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Technopedagogies of mass-individualization: correspondence education in the mid twentieth century

机译：大众化的技术：二十世纪中叶的函授教育

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摘要

This article is about how technology and pedagogy is co-produced in correspondence education. Theoretically the article departs from post-Foucauldian studies of materiality, and uses the concept of dispositif to construct a framework that is inspired by Foucault, Deleuze, and Actor-Network Theory. Empirically, the article treats how the tension between educational thought on progressive individualism, scientific thinking, and automation was co-produced with technical artifacts in correspondence education during the 1930s, 1940s and 1950s. The author shows how this co-production led to a specific mode of organizing correspondence education that tried to accomplish individualization on an industrial basis, and that this mass-individualization built on a pedagogy of testing, recording, classification, and differentiation. In conclusion the article discusses how mass-individualization can be seen as an epitome of educational modernity's aspiration for equality of educational opportunity and progressive thoughts on individually tailored education. Furthermore the author shows that the dispositif of mass-individualization is closely associated to today's educational technology, and how today's educational technology embodies the tension in mass-individualization.
机译：本文是关于在函授教育中如何联合生产技术和教学法的。从理论上讲，本文脱离了后福柯对物质性的研究，并使用了dispositif的概念来构建一个受福柯，德勒兹和演员网络理论启发的框架。从经验上讲，本文探讨了在1930年代，1940年代和1950年代，在进步主义个人主义教育思想，科学思维和自动化教育思想与技术文物之间的张力是如何共同产生的。作者展示了这种联合生产如何导致组织函授教育的一种特定模式，该模式试图在工业基础上实现个性化，并且这种大规模个性化建立在测试，记录，分类和区分的教学法之上。总之，本文讨论了如何将大众个性化看作是教育现代性渴望教育机会均等和个体定制教育的渐进思想的缩影。此外，作者表明，大规模个体化的分布与当今的教育技术密切相关，而当今的教育技术如何体现了大规模个体化的张力。

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