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A Manifesto for Instructional Technology: Hyperpedagogy by Jim Dwight & Jim Garrison — 2003We believe hypertext and hypermedia solidify bold and original ideas having the
power to open new realms of creative possibility. Unfortunately, we find the new tools
encrusted within concepts borrowed from traditional curriculum theory and
instructional design. Our goal in this paper is to liberate hypertext; doing so requires
challenging Western metaphysics. We rely on the philosophy of John Dewey to disclose
this metaphysics and propose an alternative. The paper reviews dominant models of
curriculum, especially Ralph Tyler’s, revealing their concealed metaphysical
assumptions. Our efforts are greatly aided by Herbert M. Kliebard’s critique of the
Tyler rationale, exposing the fact that, in spite of its inflated claims, all there is to
Tyler’s rationale is ‘‘the philosophical screen.’’ That is also all we think there is to all
the dominant models of curriculum. We show that the philosophical screen is largely
comprised of a concealed metaphysics before concluding by showing how hypertext and
hypermedia, freed of dogmatic metaphysics, may yield what we call hyperpedagogy,
based upon theories of emergent pedagogy and transactional metaphysics.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Jim Dwight
Virginia Tech
E-mail Author
JIM DWIGHT is a doctoral candidate at Virginia Tech, specializing in the
Social Foundations of Education. His particular interest resides in
intersections of e-learning and the metaphysics of presence and the effects
this logical conclusion has on educational policies. His interests have led
him to formulate a theory of hyperpedagogy that seeks ways in which e-learning
can deny traditional theories and thereby better address the
concerns of historically marginalized learners. Recent publications include
‘‘Poesis: The Art of Co-Creating Emergent Worlds’’ in Proceedings of the
Eastern Educational Research Association, and ‘‘Hyperpedagogy: Designing
On-Line Courses for Interactivity and Emergent Learning’’ in Proceedings of
the Association of Educational Communication and Technology.
- Jim Garrison
Virginia Tech
E-mail Author
JIM GARRISON is a professor at Virginia Tech, specializing in the
philosophy of education. His research focuses on connecting philosophical
pragmatism, particularly the work of John Dewey, to various areas of
inquiry, especially education. Recent publications include ‘‘An Introduction
to Dewey’s Theory of Functional ‘Trans-Action’: An Alternative Paradigm for
Activity Theory’’ in Mind, Culture, and Activity, ‘‘Pragmatism and Public
Administration’’ in Administration and Society, and, with Shabnam Mousavi,
‘‘Toward a Transactional Theory of Decision Making: Creative Rationality as
Functional Coordination in Context’’ in The Journal of Economic Methodology.
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