I’ve been writing a lot recently about platform socialisation. I’m interested in how the proliferation of platforms brings about fundamental changes in the process of socialisation, as well as how we respond to these normatively and educationally.
We can’t find meaning in the world, in the sense of a process of maturing and coming to find a place for ourselves which is satisfying and sustainable, simply through the internalisation of a symbolic order and/or the replication of our natal circumstances.
I wrote in yesterday’s post about being an ‘efficacious agent‘. Dewey has a much better term for this: freedom. The freedom which comes from the “power to frame purposes, to judge wisely, to evaluate desires by the consequences which will result from acting upon them; power to select and order […]
In his account of socialisation in Democracy and Education, Dewey places a great stress on habit formation. There’s an inevitability to habit as “excessive stimulation and excessive and ill-adapted response” necessitate that “certain stimuli are selected because of their relevancy, and others are degraded”.
How would John Dewey have understood the influence of social platforms on adolescents? I found myself wondering this because of the central role which transmission plays in his understanding of socialisation.
I found this comparison by Robin Wilton extremely thought-provoking. It’s correct as a statement about why we should treat these skills as fundamental to education. However it glosses over a number of differences and we should be cautious about the comparison: While there are corporate interests involved in reading, writing and arithmetic […]
From J.D. Vance’s Hillbilly Elegy, pg 173-174: The Marine Corps assumes maximum ignorance from its enlisted folks. It assumes that no one taught you anything about physical fitness, personal hygiene, or personal finances. I took mandatory classes about balancing a checkbook, saving, and investing. When I came home from boot […]