ABSTRACT
This chapter addresses the next moment in curriculum studies with a focus on the flow of knowledge production or the need for curriculum scholars specifically and educators in general to address the nature of humanity’s relationship to its technological inventions. She explains that via technics that are manifested today as complex networks of technoscience, postmodern humanity becomes more seduced by technology’s force. This is like the role of a magician’s apprentice, the author explains, who becomes consumed by the power of cybermatic alchemy and endeavors to transform the raw materials of nature into simulacrum. This author suggests technology has become humanity’s quest for salvation and accordingly humanity that once created technological inventions becomes its servant. To counter this phenomenon, the author turns toward two concepts—transepochal state and historical rupture—to describe a pivotal historical moment in knowledge production that involves issues like global warming and environmental degradation. The author emphasizes that educators must turn from their focus upon the instrumental and the givenness of that which exists toward the creative potential of the inner self, studies of the dialectic between self and society, and a spiritual–ethical foundation for stewardship and compassion.
