The Myth of Technological Dehumanization
As educational professionals, we must be vigilant against the widespread but misguided notion that technology somehow dehumanizes us. This cliché is often thrown around, with well-meaning calls to “humanize” technology or make it more “human.” However, such ideas are fundamentally flawed and, in fact, absurd.
The truth is, technology is not an alien force that separates us from our humanity. On the contrary, technique and the teaching of technology are deeply rooted in our ancestral origins as a species. Homo habilis, our evolutionary ancestors who lived over 3 million years ago, were already developing and utilizing tools – a crucial, defining element of our humanity. Technique and the didactics of technology have been with us since the dawn of our existence, woven into the very fabric of what it means to be human.
The Technological Basis of Education
In fact, all forms of education inherently involve technology as an intermediary, except perhaps for the most rudimentary forms of orality or pure bodily expression. Writing, books, computers, the internet – these are all technologies that have become so ubiquitous in our lives that they often go unnoticed. Yet, they are essential to the educational process, allowing us to transmit knowledge, engage with information, and connect with one another in ways that would be impossible without these technological advancements.
It is truly absurd to propose the idea of “technological humanism” or the need to “humanize” technology, as if it were something separate from our human nature. Technology is not a foreign imposition upon our humanity; it is a fundamental part of who we are. Attempts to segregate or distance technology from education are not only misguided but also contradict the very essence of what it means to be human.
The Absurdity of Technological Humanism
The notion of “technological humanism” is a contradiction in terms, a futile attempt to reconcile two concepts that are inherently intertwined. Humanism, as a philosophical movement, emerged as a celebration of human beings, their capabilities, and their potential. It was a rejection of the idea that our value and worth were defined by some external, divine authority.
However, the proponents of “technological humanism” seem to suggest that technology is something separate from our humanity, something that needs to be “humanized” or brought back into the fold of what it means to be human. This is a fundamental misunderstanding of the role of technology in our lives.
Technology does not dehumanize us; it is an extension of our human capabilities, a means by which we can amplify our reach, our understanding, and our ability to shape the world around us. The teaching of technology, far from being a threat to our humanity, is a crucial component of the educational process, preparing students to engage with the world in meaningful and impactful ways.
The Technological Foundations of Education
It is crucial for educators and parents to recognize the absurdity of the notion of “technological humanism” and embrace the inherent technological nature of education. From the earliest forms of tool-making to the modern advancements in digital technology, the teaching of technique has been a fundamental aspect of our species’ development and growth.
The chain of teaching technique, the didactics of technology, is deeply rooted in the oral traditions, the use of fire, and the creation of the first tools. It is a legacy that has been passed down through the generations, shaping our societies, our cultures, and our very understanding of what it means to be human.
To propose that we need to “humanize” technology or that it somehow dehumanizes us is to ignore the essential role that technology has played in the evolution of our species. It is to deny the very foundations upon which our educational systems are built.
Embracing the Technological Essence of Education
Instead of clinging to the false dichotomy of technology versus humanity, educators and parents must embrace the technological essence of education. We must recognize that the teaching of technique, the didactics of technology, are not alien impositions, but rather integral components of the human experience.
By acknowledging the deep-rooted connection between technology and our humanity, we can empower students to engage with the world in a more meaningful and impactful way. We can foster a deeper understanding of the role that technology has played in shaping our societies, our cultures, and our very understanding of ourselves.
Moreover, by rejecting the notion of “technological humanism,” we can move beyond the simplistic and often counterproductive attempts to “humanize” technology. Instead, we can focus on leveraging technological advancements to enhance the educational experience, to foster creativity, critical thinking, and a deeper appreciation for the interconnectedness of the human and the technological.
Conclusion: Embracing the Technological Essence of Education
In the end, the idea of “technological humanism” is a mirage, a futile attempt to reconcile two concepts that are fundamentally inseparable. Technology is not an alien force that dehumanizes us, but rather a integral part of what it means to be human. The teaching of technique, the didactics of technology, are the foundations upon which our educational systems are built.
As educators and parents, we must embrace this technological essence of education, recognizing the deep-rooted connection between technology and our humanity. By doing so, we can empower students to engage with the world in a more meaningful and impactful way, fostering a deeper understanding of the role that technology has played in shaping our societies and our very being.
Visit the Stanley Park High School website to learn more about our educational approach and the integration of technology in the classroom.
