This book examines the challenge of accelerating automation, and argues that countering and adapting to this challenge requires new methodological, philosophical, scientific, sociological, economic, ethical, and political perspectives that fundamentally rethink the categories of work and education. What is required is political will and social vision to respond to the question: What is the role of education in a digital age characterized by potential mass technological unemployment?
Today’s technologies are beginning to cost more jobs than they create – and this trend will continue. There have been many proposed solutions to this problem, and they invariably involve an educational vision. Yet, in a world that simply doesn’t offer enough work for everyone, education is clearly not a panacea for technological unemployment.
This collection presents responses to this question from a wide spectrum of disciplines, including but not limited to education studies, philosophy, history, politics, sociology, psychology, and economics.
Tabla de materias
1 Introduction: Technological unemployment and the future of work.- The Postdigital Fragmentation of Education and Work.- 2 ‘Intelligent Capitalism’ and the disappearance of labour: Whitherto Education?.- 3 The lack of work and the contemporary university.- 4 On autonomy and the technological abolition of academic labour.- 5 Transdisciplinary engagement with enforced dependency: A platform for higher education to address crises in employment, sustainability, and democracy in technological society.- 6 Is entrepreneurial education the solution to the automation revolution?.- 7 Technological unemployment and psychological wellbeing: Curse or benefit?.- 8 Technological unemployment as a test of the added value of being human.- What can Places of Learning really do about the Future of Work?.- 9 The curious promise of educationalising technological unemployment: What can places of learning really do about the future of work?.- 10 Acceleration, automation and pedagogy: How the prospect of technological unemployment creates new conditions for educational thought.- 11 Educating for a workless society: Technological advance, mass unemployment and meaningful jobs.- 12 ‘Employable posthumans’: Developing HE policies that strengthen human technological collaboration not separation.- 13 Career guidance and the changing world of work: Contesting responsibilising notions of the future.- 14 Graduate employability (GE) paradigm shift: Towards greater socio-emotional and eco-technological relationalities of graduates’ futures.- 15 Care amidst and beyond technological unemployment.- Education in a Workless Society.- 16 A wantless, workless world: How the origins of the unviersity can inform its future.- 17 Education for a post-work future: Automation, precarity, and stagnation.- 18 The refusal of work, the liberation of time, and the convivial university.- 19 Moving beyond microwork: Rebundling digital education and reterritorialising digital labour.- 20 The ‘Creative, Problem-Solving Entrepreneur’: Alternative futures for education in the age of machine learning?.- 21 Towards epistemic health: On Stiegler, Education and the era of technological unemployment.- 22 Education as utopian method: Reimagining education for a post-alienated labor world.- 23 Afterword: On education and technological unemployment.
Sobre el autor
Michael A. Peters is a Distinguished Professor of Education at Beijing Normal University and Emeritus Professor of Educational Policy, Organization, and Leadership at the University of Illinois at Urbana–Champaign. He has held posts at the University of Waikato, the University of Glasgow and the University of Auckland, where he had a Personal Chair. He is the Editor-in-Chief of
Educational Philosophy and Theory, The Video Journal of Education and Pedagogy (Brill),
Open Review of Educational Research (T&F) and
Knowledge Cultures (Addleton). He has written some ninety books, including
Wittgenstein’s Education: ‘A picture held us captive’ (2018) and
Post-Truth and Fake News (2018).
Petar Jandrić is a Professor at the Zagreb University of Applied Sciences. His previous academic affiliations include the Croatian Academic and Research Network, the University of Edinburgh, Glasgow School of Art, and the University of East London. Petar’s interests are at the post-disciplinary intersections between technologies, pedagogies and society, and his research methodologies of choice are inter-, trans-, and anti-disciplinarity. His latest books are
Learning in the Age of Digital Reason (2017) and
The Digital University: A Dialogue and Manifesto (2018). He is the Editor-in-Chief of
Postdigital Science and Education (Springer).
Alexander J. Means is an Assistant Professor of Educational Policy with Global Perspectives at the University of Hawaiʻi at Mānoa. His latest books are
Learning to Save the Future: Rethinking Education and Work in the Era Digital Capitalism (Routledge, 2018); and
The Wiley Handbook of Global Education Reform (Wiley-Blackwell, 2018). His research examines educational policy and organization in relation to political, economic, cultural, and social change. His work has been published in
Critical Sociology, Journal of Education Policy, Critical Studies in Education, and
Educational Philosophy and Theory.
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