(James Whale, US 1931, 64 min., 16mm)
The purpose of Using Frankenstein as a Model for Education Futures is to prompt and encourage discussion regarding the immersion of technology into the school setting. It is understood that a wide variety of technologies in the form of Smartphones, PowerPoint, all styles of personal, hand-held and desktop computers and tablets, are already in use by people and organizations the world over. Emerging technologies that blend and blur the human-machine experience are fast arriving in all areas of society. The focus of this Open Education Resource (OER) is to look at how some of these advanced technologies can and are, effecting our schools, and to advocate embracing those technologies as educators and students question traditional pedagogies in teaching and learning. This work is meant to encourage dialogue about some of those technologies not only in the sense of using them for learning, but perhaps look deeper into the ethics and as of now unforeseen, consequences of actively promoting what some may believe as the next step of human evolution into the Posthumanist-Transhumanist Era.
The foundation for this OER is Mary Shelley’s Frankenstein; or, The Modern Prometheus (Frankenstein). Frankenstein has been used in literature classes for generations as an example of classical Gothic literature. It has also been immortalized by Hollywood in the form of movies and videos, most of which twist the central message Frankenstein has to offer. Its full social application is overlooked in terms of applying it to other facets of our culture, and especially the progression of educational pedagogy.
This OER attempts to present Frankenstein as not an uncontrollable Monster as portrayed in the movies, but to focus on the real theme of the story: that unconventional, progressive technology is not evil in and of itself, but has to be viewed with an intended purpose. Victor Frankenstein’s mistake was not in the creation of The Monster, in the use of technology. His mistake was ignoring the benevolent purpose of his creation, thus allowing it to become corrupted and uncontrolled. The underlying issue in our schools is very similar to what Victor Frankenstein experienced; it was not the fear of technology, or fear of the creation that caused so much turmoil. It was the frustration he, and teachers, feel in the lack of understanding and lack of sufficient training in how to work with the technologies being created and the lack of a full understanding of the purpose of these technologies.
More of a reality today perhaps than in Shelley’s novel, bio-mechanics and neuro-mechanics have enabled researchers to intertwine the elements of humans and machines, creating a potentially new race of humans that will transcend what we are now. As we will see in subsequent chapters science-fiction authors such as Isaac Asimov and others wrote about a future where humans and machines evolved together, not unlike what science is developing today. This project seeks to briefly portray some of the advances that have been made in recent years and what these may mean not only to humans in general, but to our schools in particular, as we attempt to tap into the vast stores of knowledge now so abundantly available.
As we progress through this work a brief description of what artificial intelligence is will be presented. This will lay a foundation for subsequent chapters as we move through how educators may work with advanced technologies with the goal of improving learning and student performance. As indicated, frustration with technology need not be necessary as educators come to understand the purpose of the applications to begin with. More on that issue will be presented as well. In addition, more information has been gathered discussing what kinds of technologies are most common as well as ethical considerations of use.
As a reminder, this OER is not intended as an “end all” to the discussion of artificial intelligence in education. It is designed to foster genuine discussion and debate on how educators and institutions may improve the learning process and possibly re-define what is meant by academic success and achievement.
At the end of each chapter you will read the ACTIVITY prompt and enter your response in the reply section.
ACTIVITY: In the comment section briefly describe or explain your view of how humans may evolve. Try and focus on your understanding of transhuman/posthuman theories where you see humanity in 25 years.
