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<p>Histology is a foundational course in many life science programs. Microscopes have long been the primary instruments used in this discipline, playing a crucial role in histology education for decades. However, with the current significant technological advancements, digital tools are progressively replacing microscopes in university classrooms worldwide. Due to their expense and maintenance requirements, educators are questioning whether the use of traditional microscopes remains a practical approach to teaching this subject. This work aims to present an alternative perspective on the importance and the epistemic peculiarities of microscopes in understanding the microstructure of tissues, moving from internalist approaches to enactive perspectives. Rather than adjudicating a technological contest that many programs have already resolved pragmatically, we offer a philosophical and pedagogical reflection that clarifies what <i>kinds</i> of understanding are cultivated by optical and virtual practices and how those understandings align with contemporary research.</p>

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Seeing to learn and learning to see: histology teaching between new technologies, old paradigms and natural cyborgs

  • 期刊论文

  • 发表日期：

    2025年6月19日

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  • C. Galli,
  • M. T. Colangelo,
  • P. Mirandola,
  • S. Guizzardi

摘要

Histology is a foundational course in many life science programs. Microscopes have long been the primary instruments used in this discipline, playing a crucial role in histology education for decades. However, with the current significant technological advancements, digital tools are progressively replacing microscopes in university classrooms worldwide. Due to their expense and maintenance requirements, educators are questioning whether the use of traditional microscopes remains a practical approach to teaching this subject. This work aims to present an alternative perspective on the importance and the epistemic peculiarities of microscopes in understanding the microstructure of tissues, moving from internalist approaches to enactive perspectives. Rather than adjudicating a technological contest that many programs have already resolved pragmatically, we offer a philosophical and pedagogical reflection that clarifies what kinds of understanding are cultivated by optical and virtual practices and how those understandings align with contemporary research.