How does educational policymaking become “algorithmized”?
The "Transcending Humanity? Transhumanism, Algorithms, & Scientization as Phenomena of Late Modernity" symposium at the University of Tübingen (July 13-15, 2017) has passed, but you can still watch my recorded presentation here:
This presentation examines the phenomenon of the algorithmization of education through national and international assessment and related policymaking. The conceptual framework for this algorithmization is the scientization of education as evidenced by quantification, commodification, education as a panacea, and the cyborg dialectic (Wiseman, Damaschke-Deitrick, Bruce, Davidson, & Taylor, 2016), with emphasis on quantification and the cyborg dialectic as key factors of scientization of education that lead to its algorithmization and transhumanist qualities. The paper identifies six key characteristics of this algorithmization including: (1) vicious cycles, (2) rhythmic applications, (3) data indulgence, (4) virtual realities, (5) value-free addictions, and (6) zombie policymaking. To find out more, watch my presentation!