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008			200104s2020 enka ob 001 0 eng d
020			_a9781317298694
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020			_a9781315647661
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020			_a1317298683
020			_z9781138125179
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020			_z1138125180
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042			_alccopycat
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082	0	4	_a371.102 _223 _bHAS
100	1		_aHasse, Cathrine,
100	1		_eauthor.
245	1	0	_aPosthumanist learning : _bwhat robots and cyborgs teach us about being ultra-social / _cCathrine Hasse
260			_aLondon : _bRoutledge, _c2020.
300			_a : _billustrations
504			_aIncludes bibliographical references and index
505	0		_aCover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Foreword -- Chapter 1 Introduction -- Posthuman or posthumanist? -- Of which human are we post? -- Learning to be "little masters" -- Ultra-social learning -- Splitting machine and human -- Robots as teachers -- Conclusion: Chapter 1 -- Notes -- References -- Chapter 2 Posthumanist learning in education -- A brief history of learning -- The cultural paradigm -- Learning in education -- Classifications of learning -- Educational culture -- Towards a posthumanist education? -- Education for all?
505	8		_aPosthuman predicaments -- Conclusion: Chapter 2 -- Notes -- References -- Chapter 3 Emotional collectives -- The disappearing scientist -- The Mars mission -- Schema theory revisited -- The theory of cultural models -- Experiments at CERN -- Organised emotions -- Conclusion: Chapter 3 -- Notes -- References -- Chapter 4 Robots in a storied world -- Making the human in robots -- Revisiting Andreas -- Robots or humans as machines -- Real robots -- Robot classifications -- The Telenoid -- Stretch towards machines -- Conclusion: Chapter 4 -- Notes -- References -- Chapter 5 The materiality of words
505	8		_aSocial nudging -- Concepts are not representations -- Collective "spacetimematter" -- Real robots revisited -- Changing a material world -- Meaningful words -- Concepts in process -- Conclusion Chapter 5 -- Notes -- References -- Chapter 6 Socio-material concept formation -- Material entanglements -- Windows to concepts -- Fantasies in drawings -- Word meaning and scientific concepts -- ISO-standard robots -- Hands-on experiences -- Teaching in learning -- Conclusion: Chapter 6 -- Notes -- References -- Chapter 7 Ignorance in the collective of collectives -- The mystery of the square heads
505	8		_aCollectively organised knowledge -- Practices of knowing -- Ultra-sociality -- Cultural conceptions of gender -- Auxiliary apparatus -- Relativism and ignorance -- Conclusion: Chapter 7 -- Notes -- References -- Chapter 8 Learning with cyborg technology -- Cyborgs in space -- The sense-storied body -- Embodiment relation -- Aun Aprendo -- Scout learning and body-schemas -- Conclusion: Chapter 8 -- Notes -- References -- Chapter 9 Extended mindful bodies -- The white bears -- Common language -- Ignorance of ignorance -- The mindful body -- Challenging the mindful body -- Anchors of meaning
505	8		_aConceptual inequality -- Conclusion: Chapter 9 -- Notes -- References -- Chapter 10 Ignorance by proxy -- The learning machines -- Machine conversations -- Surprises in machine learning -- The normativity of learning -- The third surprise: emphasis on "learning" -- Learning differences between humans and machines -- The cultural turn -- Conclusion: Chapter 10 -- Notes -- References -- Index
520			_aIn this text Hasse presents a new, inclusive, posthuman learning theory, designed to keep up with the transformations of human learning resulting from new technological experiences, as well as considering the expanding role of cyborg devices and robots in learning. This ground-breaking book draws on research from across psychology, education, and anthropology to present a truly interdisciplinary examination of the relationship between technology, learning and humanity. Posthumanism questions the self-evident status of human beings by exploring how technology is changing what can be categorised as "human". In this book, the author applies a posthumanist lens to traditional learning theory, challenging conventional understanding of what a human learner is, and considering how technological advances are changing how we think about this question. Throughout the book Hasse uses vignettes of her own research and that of other prominent academics to exemplify what technology can tell us about how we learn and how this can be observed in real-life settings. Posthumanist Learning is essential reading for students and researchers of posthumanism and learning theory from a variety of backgrounds, including psychology, education, anthropology, robotics and philosophy
545	0		_aCathrine Hasse is Professor of Cultural Anthropology and Learning at the University of Aarhus, Denmark
650		0	_aEducational innovations.
650		0	_aRobotics
650		0	_aRobots
650		0	_aEducational technology
650		6	_aTechnologie éducative
650		6	_aEnseignement
650		6	_aRobotique
650		7	_aPSYCHOLOGY
650		7	_aPSYCHOLOGY
650		7	_aEducational technology
650		7	_aEducational innovations.
650		7	_aRobots
650		0	_xTechnological innovations.
650		0	_xSocial aspects.
650		0	_xPhilosophy.
650		6	_xPhilosophie.
650		6	_xInnovations.
650		6	_xInnovations.
650		7	_xGeneral. _2bisacsh
650		7	_xCognitive Psychology. _2bisacsh
650		7	_xPhilosophy. _2fast
650		7	_2fast _94
650		7	_xSocial aspects. _2fast
776	0	8	_iPrint version: _aHasse, Cathrine. _tPosthuman Learning : On Educational Cyborgs and Robots. _dFlorence : Routledge, ©2019 _z9781138125186
906			_a7 _bcbc _ccopycat _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cBOOKS
999			_c43699 _d43699