Hermeneutics of Distance: Physical and Symbolic Dimensions in Teaching and Digital Communication

  • Alfonso Di Prospero

Abstract

In this paper focuses on the relationship between traditional culture, including the contents of learning specifically in schools, and the new opportunities of mobile learning through digital technologies. The works of Gregory Bateson, Paul Ricoeur, Zygmunt Bauman, Bernard Rimé and Karsten Stueber give the main coordinates for this research. The notion of empathy is interpreted in contextual terms. For this, the importance of hermeneutics, seen as the best approach to understand the meaning of the single cases, is asserted.

References

Antoci, A., Sabatini, F., Sodini, M. (2010). See you on Facebook: The Effect of Social Networking on Human Interaction, MPRA paper no. 27661, 26 December 2010. [Online] Available: http://mpra.ub.uni-muenchen.de/27661 (May 30, 2020).

Bach, J.F., Houdé, O., Léna, P., Tisseron, S. (2013). L'enfant et les écrans. Un Avis de l'Académie des sciences. Paris: Le Pommier.

Barthes, R. (1981). Lezione. Trad. it. di R. Guidieri. Torino: Einaudi.

Bateson, G. (1989). Verso un'ecologia della mente. Trad. it. di G. Longo. Milano: Adelphi.

Bauman, Z. (2002). Modernità liquida. Trad. it. di S. Minucci. Roma: Laterza.

Berg, M. (2012). Checking in at the Urban Playground: Digital Geographies and Electronic Flâneurs. In Comunello, F. (ed.), Networked Sociability and Individualism: Technology for Personal and Professional Relationships. Hershey, PA: Information Science Reference, 171–196.

Boudon, R. (1981), Effetti “perversi” dell'azione sociale. Trad. it. di A. Chiesi. Milano: Feltrinelli.

boyd, d. (2014). It's Complicated. The Social Lives of Networked Teens. New Haven: Yale University Press.

Boase, J., Horrigan, J., Wellman, B., Rainie, L. (2006). The Strenght of Internet Ties. Washington, DC: PEW Internet & American Life Project.

Cacciari, M. (2020). La scuola è socialità. Non si rimpiazza con monitor e tablet. La Stampa, 18-05-2020: 8.

Cardinali, C. (2008). L'altro senza volto. Lo schermo degli affetti in Internet. Roma: Edizioni Kappa.

Carr, N. (2011). Internet ci rende stupidi? Trad. it. di S. Garassini. Milano: Carrocci.

Crepet, P. (2016). Baciami senza rete. Buone ragioni per sottrarsi alla seduzione digitale. Milano: Mondadori.

DiMaggio, P., Hargittai, E., Russell Neuman W., Robinson, J. P. (2001). Social Implications of the Internet. Annual Review of Sociology, 27(1): 307–336.

Gui, M. (2012). Uso di internet e livelli di apprendimento. Una riflessione sui sorprendenti dati dell'indagine PISA 2009. Media Education, 3(1): 29–42.

Hargittai, E. (2002). Second Level Digital Divide: Differences in People's Online Skills. First Monday, 7(4).

Ferris. J. (2013). The Reading Brain in the Digital Age: Why Paper Still Beats Screens. Scientific American, 309(5): 48–53.

Granovetter, M. (1973). The Strenght of the Weak Ties. American Journal of Sociology, 78(6): 1360–1380.

Greenfield, S. (2014). Mind Changes: How Digital Technologies Are Leaving Their Marks On Our Brains. London: Ebury.

Han, B.-C. (2014). Razionalità digitale. La fine dell'agire comunicativo. Firenze: GoWare.

Han, B.-C. (2015). Nello sciame. Visioni del digitale. Roma: Nottetempo.

Johnson, S. (2006). Tutto quello che fa male ti fa bene: perché la televisione, i videogiochi e il cinema ci rendono più intelligenti. Trad. it. di F. B. Ardizzola e F. Ioele. Milano: Mondadori.

Joinson, A. (1998). Causes and Implications of Disinhibited Behavior on the Internet. In Gackenbach, J. (ed.), Psychology and the Internet: Intrapersonal, Interpersonal and Transpersonal Implications. San Diego, CA: Academic Press, 43–60.

Katz, J. E. Rice, R. (2002). Social consequences of Internet Use: Access, Involvement, and Interaction. Cambridge MA: Mit Press.

Lévy, P. (1996). L'intelligenza collettiva: per un'antropologia del cyberspazio. Trad. it. di D. Feroldi e M. Colò. Milano: Feltrinelli.

Lévi-Strauss, C. (2004). Il pensiero selvaggio. Trad. it. di P. Caruso. Milano, Saggiatore.

