal with augmented and emerging interactions with increasingly complex material and virtual objects? What are the learning implications of a posthumanism deeply embedded with technology?
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Introduction

Technologies act ‘…as active interventions and transformative forces within the world’ (Stetsenko, 2017, p. 30). The everyday meaning of the term ‘technology’ has itself morphed so quickly in recent years that it has become virtually synonymous with the digital technologies that are globally transforming patterns of human life (Pea & Cole, 2019). Gleick (2000) referred to as ‘the acceleration of everything’: media and devices are now an integral part of daily life for most people in the world (Global Internet Use Report 2019). Emergent and exponential technologies - like Virtual /Augmented /Mixed Reality, Sensory Augmentation Technologies, Artificial Intelligence, Robotics - will soon be widely spread in our daily lives. Part of the community of researchers in psychology currently engages in evaluating and analysing these technologies in people's lives. This is a field of great interest and of considerable scientific, social and commercial impact in which scholars and professionals of human sciences are present. At the same time, the intertwining of psychology and technology is gaining considerable space. Our expressive range and behaviour are increasingly pre-determined by the digital tools, techniques and devices that we use daily, and the interests, experiences, and values of those who create them (Smith, 2019). Consequently, the notion of 'the human' needs urgent redefinition (Ferrando, 2019). Terminology like Transhumanism and Hyperhumanism (Post-humanism) open new challenges (Fiore, 2019; Hayles, 2010; 2012). At this time of digital, social, technological and economic transformation is driven by increasing diversity and inequality in the world (the number of poor increased to 734.5 million people), it is worthwhile to question from new theoretical discussion the individual and collective relationship that we have with the technological world around us, going to the roots of our interactions with technology. This paper questions our capacity to perform individual and collective agentic learning relationship as in an increasingly technological society. Research questions in this paper are: How do we deal with augmented and emerging interactions with increasingly complex material and virtual objects? What are the learning implications of a posthumanism deeply embedded with technology? Implications of these reflections willing to contribute to the awareness of our relationship with technology and reduction of present and future kinds of unpowered - inequality (Sticlitz, 2012) linked to the access, exposition, and literacy of the emergent and exponential technology.

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