Abstract:

The title of this presentation is akin to papers like “Do trees have a standing?” in which we are asked to consider whether some object (trees, animals, works of art, etc) should be considered as having intrinsic value or interests in their own right. Technological systems are seen by many to be an exemplary case of a thing that is of only instrumental value and without any interests of its own. This approach, while possessing certain merit, has some unfortunate implications for education in technology as well as for our future (as humans). In this paper we aim to show not only that technological systems possess agency and standing, but furthermore that in order to cultivate an optimal pedagogy with respect to technology humans must treat their relationship with technology as one which entails a symbiotic sharing of abilities and values.

In the first section, we address the general question of emergent agency as it relates to technology. In the second section, we will explore the potential benefits of the proposed model, as well as possible negative repercussions of failing to adhere to it. In the final section, prominent objections are addressed and the pedagogical implications of this model are further explored.

Keywords:

Technology, Agency, Pedagogy, Philosophy of Technology.