McEwen, R., Wellman, B. (2013). Relationships, Community, and Networked Individuals. In R. Teigland, Power, D. (eds), The Immersive Internet, Palgrave Macmillan, 168–179.

McLaughlin, M., Osborne, K., Smith, C. (1995). Standards of Conduct on Usenet. In Jones, S. (ed), Cybersociety: Computer-mediated Communication and Community. Thousand Oaks, CA: Sage, 90–111.

Lin N. (2001). Social Capital. A Theory of Social Structure and Action. Cambridge: Cambridge U. P.

Muschert, G., Gunderson, R. (2017). The Sociology of Simmel and Digital Divides. In Ragnedda, M., Muschert, G. (eds.). Theorizing Digital Divides. London: Routledge, 11–20.

OECD (2012). Connected Minds: Technologies and Today's Learners. Paris: OECD.

Pistolesi, E. (2018). Storia, lingua e varietà della Comunicazione Mediata dal Computer. In Patota, G., Rossi, F. (eds), L'italiano e la rete, le reti per l'italiano. Firenze: GoWare, 16–34.

Herring, S. (2004). Computer-Mediated Discourse Analysis. An Approach to Researching Online Behavior, in Barab, S. A., Kling, R., Gray, J. H. (eds.), Designing for Virtual Communities in the Servie of Learning. Cambridge, MA: Camridge U. P., 338–376.

Prensky, M. (2009). H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. Innovate: Journal of Online Education, 5(3): art. 1.

Ragnedda, M. (2017). The Third Digital Divide. A Weberian Approach to Digital Inequalities. London: Routledge.

Ragnedda, M., Ruiu M.-L. (2017). Social Capital and Three Levels of Digital Divide. In Ragnedda, M., Muschert, G. (eds.), Theorizing Digital Divides. London: Routledge, 21–34.

Ranieri, M., Pieri, M. (2014). Mobile learning. Dimensioni teoriche, modelli didattici, scenari applicativi. Milano: Unicopli.

Reale, G. (2013). Salvare la scuola nell'era digitale. Brescia: La Scuola.

Rheingold, H. (1993). The Virtual Community. Reading (Massachussetts): Addison-Wesley.

Rheingold, H. (2012). Netsmart. How to Thrive Online. Cambridge, MA: MIT press.

Rimé, B. (2008). La dimensione sociale delle emozioni. Trad. it. di R. Ferrara. Bologna: Mulino.

Riva, G. (2014). Nativi digitali. Crescere e apprendere nel mondo dei nuovi media. Bologna: Mulino.

Simmel, G. (1984). Filosofia del denaro. Trad. it. di A. Cavalli, R. Liebhart e L. Perucchi. Torino: UTET.

Spitzer, M. (2013). Demenza digitale. Come la nuova tecnologia ci rende stupidi. Trad. it. di A. Petrelli. Milano: Corbaccio.

Stueber, K. (2010). L'empatia. Trad. it. di N. Fazioni. Bologna: Mulino.

Suler, J. (2004). The Online Disinhibition Effect. CyberPsychology & Behavior, 7: 321–326.

Tubella, I. (2005). Television and Internet in the Construction of Identity. In Castells, M., Cardoso, G. (eds.), The Network Society. From Knowledge to Policy. Washington, DC: John Hopkins Center for Transatlantic Relations, 257–268.

Turkle, S. (2016). La conversazione necessaria. La forza del dialogo nell'era digitale. Trad. it. di L. Giacone. Torino: Einaudi.

Turkle, S. (2019). Insieme ma soli. Trad. it. di L. Lilli, S. Bourlot. Torino: Einaudi.

van Deursen, A., Helsper, E. (2015). The Third-Level Digital Divide:Who Benefits Most From Being Online? Communication and Information Technologies, 10: 29–53.

van Dijk J. (2004). Divides in Succession: Possession, Skills, and Use of New Media for Societal Participation. In Bucy, E., Newhagen, J. (eds.), Media Access. Social and Psychological Dimensions of New Technology Use. Mahwah, NJ: Lawrence Erlbaum, 233–254.

van Dijk, J. (2006). The Network Society. London: Sage.

Walther, J. B. (1996). Computer-Mediated Communication: Impersonal, Interpersonal, and Hyperpersonal Communication. Communication Research, 23(1): 3–43.

Zickmund, S. (1997). Approaching the Radical Other: The Discursive Culture of Cyberhate. In Jones, S. (ed.), Virtual Culture: Identity and Communication in Cybersociety. London: Sage, 185–205.

Published
2020-10-09
How to Cite
Di Prospero, A. (2020). Hermeneutics of Distance: Physical and Symbolic Dimensions in Teaching and Digital Communication. Critical Hermeneutics, 4(1), 89-118. https://doi.org/10.13125/CH/4322