>the creation of a radical disjunction between the human and the
non-human
>is a deep mythic structure in most human cultural traditions. We have
often
>discussed here its parallels in human vs. human categorial divisions.
>Frankly, an obsession with human uniqueness, by which is usually
meant
>human superiority, tends to fit too closely for comfort with claims
or
>assumptions regarding the superiority of the 'canonical human', so
often
>narrowly modeled on the ideals of one dominant human type (male, high
>status, etc.)
It seems to me, as a biologist, computer scientist, and educator
wannabe, that if we envision a robotic future we are ensuring an even
more radical disconnect between human and non-human. Perhaps we are
even fulfilling the biblical injunction in Genesis to have dominion
over the earth in a way that will permanently defile the earth. In our
cyborg manifestations as human/car we foul the earth with lead, create
killing smog, and acid rain (either directly form car emissions are
indirectly form automobile manufacturing plants). In sum, we kill the
plants and animals that sustain all mammals (including humans) to the
extent where we force many to extinction. On our current trajectory, we
are liable to extinct all but the insects and microbes. In their short
reproductive cycles, they have the ability to adapt to the folly we
inflict on the earth. I suppose this would all fulfill a desire to
erase the human nonhuman distinction since the roaches and viri that
will be left will be far from our concept of human.
Other problems with the robotic future is its dependence upon cheap
computer chips often made by destitute women laboring in sweatshops in
Asia.
>
>To shift to more practical issues, what sort of job for a gifted
teacher
>(or any capable person) is it to endlessly repeat the same basic
>information, endlessly demonstrate the same basic machine/tool
functions,
>the same cautions and warnings, the same set procedures for the engine
room
>to class after class of novice submariners? A teacher is not meant to
be an
>animated training manual, but animated training manuals can free
teachers
>to do more demanding work (or enjoy more beneficial leisure). Which of
us
>would care to have the job of training endless rosters of students in
the
>minutiae of Microsoft Word?
The reality of face to face classrooms is that many students do learn
primarily from the manuals and texts that a judicious teacher selects.
This then allows time for helping the phobic, fearful, or other
students with special needs at that particular time and place. The
individuality of instruction can overcome our inability to be certain
about know how the media/student/teacher triad functions/will function.
Happy new year from an avid lurker,
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Rebecca Scheckler rebecca who-is-at vt.edu
Virginia Tech, Teaching and Learning (540)231-5587(work)
220 War Memorial Hall (540)951-0172(home)
Blacksburg, VA 24061-0313