Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

A Manifesto for Instructional Technology: Hyperpedagogy


by Jim Dwight & Jim Garrison — 2003

We 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:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase A Manifesto for Instructional Technology: Hyperpedagogy
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 105 Number 5, 2003, p. 628-699
http://www.tcrecord.org ID Number: 11140, Date Accessed: 11/22/2017 2:02:27 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • 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.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS