The idea of using machinery in education is about a century old, and it is currently subject of intense discussion. In what ways do various technologies - such as software platforms, robots, and novel use of data - foster or hinder the flourishing of educational values and practices?
While policy makers and university administrators frequently embrace and push for new technologies, much recent discussion in the humanities has displayed considerable pessimism about new educational technologies.
Yet, there is reason to think that it is possible to design for the educational values that scholars in the humanities frequently emphasize. This requires the cooperation of those with engineering or software design knowledge with those with intimate knowledge of the educational values that have historically shaped universities and other educational institutions.
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