ABSTRACT
The purpose of this book project is to give an account of the impact digital technologies have on ways of thinking about education, and how it is and can be organized today. It concerns an attempt to develop a theoretical language that enables us to observe more closely the current media culture and the effects it has, so that we can ask the ‘right’ questions. In this respect, the first contributions of the book analyze the changed conditions in which education (can) take(s) place today. The digital has confronted us with total new and unforeseen circumstances, for which each of the contributions try to find a new ‘grammatization,’ to use the words of Bernard Stiegler (2009). Other contributions set a first step in coming to terms with the consequences of the digital in the domain of education, by zooming in on detailed examples of practices that map our digital educational presence. Besides these more anthropological approaches, there are other contributions in this book that try to provide some concrete answers as well. These answers, however, do not function as a kind of solution – as if our current digital condition is a problem that needs to be solved. Instead, they are interventions that make us attentive for the here and now: they make us face the present and provoke thinking, more exactly about education in the age of the screen.
