It is within this paradigmatic drama that learning is realised. Invariably, such experience also raises questions about how learning comes to be understood and communicated. These epistemological questions are similar whether the experience is considered from the viewpoint of ‘dancer’ or ‘learner’. ‘What does it feel like?’ ‘How do you understand i... See more

Philosophers have spent centuries arguing about the relative weight between “subject” (I) and “object” (the world), but Baudrillard saw the debate as having long since become insignificant – the object had won hands down. A person today is not a project in selfhood, as many traditions of philosophy and theology have told us, but more like a machine

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If in our daily lives we tend to overlook the diverse, situationally textured sense-making actions that information seekers, conversation listeners, and other recipients of communicative acts perform to make automated information systems function, we are even less likely to acknowledge and value the interpretive work of data collectors, even as the

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