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This chapter explores two key ideas in Virilio’s work, with implications for each one in the field of GCE. Though not exhaustive, these ideas are the basis for Virilio’s focus on the destructive capacity and results of ICTs. It is important to include recent developments in the ethics of technology, emerging from the philosophy fields, and applying the thoughts and concerns to GCE principals to begin to critique and analyze the effects technology could have on the ethical and moral compass of education, teaching, and learning. Impacting discussions on ethics, identity, technological media, and information, philosopher Virilio (Speed and Politics, 1977/2006; The Information Bomb, Verso, 1998/2005) has reimagined human existence within the postmodern technological revolution of the information age. On one hand critiquing technology practices and patterns, and on the other the influence of technology on human experience, identity, and understanding, this thinker provides a framework for understanding how technology can disrupt educational spaces while at the same time fundamentally altering the people that engage with it.

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Faster Than a Speeding Bullet Train: Virilio’s Concepts of Technology, Space, Speed, and Distance in Global Citizenship Education

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  • 发表日期：

    2025年

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  • Gabriel P. Swarts

摘要

This chapter explores two key ideas in Virilio’s work, with implications for each one in the field of GCE. Though not exhaustive, these ideas are the basis for Virilio’s focus on the destructive capacity and results of ICTs. It is important to include recent developments in the ethics of technology, emerging from the philosophy fields, and applying the thoughts and concerns to GCE principals to begin to critique and analyze the effects technology could have on the ethical and moral compass of education, teaching, and learning. Impacting discussions on ethics, identity, technological media, and information, philosopher Virilio (Speed and Politics, 1977/2006; The Information Bomb, Verso, 1998/2005) has reimagined human existence within the postmodern technological revolution of the information age. On one hand critiquing technology practices and patterns, and on the other the influence of technology on human experience, identity, and understanding, this thinker provides a framework for understanding how technology can disrupt educational spaces while at the same time fundamentally altering the people that engage with it.