The educational policy and educational science discourse on teaching, learning, and digitization is largely dominated by media education, IT (learning media) development, and quantitatively oriented empirical educational research. The focus is one-sidedly on the opportunities offered by the digitization of teaching media and the personalization that this makes possible, including small-scale learning assessment for learning control. The purported opportunities offered by this form of mediatized schooling are often claimed but are only partially proven or verifiable. On the other hand, by largely excluding the perspectives of other fields of research, the current discourse fails to sufficiently consider risks. Examples include the important and critical contributions from historical and philosophical educational research, media addiction research, pediatric and developmental psychological research into the effects of media, public health and prevention science, neurobiology, attachment research, the criticism of algorithm-based control systems and data exploitation economics…

Hartmut Graßl, Stefan Bauberger, Johann Behrens, Paula Bleckmann, Rainer Engels, Eberhard Göpel, Dieter Korczak, Ralf Lankau & Frank Schmiedchen

Graßl, H. et al. (2022). The Ambivalences of the Digital—Humans and Technology Between New Dreams/Spaces of Possibility and (Un)Noticeable Losses. In: Mieg, H.A. (eds) The Responsibility of Science. Studies in History and Philosophy of Science, vol 57. Springer, Cham. https://doi.org/10.1007/978-3-030-91597-1_11