Digital technology, human world making and the avoidance of learning

Despite the widespread application of digital technologies in higher education there is scant evidence to suggest that these have had a significant impact on student learning. A contemporary psychoanalytic model of teaching and learning is offered, which suggests this lack of impact may be the resu...

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Autor principal:	Alan Bainbridge
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2014
Materias:	Social construction human learning anxiety defences seduction Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/96c34ed4720440008d081246890c25df
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spelling	oai:doaj.org-article:96c34ed4720440008d081246890c25df2021-11-29T14:03:38ZDigital technology, human world making and the avoidance of learning10.47408/jldhe.v0i0.2761759-667Xhttps://doaj.org/article/96c34ed4720440008d081246890c25df2014-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/276https://doaj.org/toc/1759-667X Despite the widespread application of digital technologies in higher education there is scant evidence to suggest that these have had a significant impact on student learning. A contemporary psychoanalytic model of teaching and learning is offered, which suggests this lack of impact may be the result of an unconscious avoidance with the difficult thinking human learning requires (Kahn and Hasbach, 2012). Anxiety is a component inherent within the process of education, as it continually threatens what is known about the self (Bainbridge and West, 2012). As such, effective human learning requires a Ã¢â¬Ëholding environmentÃ¢â¬â¢, originating in the natural world, where anxieties can be managed (Winnicott, 1964). Paradoxically, digital technologies further separate humans from holding environments and possess an internal logic which leads to an Ã¢â¬Ëuntenable violationÃ¢â¬â¢ (Glendinning, 1995). Consequently, to prevent teachers and learners being overwhelmed by anxiety, unconscious defences are mobilised to avoid difficult thinking. This results in the seductive influence for simplistic solutions to complex problems. Digital technologies therefore become fetishes as they assume power and value beyond their objective state (Berger, 1967; Marx, 1867). The power of the fetish is to confuse and deceive, and in the context of learning, digital technologies continue to enforce the separation of teachers and learners from relational holding environments. The role of the learning developer is to acknowledge the complex nature and difficult nature of education and to not remove the anxiety this creates. ÃÂ Alan BainbridgeAssociation for Learning Development in Higher Education (ALDinHE)articleSocial constructionhuman learninganxietydefencesseductionTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Social construction human learning anxiety defences seduction Theory and practice of education LB5-3640
spellingShingle	Social construction human learning anxiety defences seduction Theory and practice of education LB5-3640 Alan Bainbridge Digital technology, human world making and the avoidance of learning
description	Despite the widespread application of digital technologies in higher education there is scant evidence to suggest that these have had a significant impact on student learning. A contemporary psychoanalytic model of teaching and learning is offered, which suggests this lack of impact may be the result of an unconscious avoidance with the difficult thinking human learning requires (Kahn and Hasbach, 2012). Anxiety is a component inherent within the process of education, as it continually threatens what is known about the self (Bainbridge and West, 2012). As such, effective human learning requires a Ã¢â¬Ëholding environmentÃ¢â¬â¢, originating in the natural world, where anxieties can be managed (Winnicott, 1964). Paradoxically, digital technologies further separate humans from holding environments and possess an internal logic which leads to an Ã¢â¬Ëuntenable violationÃ¢â¬â¢ (Glendinning, 1995). Consequently, to prevent teachers and learners being overwhelmed by anxiety, unconscious defences are mobilised to avoid difficult thinking. This results in the seductive influence for simplistic solutions to complex problems. Digital technologies therefore become fetishes as they assume power and value beyond their objective state (Berger, 1967; Marx, 1867). The power of the fetish is to confuse and deceive, and in the context of learning, digital technologies continue to enforce the separation of teachers and learners from relational holding environments. The role of the learning developer is to acknowledge the complex nature and difficult nature of education and to not remove the anxiety this creates. ÃÂ
format	article
author	Alan Bainbridge
author_facet	Alan Bainbridge
author_sort	Alan Bainbridge
title	Digital technology, human world making and the avoidance of learning
title_short	Digital technology, human world making and the avoidance of learning
title_full	Digital technology, human world making and the avoidance of learning
title_fullStr	Digital technology, human world making and the avoidance of learning
title_full_unstemmed	Digital technology, human world making and the avoidance of learning
title_sort	digital technology, human world making and the avoidance of learning
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2014
url	https://doaj.org/article/96c34ed4720440008d081246890c25df
work_keys_str_mv	AT alanbainbridge digitaltechnologyhumanworldmakingandtheavoidanceoflearning
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Digital technology, human world making and the avoidance of learning

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