In the paper, the authors explore the relations between educational technology and educational ideology through the lens of philosophical inquiry. The optics of critical analysis is applied to review the instructional tools, services and systems which compose the complex picture of contemporary educational technology. The authors claim that even when initially established in the ideological domain of educational anarchism most educational technologies when being applied systemically can end up on the more oppressive side of the ideological spectrum close to educational totalitarianism. They focus on the risks of technology that are growing with the social change brought by the lifelong learning paradigm in education.
TY - CHAP
AU - Bukhtoyarov, Mikhail
AU - Bukhtoyarova, Anna
PY - 2021
UR - http://rifdt.instifdt.bg.ac.rs/123456789/2513
AB - In the paper, the authors explore the relations between educational technology and educational ideology through the lens of philosophical inquiry. The optics of critical analysis is applied to review the instructional tools, services and systems which compose the complex picture of contemporary educational technology. The authors claim that even when initially established in the ideological domain of educational anarchism most educational technologies when being applied systemically can end up on the more oppressive side of the ideological spectrum close to educational totalitarianism. They focus on the risks of technology that are growing with the social change brought by the lifelong learning paradigm in education.
PB - Beograd : Institut za filozofiju i društvenu teoriju
T2 - Liberating Education: What From, What For?
T1 - Educational Technology: From Educational Anarchism to Educational Totalitarianism
UR - https://hdl.handle.net/21.15107/rcub_rifdt_2513
ER -
@inbook{
author = "Bukhtoyarov, Mikhail and Bukhtoyarova, Anna",
year = "2021",
abstract = "In the paper, the authors explore the relations between educational technology and educational ideology through the lens of philosophical inquiry. The optics of critical analysis is applied to review the instructional tools, services and systems which compose the complex picture of contemporary educational technology. The authors claim that even when initially established in the ideological domain of educational anarchism most educational technologies when being applied systemically can end up on the more oppressive side of the ideological spectrum close to educational totalitarianism. They focus on the risks of technology that are growing with the social change brought by the lifelong learning paradigm in education.",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju",
journal = "Liberating Education: What From, What For?",
booktitle = "Educational Technology: From Educational Anarchism to Educational Totalitarianism",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_2513"
}
Bukhtoyarov, M.,& Bukhtoyarova, A.. (2021). Educational Technology: From Educational Anarchism to Educational Totalitarianism. in Liberating Education: What From, What For?
Beograd : Institut za filozofiju i društvenu teoriju..
https://hdl.handle.net/21.15107/rcub_rifdt_2513
Bukhtoyarov M, Bukhtoyarova A. Educational Technology: From Educational Anarchism to Educational Totalitarianism. in Liberating Education: What From, What For?. 2021;.
https://hdl.handle.net/21.15107/rcub_rifdt_2513 .
Bukhtoyarov, Mikhail, Bukhtoyarova, Anna, "Educational Technology: From Educational Anarchism to Educational Totalitarianism" in Liberating Education: What From, What For? (2021),
https://hdl.handle.net/21.15107/rcub_rifdt_2513 .
