ABSTRACT
Always ambivalent, technologies project our emotions, intentions, and projects into the material world.
—Pierre Lévy (2001, xv)
Those were two moments of the past in the present. What of the future? The progressive moment of currere may not elicit fantasies of the future in a literal sense, just as the regressive phase may not recall remembrances of the subject’s personal past. As I have done here, one might focus on the professional and political past, a past shared, each in his or her own way, by us all. That collective past structures our present, as individuals and as a collectivity, as teachers. It foreshadows the future: “[I]t is the way in which we understand our past which determines how it determines us. But this understanding is itself intimately related to our orientation towards the future” (Sarup 1992, 38).
