roohollāh mozaffaripour

The purpose of the current paper is to review and criticize posthumanist education. Posthumanism is an approach in the criticizing and evaluation of humanism which holds that humans are not the only active factor and that we need to consider the role of objects, technologies, animals, and generally non-humans as well. Posthumanism believes that man is not necessarily the master of creatures. It believes that the decentralization of human beings will lead to a better world. This study first uses an analytical and explanatory method to analyze and explain the posthumanist perspective; then, it examines post-humanist education; and finally, it reviews criticisms of post-humanist views, especially in education. The present study suggests that the role of the human subconscious should also be considered as a factor in posthumanism. Posthumanist thought has a non-instrumental view of nature and views man and nature as a whole; it treats humans as equal to animals, and with respect to education, posthumanism equates the teacher’s role with that of various other factors involved in learning. Posthumanist thinkers believe that humans can learn a lot from animals.

The purpose of this study is to investigate the Amplification and reduction of e-learning in Teacher Training University and also to examine the perception of student-teachers of e-learning under the influence of technology and their experience of professors and teaching under the influence of technology. For this purpose, post-phenomenological method has been applied. Post-phenomenology is defined an approach in the philosophy of technology that studies the relationship between human and technology and the effects of technology on human. Regarding the data collection, interviews were used as the tool to reach the purpose; in this way, in-depth semi-structured interviews were conducted with 25 student-teachers in the university campuses from 12 provinces and the findings were analyzed based on a post-phenomenological perspective. The results indicated that student-teachers consider e-learning positive in some cases, including in terms of flexibility of time and place, saving time and money, more familiarity with technology and more comfort and freedom in virtual classes. Also, this type of education has provided the ground for some undesirable behaviors in students. They also cited factors such as weak infrastructure, such as Internet speeds and system problems. They believed that classes were boring and that it was difficult to concentrate on learning, and that assessment had lost its meaning.

The main purpose of this research is to introduce, study and analyze the philosophical and educational ideas of Bernard Stigler, the contemporary philosopher of technology. Citing the findings of French anthropologist Leroi Gourhan, Stiegler claims that human evolution took place through tools and technology, and in fact, through the use of tools, the human brain evolved and the human being became what it is today. According to Stiegler, technologies are passed on to the next generations in the form of epiphylogenetic retention and provide the basis for human evolution and progress. According to Stiegler, digital technologies today create a kind of proletariat for weakening life skills. Stiegler also believes that digital technologies are destroying the "attention" of young people and adolescents, and these technologies are even changing the brains of young people and their way of thinking. He has also studied deep and Hyper-attention. The results of this study show that according to Stiegler's philosophy, attention to technology on the anthropological foundations of education can be important. Hyper attenton can occur in the virtual education we are dealing with today. According to Stiegler, the proletarianization can be seen in today's education, especially in any form of commercial education. Given the deterioration of attention in today's world, it is necessary to consider the necessary skills on how to manage and control "attention" in education.

In this paper, the philosophy of post-phenomenology has been discussed. Post-phenomenology is a new approach in the philosophy of technology, which especially emphasizes the role of technology in changing human experiences and perceptions. First, the relationship between post-phenomenology and phenomenology and then the relationship between post-phenomenology and pragmatism is mentioned. It has been stated that post-phenomenology is a philosophy combined with pragmatism and classical phenomenology. Post-phenomenology, while retaining some features of classical phenomenology and setting aside some other features, including the emphasis on opposition to essentialism, has led to the philosophy being called a kind of pragmatic phenomenology. In the following, Post-phenomenological research methods are discussed, in this regard, methods are introduced and discussed, which include methods such as interviewing participants, observing participants, reporting first-person experiences, interviewing objects, and Robert Rosenberger's proposed method. All of these methods ultimately examine the relationship between humans and technologies and the changes that result from these relationships in different ways.

The main purpose of this research was to study the theory of morality of things and technology agency based on the ideas of Paul Peter Verbeek and its implications in education. So, the inference method was used. First, the ideas of Verbeek have been examined and then its educational implications have been discussed. Based on the mediation theory in post-phenomenology, Verbeek believes that the two components of morality, i.e., intentionality and freedom which are required for moral action, are distributed between human and artifacts, that is, the artifacts are part of human's wills as well as the freedom of human. In his view, human has independence, but his independence is not complete. He mentions, among other things, persuasive technologies and Ambient intelligence as to how they motivate humans to make specific decisions and do specific actions.     Human agency is combined with artifacts and technologies. According to the results of this research, the hybrid agency and ethical and influential role of technologies must also be considered in planning and decision making in education. The technological foundations of education must also be taken into consideration. Ethical education in the technological society needs to be reconsidered and rethought. The responsibility of designing instructional technologies would be much more important, so that instructional technologies could act as educational technologies. Given the role of persuasive technologies in shaping human behavior, these technologies could be used in shaping the behavior and habits of children and adolescents. And some parts of education could be left to the artifacts.

This study examines the views of high-school students with different Multiple Intellingence about the English language and its learning.
To explore student's views, interpretive phenomenology and qualitative research approach was used. Participants were purposefully selected from 33 third grade students of a high school. After obtaining their MIs profile through Armstrong's questionnaire and McClellan and Conti's (2008) Questionnaire, two students for each Intelligence type were selected. Data were collected using semi-structured interviews and observations and then were analyzed using the Van-Manen method.
Results; The student's narratives were classified and described into five sections: the kind of motivation for learning English, the views on the social status of the English language, the views on English textbook contents and on the method of assessment and teaching.
Conclusion; The results showed that there were some false conceptions among students that should change, some of which include: having grammar interest as the main parameter to learn a language, considering learning a language as a difficult action, having an unfair view about the social level of the English language and that of their own first language and culture. The findings of this study can be used for a better understanding of students and using more effective methods of teaching, learning and assessment.

The main aim of this research is studying post-phenomenology. To achieve this aim comparative analysis and descriptive analysis method is used. First, concept of post-phenomenology and its differences and similarities with phenomenology have been raised. Then, application of this approach in the area of educational technology has been discussed. The results indicate that post-phenomenology like phenomenology studies the relationship between human and world, but it emphasizes the role of thing and technology In this relationship and technology mediates human and world relationship. Post-phenomenology studies the relationship between human and technology. In this approach technology doesn’t have essence. Different technologies should be studied in different contexts so the Husserl’s variation theory is considered differently. Technology like consciousness in Husserl’s perspective has intentionality. It means that any technology is for some work and it doesn’t have meaning in itself. In educational area and from post-phenomenological point of view we can study educational technologies from different aspects. We can study the changing experiences of students in use of technology, we can analyze and study multistability of educational technologies and the role of educational technologies in constituting technological behaviors.

The aim of this paper is analyzing authenticity from Heidegger's point of view and the role of internet on student's authenticity. And reply these questions: what’s the is the authenticity meaning in Heidegger philosophy and what is the internet role on the student’s authenticity? Heidegger explains the situations that in them Dasein becomes inauthentic. Heidegger states that curiosity, idle talk and absorbing in "they self" are some examples of inauthenticity. By conscience and silence, Heidegger mentions, Dasein can save himself from falling.Internet can frame thoughts and ideas by storing and distributing information in wide scale and their representation. Internet can Stimulate curiosity and reduce caring about self and individuality and cause shallowness. Although it may help individuality because of some freedom that has. Existence anxiety that is consider in authenticity would reduce on cyber space.