Autonomy and Control: The Broader Implications of Digitalization
Artificial intelligence technology is challenging us on what it means to be human, what gives us value and what it means to control our own actions (Strümke, 2023). The phenomena and concepts of autonomy and control including subjectivity, humanity, human value, alienation, consciousness, choice, critique and ethics are emergent; thus, we need to build languages that can be shared across disciplinary walls and arrive at a situation where the same walls will be taken down in order to arrive at socio-political visions translatable in a policy vision of both social sustainability—inclusion and justice—and natural or green sustainability. Creating and sustaining such interdisciplinarity is a tall epistemic order between the humanities, the social sciences and STEM, implying shifting paradigms of thought, allowing science that runs across disciplines and amounts to social and technological change and establishing a shared societal and philosophical goal. The aim of this Special Issue on the broader implications of digitalization is to elaborate on and respond to this epistemic challenge and explore how science and scholarship can examine and define its horizon of goals and expectations (Russell and Norvig, 2021). Creating a shared and generic language and, through this, laying the foundation for future communication between disciplines, breaking down barriers that impede scientific progress and creative invention, allow for direct policy action and the shaping of public discourse. The key areas of this Issue include, but are not limited to, the following: topical research exploring and identifying shared interdisciplinary questions; methodological explorations of linguistic, epistemic and philosophical issues across and between disciplines; the development of a perspectivist ethos promoting rich epistemologies relevant to norms and values promoted in policies and practices of digitalization; political and socio-economic research on a) twin transition (green and economic), democracy, and equity and b) justice, automation and inclusion with a special focus on the adverse effects in terms of economy and social justice concerning the less advantaged.
Prof. Dr. Anne Beate Reinertsen
Prof. Dr. Katarina Kolozova
Prof. Dr. Iris van der Tuin
- new enlightenment
- broad and integrative interdisciplinarity
- digital ecosystems
- knowledge creation and subjectivation
- ai selfhood, subjectivity and subjectivation
- relational ontology and ontology of movement
- process philosophy and foresight in research
- research with critical concepts
- affective pedagogies
- sensitive democracy and rights
- inclusion and justice
- eternal consciousness
- critique, rationality and logics
|Journal Name||Impact Factor||CiteScore||Launched Year||First Decision (median)||APC|
|-||-||2021||24.1 Days||CHF 1000||Submit|
|0.3||0.7||2012||32.5 Days||CHF 1400||Submit|
|0.9||1.1||2016||24.4 Days||CHF 1200||Submit|
|1.7||3.2||2012||29.3 Days||CHF 1400||Submit|
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Title: Makers across computers and heliotropic algorithms and can we talk about what to become?
Affiliation: Faculty of Teacher Education and Languages, The Department of Education, ICT and Learning Østfold University College, BRA veien 4, 1757 Halden, Norway
Abstract: I am not opposed to digitalization, but I think it needs to be storied for me to become critical of- and creative with its functionings. In today´s algorithmic condition, knowledge production and learning are complex posthuman entanglements. Storying here then means creating nonlinear material arrangements of concepts creating alliances between the environment, technology and the social, asking if we can talk about what to become? Storying on the premises of the child and me that is, highlighting the subject position instead of that of technology. What do we want, or do we want it? And what is it we do not seem to understand? I suggest a view of algorithms as heliotropic designed as life engendering tools only. The primary task for the digital spacemakers/makerspace thus being to train the imagination through teaching critical and creative encounters affirming intradisciplinary perspectivists ethos. Makerspace/spacemaking first and foremost being an onto-epistemological endeavour pointing paradoxically towards the importance of the teacher. The child being the knower, the teacher has sadly been trained not to.