This special issue of Confero takes its start in an essay by John Mazarakis who presents an overarching perspective on the underpinning politics of transhumanism. Considering theoretical debates and differences in the transhumanist movement over the last two decades, Mazarakis proposes the emergence of two distinct political stances: the techno-progressive and the technolibertarian. Using Lyotardian concepts, Mazarakis questions the latent legacy of 'the grand narratives of modernism' and their potential to function as a basis for theorizing a transhuman future. ; QC 20220207
This special issue of Confero takes its start in an essay by John Mazarakis who presents an overarching perspective on the underpinning politics of transhumanism. Considering theoretical debates and differences in the transhumanist movement over the last two decades, Mazarakis proposes the emergence of two distinct political stances: the techno-progressive and the technolibertarian. Using Lyotardian concepts, Mazarakis questions the latent legacy of 'the grand narratives of modernism' and their potential to function as a basis for theorizing a transhuman future.
Background. Learning to manage a classroom is a difficult but important part of teacher education. Earlier research on simulations for learning classroom management has highlighted the difficulty of supporting reflection. Purpose. This case study explores and evaluates the design of a simulation for student teachers' reflection on classroom management. Design. The design process resulted in the scenario-based SIMPROV simulation, which was made in the form of a hypermedia radio theatre that students go through in pairs or triads. Authoritarian, authoritative, democratic, and compliant leadership styles were built into the choices student teachers made. Evaluation. The simulation was evaluated in two courses where the participants' level of reflection and perceived knowledge improvement was measured using a questionnaire. Forty three first-year student teachers, 48 third-year student teachers, and 38 of the student teachers' mentors participated in the evaluation. Results. The results indicate that participants engaged in reflection and understanding to a high degree, and only to a low degree in critical reflection or habitual action. Conclusions. The conclusions are that the scenario-based simulation designed as a hypermedia radio theatre supported knowledge improvement, understanding, and reflection and that social interaction during and after simulation sessions was an important feature. ; SIMPROV - Simulerade provokationer
