HIGHLIGHT #2 | 119
LOCATING THE BABEL FISH
the brains of either”. This brief (possibly simplistic) visualisation
of an industrial model of education and analogue teaching begins
to define a lens through which it is possible to locate a digital,
post-industrial, ambient representation of teaching in education
(Enriquez, 2010), highlighting the inequalities of a Victorian
industrial era (Robinson, RSA, 2010) (a), leading to a post-industrial
reformation of education, free from the academic/non- academic
discriminatory chasm.
Original Artwork by Rod Lord
On the Trail of the Babel Fish
How will the birth of a post-industrial 21st Century reformation of
education change the agency and meaning of the word teacher?
What guises, roles, locations and methodologies will define a
teacher? I would suggest that to answer these questions it is
important to firstly locate the embryonic Babel Fish by focusing
on ‘your own’ educational paradigm vi ewed through the lens
of an industrial model of education, by engaging three themes,
Facilitation, Instruction and Analytic Meaning, reflecting Hayles’
method of constrained constructivism(1). Using the aforementioned
three themes as a semantic tool kit to develop a narrative discourse
to begin to analyse teaching and learning in digital environments(2),
it will be possible to highlight the presence of any ambient digital
artefacts used in the delivery of teaching and learning, and locate
change in the meaning and/or agency of the word teacher, towards