Uniwersyteckie Czasopisma NaukoweTowards the academic didactics of things
DOI:
https://doi.org/10.26881/head.2025.3.10Słowa kluczowe:
thing-centred didactics, non-anthropocentric pedagogy, agency of things, materiality of education, technology in teachingAbstrakt
The interview with Professor Maksymilian Chutorański explores the concept of the didactics of things, situated within the broader framework of non-anthropocentric pedagogy. The conversation addresses the relations between human and non-human actors in education, the role of technology and materiality in learning processes, and the redefinition of educational effectiveness. Professor Chutorański argues that things are not merely tools but active participants in cognitive and educational processes – shaping ways of thinking, relationships, and the organisation of academic teaching. In this light, "educational objects" such as the syllabus, examination, book, or digital technologies become subjects of pedagogical inquiry. The discussion presents the didactics of things as a perspective that broadens our understanding of teaching and learning through relational, material, and critical lenses.
Bibliografia
Clark, A. (2010). Supersizing the mind: Embodiment, action, and cognitive extension. Oxford: Oxford University Press.
Clark, A., Chalmers, D. (1998). The extended mind. Analysis, no. 1, s. 7–19.
Donald, M. (1993). Origins of the modern mind: Three stages in the evolution of culture and cognition. Cambridge, MA: Harvard University Press.
Haidt, J. (2024). The anxious generation: How the great rewiring of childhood is causing an epidemic of mental illness. New York: Penguin Press.
Harel, I. E., Papert, S. A. (1991). Constructionism. Norwood, NJ: Ablex Publishing.
Holt, J. (1964). How children fail. London: Pitman.
Kiewra, K. A. (1989). A review of note–taking: The encoding–storage paradigm and beyond. Educational Psychology Review, no. 2, s. 147–172.
Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press.
Latour, B. (2005). Reassembling the social: An introduction to actor–network–theory. Oxford: Oxford University Press.
Malafouris, L. (2013). How things shape the mind. Cambridge, MA: MIT Press.
Mueller, P. A., Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, no. 6, s. 1159–1168.
Papert, S. A. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
Plato. (2005). Phaedrus (trans. A. Nehamas, P. Woodruff). Indianapolis: Hackett Publishing.
Sloterdijk, P. (1987). Critique of Cynical Reason (trans. M. Eldred). Minneapolis: University of Minnesota Press.
Vlieghe, J., Zamojski, P. (2021). Entering the world with notes: Reclaiming the practices of lecturing and note making. Educational Philosophy and Theory, no. 13, s. 1388–1398.
