Stanford University Press, Stanford, 1998, 134). Following Derrida, Bernard Stiegler explains in Technics and Time: 1 that ‘the relation binding the “who” and the “what” is invention’ (Stiegler in Technics and time 1: the fault of epimetheus. Johns Hopkins Press, Baltimore, 1970, 272) as a function but did not subscribe to or accept any particular theory of how a subject could be defined or developed because it was always situated in and as a context. Jacques Derrida thought the concept of the subject was ‘indispensable’ (Derrida in The structuralist controversy: the languages of criticism and the sciences of man. speculating on how, with this knowledge, we can educate to best equip ourselves and others for our increasingly digital world. It will suggest that Jacques Derrida and Bernard Stiegler offer paths toward rethinking the educational subject that lend themselves to an informational future, as well as. This paper asks the question of how we can situate the educational subject in what Luciano Floridi has defined as an ‘informational ontology’ (Floridi in The philosophy of information. How can we ensure that we shall reap their benefits? What are the implicit risks? Are our technologies going to enable and empower us, or constrain us? This volume argues that we must expand our ecological and ethical approach to cover both natural and man-made realities, putting the 'e' in an environmentalism that can deal successfully with the new challenges posed by our digital technologies and information society. In every department of life, ICTs have become environmental forces which are creating and transforming our realities. "Onlife" defines more and more of our daily activity - the way we shop, work, learn, care for our health, entertain ourselves, conduct our relationships the way we interact with the worlds of law, finance, and politics even the way we conduct war. Following those led by Copernicus, Darwin, and Freud, this metaphysical shift represents nothing less than a fourth revolution. Personas we adopt in social media, for example, feed into our 'real' lives so that we begin to live, as Floridi puts in, "onlife". Who are we, and how do we relate to each other? This book argues that the explosive developments in Information and Communication Technologies (ICTs) is changing the answer to these fundamental human questions.Īs the boundaries between life online and offline break down, and we become seamlessly connected to each other and surrounded by smart, responsive objects, we are all becoming integrated into an "infosphere". Hence, some reflections on the possible future role of socio-technical engineering have been proposed. On the other hand, Pope Francis moral teaching and Greta Thunberg's movement promote the paradigms toward responsibility and change. Finally, the actual social trends are discussed: the populisms which agitate society against scientific objectivity and social and environmental responsibility. The importance of modern thermodynamics and constructal law has been discussed. Therefore, it analyses the possible links between contemporary philosophy, psychology, engineering, thermodynamics, and physics, which have the possibility of active cooperation toward supporting the design of more effective socio-technical systems. Different criteria for building a robust and consistent socio-technical model have been identified and discussed. The results evidence the foundations of both system theory and socio-technical engineering. Then, it discusses the genesis of the socio-technical problems from its philosophical roots and the evolution along a non-linear path that involves philosophy and system theory, psychology, philosophy, and engineering. It starts from a preliminary analysis of Kondratieff cycles and today's transition from mature to innovative technologies, which will characterize the future decades. It has allowed exploring a vast interdisciplinary domain along an interdisciplinary path. This paper results from a critical literature overview on systems theory and socio-technical engineering.
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