THE THEORY INQUIRY OF POSTMODERN CYBERSPACE CURRICULUM: DIS/LOCATION OF SPACE, INFOLEDGE AND IDENTITY

• Main Authors: Ming-che Tsai, 蔡明哲
• Other Authors: Ching-Tian Tsai
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/57560223265999764534

博士 === 國立中正大學 === 教育研究所 === 94 === THE THEORY INQUIRY OF POSTMODERN CYBERSPACE CURRICULUM: DIS/LOCATION OF SPACE, INFOLEDGE AND IDENTITY Ming-che Tsai ABSTRACT The purpose of this study is to explore curriculum with the perspectives of architecture or space. Focusing on postmodern cyberspace as the core of discourse to reconceptualize curriculum theory , to reveal the postmodern matrix curriculum. The inquiry takes the logic of both/and so, thirding, and dis/location, to adapt three discourse axes of perceived space, conceived space, and lived space, to introduce the new curriculum metaphors of spider webbing, map mapping, and boat exploring. The main conclusion contains the following ways. The dis/location relationships of postmodern cyberspace and curriculum kernel Cyberspace belongs to postmodern space and has the dis/location properties of space-time disembedding, distanciation and compression, including the following ways: 1 Space of disembedding, ordering and re-ordering. 2 Space of nomadic rhizome and lines of flight. 3 Space of the difference that difference can make. Cyberspace curriculum faces the straits of virtual space, implosion information and body politics. Space crossing, information mining and identity pursuing have become the curriculum kernels. The virtual reality ontology and hyper-reality epistemology of cyberspace Cyberspace ontology can be understood from the real(virtual) continuum of real reality, augmented reality, augmented virtuality and virtual reality. Virtual reality is the form of occurring not being, a metaphysical machine par excellence, and the embodiment of sensory immersion, mental experience and cultural imagination. Cyberspace epistemology can be understood from the digital(virtual) continuum of constructive realism, radical constructivism and hyper-reality. Hyper-reality declares the death of reality and the birth of the infoledge. The perceived space curriculum and the practice of spider webbing metaphor The perceived space curriculum explores the prospect of virtual space. The implications of the curriculum practice of spider webbing metaphor include the following ways: 1 Learning fields are from actual classrooms to virtual spaces. 2 Interactions between teachers and students are from synchronous face-to-face presence to synchronous distance telepresence. 3 Teaching materials are from printing texts to digital texts. 4 Learning processes are from receiving expert knowledge to searching and choosing of information. The conceived space curriculum and the practice of map mapping metaphor The conceived space curriculum explores the flowing and disordering infoledge. The implications of infoledge include the following ways: 1 The status of knowledge is altered. Knowledge is translated into quantities of information and units of knowledge. 2 The use value of knowledge is translated into exchange value. 3 The production and representation relationship of knowledge is translated into consumption, commodity and individual relationship. 4 The passive pushing curriculum is translated into active pulling curriculum. The implications of the curriculum practice of map mapping metaphor develop task-oriented, information-anchored, route-found and space-navigated curricula. The lived space curriculum and the practice of boat exploring metaphor The lived space curriculum explores the identity pursuing. The implications of the curriculum practice of boat exploring metaphor make identities multiple and dynamic. 1 Not only the oneness but also the difference. 2 Not only the being but also the becoming. 3 Not only the roots but also the routes. Curriculum is translated into the nomadic processes of deterritorialization and reterritorialization, to display the identities of performance, resistance, consumption, projection, and community. Cyberspace curriculum with properties of dispersion, reflexivity, connection, and floating is the postmodern matrix curriculum. Cyberspace transforms curriculum into the interdisciplinarity, body politics and life politics. Key words: cyberspace, curriculum theory, space, infoledge, identity, dis/location