ABSTRACT
Gregory Bateson writes that when a person is using a computer, “what ‘thinks’ . . . is the man plus the computer plus the environment.” Within this matrix, “the lines between man, computer and environment are purely artificial, fictitious lines.”1 They are virtual borders across which information and difference flow. As we have produced the personal computer, it has been engaged in producing us and “framing” the way we both see the world and inhabit it. If all this is true, it changes everything in education. We are entering an age, for good or bad, in which all education is the education of “cyborgs,” human subjects that have ruptured the borders that the modern mind constructed to separate them from animals, nature, and each other, human subjects who are assembling themselves, or being assembled, who seek a limited freedom in the spiral dance between unity and difference.
