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The Digital Revolution and the Coming of the Postmodern Universityreviewed by Andrew Thomas - 2004 Title: The Digital Revolution and the Coming of the Postmodern University Author(s): Carl A. Raschke Publisher: Routledge/Falmer, New York ISBN: 0415369843, Pages: 129, Year: 2002 Search for book at Amazon.com Over at least the last decade, debate over how information and
communication technologies affect the academy has raged between
those who argue the coming changes represent extension of current
practices and those who believe the future portends a radical
change in how higher education will function. Carl Raschke, in his
new book, The Digital Revolution and the Coming of the
Postmodern University, decidedly sides with the
revolutionaries. Like Pierre Lévy (2001), Raschke believes the
information age is tantamount to a second flood, and he zealously
extols the benefits of the deluge, which, he argues, will
inevitably transform the university.
Raschke’s main argument, advanced at the start of the
book, is grounded in postmodern theory and argued from a
religious-historical perspective. For Raschke the networked society
redefines the meaning of knowledge. A number of distinguished
scholars would agree with him here. Manuel Castells (2001) and
Lévy, for example, both writing from a sociological
perspective, emphasize the speed at which the use value of
knowledge changes. Lévy points out that... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Andrew Thomas
University of California at Los Angeles E-mail Author ANDREW THOMAS is a research coordinator at the University of Southern California’s Center for Scholarly Technology and a graduate student at UCLA’s Graduate School of Education and Information Studies. He has developed and studied instructional computer applications for over ten years. He is currently working on his dissertation, which investigates how the networked media environment affects adolescent psychosocial development. He is also interested in instructional technology implementation, policy and teacher preparation.
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