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The boundless self in a techno-social world
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2012 (English)In: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Conference paper, Meeting abstract (Refereed)
Abstract [en]

Learning involves a change of the human being and is a part of the identity development. Identity develops in relation to the world. Pupils dwell in a hall of mirrors at school and in the classroom, but also in a much more extensive hall of mirrors on the Internet. The mirror halls enable the creation of several and better versions of the self and accommodate multiple representations of the identity in these different dimensions of the world. The identity formation also encompasses relations to ideal stereotypes and to the self as a subject or an object. To live in a world of technosocial artifacts affects the identity development. Humans create and form new techno-social artifacts and these artifacts also create and form humans in the world. The research aim is to analyse how to understand the self and its identity development in relation to the techno-social world.The point of departure is the life-world phenomenology of Maurice Merleau-Ponty and Gregory Bateson's argument that the self does not end where the skin ends. The boundless self can not be located. The life-world phenomenology enables an understanding and an analysis of the human being's relations to artifacts in the world and their reciprocal influence in the identity creation. The foundation of human life is the everyday world which is taken for granted and the identity develops in relation to it. The self is extended by the artifacts which entitle a relational understanding of identity formation. The artifacts are comprehended as idea as well as matter. They are also comprehended as something more, extended to encounter the self in a world of mutual influence. Maurice Merleau-Ponty and Gregory Bateson exemplify this with the blind man whose walking stick extends the body, allowing him to be in the world in a different way by using the artifact. Identity is a central concept for the understanding of learning and development. Techno-social artifacts create different conditions for identity formation. The topic is relevant for the understanding of where learning is constituted.

Place, publisher, year, edition, pages
Copenhagen: Nordic educational research association, NERA , 2012.
Research subject
URN: urn:nbn:se:ltu:diva-35722Local ID: a612f00e-9ad9-4d98-9e27-ac776ebcc057OAI: diva2:1008975
NERA Congress 2012 : Everyday life, education and their transformations in a Nordic and globalized context 08/03/2012 - 10/03/2012
Godkänd; 2012; 20120327 (ysko)Available from: 2016-09-30 Created: 2016-09-30Bibliographically approved

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