درخت حوزه‌های تخصصی

This article develops a phenomenology of attentional care in platform-mediated education and advances the normative concept of attentional justice. Employing a phenomenological–hermeneutic method, it analyses composite vignettes derived from synchronous online teaching (2020–2024) in undergraduate and Master’s-level courses in philosophy of education, teacher education, and curriculum studies at a public university. The vignettes, based on field notes and reflective memos, condense recurring situations—such as latency-filled discussions, camera-off participation, and chat-based interaction—while preserving anonymity. Phenomenological analysis reveals three invariants of attention in this context: embodied tact (gesture and voice as holding), temporal generosity (protected intervals resisting acceleration), and recognitive address (naming, echoing, and confirmation). Read alongside critiques of the attention economy and technicity, these findings show that attentional care depends on minimally just conditions and cannot rely on individual virtue alone. The article therefore articulates two correlative rights—the right to protected intervals and the right to recognitive address—and specifies institutional duties concerning time, limits on surveillance, equitable access to bandwidth and quiet, and the governance of platform affordances. The study contributes a refined conceptual grammar of attention in education and proposes a normative criterion for platform pedagogy: a learning environment is adequate when learners can truly say, I was held; I was given time; I was recognised.

This study seeks to explore the implications of Bruno Latour’s Actor-Network Theory (ANT) regarding the integration of artificial intelligence into educational processes. The research employs a qualitative “theoretical essay” methodology, utilizing “document analysis” as the primary tool for data collection. the research data were mainly gathered through primary texts of Actor–Network Theory and secondary texts. Theoretical foundations and relevant literature on Actor-Network Theory were analyzed through a reflective and interpretive approach from an ANT perspective. Findings reveal that agency is no longer exclusive to humans but is distributed across unstable, multi-centered networks; meaning is not transmitted by teachers but is continuously co-constructed through interactions among human and non-human actors; and ethical responsibility no longer rests on any single individual, but is embedded within and interrogated by the opaque structures of algorithmic black boxes. In this context, humanity in education can no longer be defined in opposition to machines, but rather emerges through capacities of negotiation, interpretation, and regulation within technologically mediated networks. In conclusion, this article argues that the future of education lies not in resisting technology, but in consciously redefining the human role not as the sole possessor of agency, but as the network’s regulator, interpreter of meaning, and architect of humanistic values amidst interactions with non-human elements. This perspective necessitates the design of interpretable AI systems, the cultivation of critical algorithmic literacy, and the establishment of multi-stakeholder ethical oversight mechanisms.