Bernard Stiegler’s Transcendental Philosophy of Technology Beyond the Reciprocal Determination of Technology and Pedagogy

Articles in Press

Document Type : پژوهشی

Authors

• Ali Vahdati Daneshmand ¹
• Mohammad Amiri ²

¹ Assistant Professor, University of Tehran, Tehran, Iran.

² MA in History and Philosophy of Education, University of Tehran, Tehran, Iran.

10.22067/fedu.2025.89200.1361

Abstract

The present article, drawing on Bernard Stiegler's transcendental philosophy of technology, delves into an intricate analysis of two predominant perspectives in the interplay between pedagogy and technology: technology determination and pedagogy determination. This study highlights the dynamic tension and oscillation between these two poles, which have not only provoked a spectrum of reactions—from enthusiastic acceptance to skeptical apprehension towards emerging technologies—but have also plunged the Iranian education system into a state of perplexity regarding the adoption of an appropriate and coherent approach. Initially, the paper adopts a critical perspective to dissect the foundational premises of both technology and pedagogy determination. It offers a nuanced critique of how each paradigm manifests and operates within the educational landscape. Subsequently, the article transits to a derivative approach, constructing theoretical frameworks and strategies for mediating the interaction between technology and pedagogy, grounded in Stiegler's philosophical insights. Stiegler’s philosophy, which synthesizes phenomenological and post-structuralist elements, posits the concept of pharmacological co-creation. This concept underscores the intricate, reciprocal creation and influence between technology and pedagogy, asserting that neither domain should be viewed in isolation or as dominant over the other. The exploration of Stiegler's idea is further enriched by examining the triadic relationships between humans and technical objects, between tékhnē, phrónēsis, and epistēmē, and between reflective and anticipatory educational thought. These relationships underscore the complexity and interdependence inherent in the educational use of technology, advocating for a balanced and integrated approach. This holistic engagement aims to cultivate an educational environment where technology and pedagogy coalesce to enhance the learning experience rather than being at odds with one another.

Keywords

• Technology Determination
• Pedagogy Determination
• Bernard Stiegler
• Pharmakon

Main Subjects

• Educational Philosophy

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