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Reading the Narrative Structures in Educational Videos and Science Communication for the New Learner in the Age of Transhumanism

Reading the Narrative Structures in Educational Videos and Science Communication for the New Learner in the Age of Transhumanism

Basak Kalkan
Copyright: © 2021 |Pages: 20
ISBN13: 9781799845348|ISBN10: 1799845346|ISBN13 Softcover: 9781799858478|EISBN13: 9781799845355
DOI: 10.4018/978-1-7998-4534-8.ch012
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MLA

Kalkan, Basak. "Reading the Narrative Structures in Educational Videos and Science Communication for the New Learner in the Age of Transhumanism." Improving Scientific Communication for Lifelong Learners, edited by Gulsun Kurubacak-Meric and Serap Sisman-Ugur, IGI Global, 2021, pp. 220-239. https://doi.org/10.4018/978-1-7998-4534-8.ch012

APA

Kalkan, B. (2021). Reading the Narrative Structures in Educational Videos and Science Communication for the New Learner in the Age of Transhumanism. In G. Kurubacak-Meric & S. Sisman-Ugur (Eds.), Improving Scientific Communication for Lifelong Learners (pp. 220-239). IGI Global. https://doi.org/10.4018/978-1-7998-4534-8.ch012

Chicago

Kalkan, Basak. "Reading the Narrative Structures in Educational Videos and Science Communication for the New Learner in the Age of Transhumanism." In Improving Scientific Communication for Lifelong Learners, edited by Gulsun Kurubacak-Meric and Serap Sisman-Ugur, 220-239. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4534-8.ch012

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Abstract

When defining the new world, where knowledge is not independent of the one who possesses knowledge, it is considered imperative to develop new models for learning and science communication processes that are not simply confined to dichotomies such as tangible and intangible, or measurable and immeasurable. In the age of transhumanism, the concepts of production and consumption are freed from the shackles of absolute conceptualization and are defined instead with the concepts of producing consumer or consuming producer. In the science communication process, the new learner must be defined without being confined to absolute definitions on the new road map that is defined for the subject. The new learner is the actor, observer, adventurer, creative nomadic individual who cannot be trapped with absolutes in the post-modern era. This study seeks an answer to the question of whether or not a new content design is possible for the actor, observer, adventurer, creative nomadic individual in the face of the formlessness, ambiguity, and continuity of postmodernism.

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