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Not So Fast: A Slow Response to Jim Dwight and Jim Garrison’s Manifesto


by Linda O'Neill — November 21, 2005

In a "Manifesto for Instructional Technology," Jim Dwight and Jim Garrison claim that "hyperpedagogy" can be effective in dislodging the dogmatic metaphysics and structuralist concepts dominating educational curriculum. Rather than addressing the complex and richly supported arguments in the Manifesto, this response is limited to questions arising from three related claims. The first is that instructional designers using traditional theories "effectively destroy hyperspace and hypertime." The second is that navigating and altering texts in hyperspace leads to a greater sense of agency. The third is that educators have an "ethical obligation" to help learners become "more suited to such a malleable environment." The purpose of this response is a continuation of the conversation that Dwight and Garrison have initiated.


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Cite This Article as: Teachers College Record, Date Published: November 21, 2005
http://www.tcrecord.org ID Number: 12244, Date Accessed: 10/23/2017 6:45:30 PM

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About the Author
  • Linda O'Neill
    Northern Illinois University
    E-mail Author
    LINDA O’NEILL is Assistant Professor in the Department of Leadership, Educational Psychology, and Foundations at Northern Illinois University, DeKalb, Illinois. Her primary area of scholarship is interpretation at the intersection of philosophy, policy, and practice.
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