“Two insightful articles in the New York Times this past week highlighted the very nascent trend of using technology as a philosophical concept to educate children. Kevin Kelly wrote about his experience home-schooling his son in 8th grade. He designed the curriculum to include experiential learning like field trips to car factories, building chicken coops to learn about design, and constructing bows from branches to understand physics and the concept of tension. In many ways, this home-schooling exercise is not unique. However, it differed because Kelly also made technology literacy a core part of his son’s curriculum. “One of the chief habits a student needs to acquire is technological literacy,” he says, “… we need to be literate in the complexities of technology in general, as if it were a second nature.” So how does one achieve technology literacy? Kelly gives a list of principles about how to approach technology, which are more abstract philosophical concepts underlying the nature of technology than prescriptions such as “Learn C++”. For instance, one principle is: “Every technology is biased by its embedded defaults: what does it assume?” And another we particularly like: “Nobody has any idea of what a new invention will really be good for. The crucial question is: what happens when everyone has one?” - × × ×

(Сюда потом найти пост Пескова про дальневосточный ВУЗ, где реорганизация пошла за счёт введения как можно шире новых технологий, что помогло и затраты сократить, и дать новые возможности преподавателям и студентам.) - × × ×