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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.

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Cite This Article as: Teachers College Record Volume 105 Number 5, 2003, p. 628-699
https://www.tcrecord.org ID Number: 11140, Date Accessed: 6/13/2021 12:40:10 AM

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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.
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