Digitaalinen sosiologia 2024/Lainaukset 22.01.2024

"Essentially, there are two ways to think about the function of the social sciences. One is to focus on the production of empirical results (“facts”) with various research methods. The other is to consider the creation of ideas (“possibilities”) around what social reality—in this chapter, the digitalization of education—could be like (see Eskola, 1984; Gergen, 2015; Wright, 2010)." (Teräs, Teräs & Suoranta 2023, 177.)

"Besides being utopian, they also contain an ideological package in reproducing the neoliberal paradigm. As such, they are still not “transcending the existing order,” but are “harmoniously integrated into the world-view characteristic of the period” (Mannheim, 1954, p. 174)." (Teräs, Teräs & Suoranta 2023, 182.)

"The grand narrative of the document utopias overrides the local, contextual needs and knowledge." (Teräs, Teräs & Suoranta 2023, 182.)

"At best, the collective use of imagination can form an antidote to unreason or the work of what Henry Giroux has called neoliberal “disimagination machines.” In his interpretation, these machines impose “forms of civic decay, moral irresponsibility, and political corruption while legitimating and rewarding ignorance, commodifcation, privatization, and crass selfshness over those values that generate trust, cooperation, critical thinking, compassion, social responsibility, and the common good” (Giroux, 2022, p. 27)." (Teräs, Teräs & Suoranta 2023, 184.)

“Imagination is a vital capacity in order for human beings to flourish. It gives us something to strive for and “can generate new desires for change and help channel discontent into meaningful action” (Muldoon, 2022, p. 3–4). By using our imagination, we can fill in blanks, reconstruct, complete, or invent something (see Pateman, 1997).” (Teräs & Teräs & Suoranta 2023, 184.)

“In other words, by using MEBS we can, in a best-case scenario, create experimental possibilities via open spaces and freedom that are not yet realized but already potentially in the world.” (Teräs & Teräs & Suoranta, 2023, 189.)

“The general task of critical research on the digitalization of education is to criticize current discursive practices in the digitalization of education and search for constructive alternatives.” (Teräs & Teräs & Suoranta 2023, 190.)

"Moreover, the questions proposed in such workshops are often congruent with the current neoliberal paradigm infused with technological optimism and determinism: “How can digitalization help individuals to succeed in an unstable working life?” or “How can digitalization create new value and economic growth?” Besides being utopian, they also contain an ideological package in reproducing the neoliberal paradigm. As such, they are still not “transcending the existing order,” but are “harmoniously integrated into the world-view characteristic of the period” (Mannheim, 1954, p. 174)." (Teräs & Teräs & Suoranta 2023, 182.)

"As Moisio and Rautiainen. (2020) have argued, existing “hegemonic ideologies change futures to eternal repetitions of the present” (p. 100)." (Teräs & Teräs & Suoranta 2023, 191.)