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Bulletin of Science, Technology & Society
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Heidegger, Digital Technology, and Postmodern Education

From Being in Cyberspace to Meeting on MySpace

Patrick Walters

Swansea University, Wales, United Kingdom

Rita Kop

Swansea University, Wales, United Kingdom, F.G.Kop{at}Swansea.ac.uk

Digital technology is transforming life and is beginning to have a profound effect on individual psychic life and the wider social milieu. This article seeks to understand the nature of the new technology and its implications for personal life, culture, and education. The scene is set by comparing the introduction of printing to the revolution inaugurated by digital technology. This new age is often called "postmodern," and some of the characteristics of the age suggested by Lyotard, Baudrillard, McLuhan, and others are identified. The cultural impact of technology, according to Heidegger, is outlined, together with the interpretation in terms of digital technology proposed by Dreyfus and Spinosa. This is illustrated with examples and compared with the position of other thinkers. Finally, the consequences for education, including universities, are presented, and some proposals for approaches to education in terms of meaning, embodiment, and teacher-student relationship are considered.

Key Words: Heidegger • digital technology • postmodernism • education

This version was published on August 1, 2009

Bulletin of Science, Technology & Society, Vol. 29, No. 4, 278-286 (2009)
DOI: 10.1177/0270467609336305
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