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By Ingrid M. Hoofd

This publication severely examines the connection among new media applied sciences, learn ethics, and pedagogical techniques in the modern collage. It debates no matter if fresh differences of upper schooling, instead of an impact of neo-liberalization, are literally an outflow of the technological acceleration of the university’s personal contradictory beliefs round wisdom and democracy. The e-book units up this argument by means of likening the college to a "vision laptop" which quest for overall medical and social transparency has lately caved in on itself, negatively affecting employees and pupil future health. The e-book asserts that this case finds the fundamental pressure on the center of the college procedure, and explores the acceleration of this pressure by way of examining numerous educating and study advances from Europe and Asia. studying between different matters the decision for creativity and significant pondering within the curriculum, the rush for e-learning, and the appearance of the electronic humanities, this article deals a key research of the university’s founding beliefs and its constitutive dating to technological acceleration.

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HOOFD simply assist them in grasping their situation as one of oppression, because, according to Freire, “submerged in reality, the oppressed cannot perceive” their true situation (1971, 38). Without this role of the instructor after all, “almost never do they realize that they too ‘know things’” (1971, 39). Freire therefore juxtaposes the stereotypes of incompetency and laziness of the oppressed with an affirmation that they are not, thereby unwittingly validating activity, self-sufficiency, and culture as evidently more valuable.

M. M. HOOFD subjects to an increasingly violent form of global technocratic domination. Following the lines of thought set out by Virilio, Derrida, and Lyotard in the previous chapter by discussing the internal contradiction in some of Martin Heidegger’s work, such a submission at least initially appears as a serious limitation on radical thought and alternative forms of being in the world. However, if we keep in mind that this indictment of cybernetic systems of domination itself responds to the ‘compulsory optimism’ of the university project, we may finally begin to understand that the accelerated spread of the humanist ideal may itself lead to various unexpected outcomes.

I propose that the opposition which Freire paints between what he denigratingly calls a “banking concept of education” (1971, 47) with his ‘pedagogy of freedom’ and its format of “problem-posing education” (1971, 54) is misleading and false, because any educational setting implies a hierarchical structure, so that to deny the existence of this structure is profoundly disingenuous. A revealing example of such disingenuity shows in the small excerpt of a discussion with a student later in this chapter, in which the ‘proof’ that the peasant-student came up with an answer about how the world only exists in the human imagination actually contains a hidden COERCIVE INVITATIONS OF UNIVERSALITY 39 guided question, so that a form of subtle indoctrination parades as the student’s authentic knowledge.

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