Towards an integral pedagogy in the age of “Digital Gestell”: Moving between embodied co-presence and tele-presence in learning and teaching practices

Aroles, J.; Küpers, W.

Abstract

Digitalisation offers a wide array of opportunities, but also challenges, for universities and business schools alike, regarding the provision and delivery of their teaching and learning activities. The Covid-19 pandemic has highlighted some of these challenges, as it forced educational institutions to move their pedagogic activities online in line with new governmental regulations. In this paper, we identify and discuss critically three interconnected challenges: (i) Shifting from direct embodied co-presence to technologically mediated tele-presence; (ii) Re-embodying teaching and learning activities; (iii) Rethinking the purpose and relevance of teachings in business schools. We explore these challenges through a phenomenological lens, informed by the Heideggerian concepts of enframing (Gestell) and releasement (Gelassenheit), with a focus on (re-)embodiment. Finally, we discuss the need, for teachers and learners, to be able to reflectively move between embodied and digital(ised) forms of learning and teaching and outline some implications and perspectives regarding the development of an integral pedagogy.

Citation

Aroles, J., & Küpers, W. (2022). Towards an integral pedagogy in the age of “Digital Gestell”: Moving between embodied co-presence and tele-presence in learning and teaching practices. Management Learning, 53(5), 757-775. https://doi.org/10.1177/13505076211053871

• Journal Article Type: Article
• Acceptance Date: Sep 30, 2021
• Publication Date: 2022-11
• Deposit Date: Oct 6, 2021
• Publicly Available Date: Dec 15, 2022
• Journal: Management Learning
• Print ISSN: 1350-5076
• Electronic ISSN: 1461-7307
• Publisher: SAGE Publications
• Peer Reviewed: Peer Reviewed
• Volume: 53
• Issue: 5
• Pages: 757-775
• DOI: https://doi.org/10.1177/13505076211053871
• Public URL: https://durham-repository.worktribe.com/output/1228973
• Publisher URL: https://doi/org/10.1177/13505076211053871