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The Digital Revolution and the Coming of the Postmodern University

reviewed 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 L�vy (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 L�vy, for example, both writing from a sociological perspective, emphasize the speed at which the use value of knowledge changes. L�vy points out that... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 106 Number 2, 2004, p. 277-280
http://www.tcrecord.org ID Number: 11184, Date Accessed: 9/24/2018 2:15:47 AM

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About the Author
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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