پساپدیدارشناسی

The aim of this research is to examine the similarities, differences, and the potential for compatibility between the two major approaches in the philosophy of technology, namely post-phenomenology and critical constructivism, and their implications for education. To this end, using the methods of analysis, description, and inference, the similarities and differences between the two approaches have been first explored, and then their applicability in the study of educational technologies has been considered. Both approaches, moving beyond instrumentalism and determinism, focus on the role of technologies in human life. Post-phenomenology emphasizes the individual aspect, while critical constructivism focuses more on the social and political dimensions. Education can play a significant role in the process of democratizing technologies, which is a key concern of critical constructivism. The educational implications derived from the comparative study of these two approaches include: redefining educational technologies from teaching tools to teaching agents, considering cultural differences in the production of educational technologies, addressing the hidden political and social dimensions of educational technologies, transformation in the educational technology research, and reshaping the educational goals in relation to the technology.

This research has been done with the aim of identifying the strengths and weaknesses of developing critical thinking from Enis' point of view in the learning management system (LMS). The main purpose of the research is to identify the aspects of LMS mediation and the decreasing and increasing changes that take place in the experiences or perceptions of learners in the field of critical thinking. Post-phenomenology, which is a philosophical approach in technological studies, allows us to examine how the experience and perception of learners change when using these technologies, so this method has been used in this research. The statistical population of the research was the students participating in virtual classes who were selected by convenience sampling and using the snowball sampling method and considering the principle of saturation, and their experiences by conducting a semi-structured interview about the use It has been investigated from the learning management system. The findings of the research show that through virtual education through LMS, easy access to various educational resources, creating opportunities for discussion and conversation in various ways, the possibility of learning in small groups, understanding diverse perspectives, environment Constructive training and the possibility of personalizing training, flexible time and place, and the possibility of strengthening problem-solving skills and developing self-efficacy are among the strengthened aspects of students in using LMS, which gives them more ability in critical thinking. . In contrast to the reduction of face-to-face interactions between learners and professors, the lack of possibility of direct and face-to-face questioning and answering, cognitive defects in the understanding and interpretation of materials, the impossibility of directly monitoring learners and the impossibility of creating a sense of participation and belonging. The differences between learners and the educational environment are obstacles for students' critical thinking.

The purpose of this study is to investigate the Amplification and reduction of e-learning in Teacher Training University and also to examine the perception of student-teachers of e-learning under the influence of technology and their experience of professors and teaching under the influence of technology. For this purpose, post-phenomenological method has been applied. Post-phenomenology is defined an approach in the philosophy of technology that studies the relationship between human and technology and the effects of technology on human. Regarding the data collection, interviews were used as the tool to reach the purpose; in this way, in-depth semi-structured interviews were conducted with 25 student-teachers in the university campuses from 12 provinces and the findings were analyzed based on a post-phenomenological perspective. The results indicated that student-teachers consider e-learning positive in some cases, including in terms of flexibility of time and place, saving time and money, more familiarity with technology and more comfort and freedom in virtual classes. Also, this type of education has provided the ground for some undesirable behaviors in students. They also cited factors such as weak infrastructure, such as Internet speeds and system problems. They believed that classes were boring and that it was difficult to concentrate on learning, and that assessment had lost its meaning.

The aim of the present research is to analyze various aspects of virtual education and learning in Shad Application from a post-phenomenological perspective. For this purpose, the post- phenomenological method has been used to determine the Amplification and Reduction of education in Shad. The results show that educating in Shad, despite some advantages, such as more freedom and easier access at different times and places, can lead to specific experiences and behaviors different from face-to-face education. Virtual education can lead to reduced-complete-perception, presented as the optimal grip in this research. The type of relationship between teacher and students and among students are completely changed and reduced. Some undesirable behaviors such as secrecy, irresponsibility, and undermining social education are some examples. Also, due to the Multistbility of the mobile phone, the probability of distraction and sharing attention increase. Due to its non-educational structure, mobile phone motivates non-educational behaviors in students

At the center of postphenomenological thinking is the technological intermediary. Don Ihde’s typology of human-world relationships-embodiment, hermeneutic, alterity, and background provides a methodology dealing with how technologies shape and reshape both “humans” and “world” through specific intermediary effects. He mentions two specific features of magnification and reduction in the application of any technology, and believes that the application of any technology while enhancing the aspect of human life, reduces another aspect. The magnification-reduction structure is a two-sidedness that It can be seen in various dimensions, and there is no mere empirical fact about technological intermediary. Empirical fact of technological intermediary, the two-sidedness of technological intermediary expresses how technological intermediaries shape both “world” and “human”. In this study, various aspects of incremental reduction of flipped classroom are being examined in four different dimensions of technological intermediary and technological formation of our world life. By addressing the various dimensions of technological intermediation, we can examine the different aspects of our world life .Here, by addressing the increases and decreases in flipped classroom in various dimensions, we seek to find out if the reverse flipped pattern, as a model of the combination of traditional technology and education, is an appropriate model for solving problems with the educational system? In other words, does the flipped learning pattern solve problems and shortcomings of the existing educational system? In this paper, the post-phenomenology approach is used to identify and explain the increases and reductions in the various dimensions of technological intermediary in the relationship between human and the world in flipped learning. The method in this research Post-phenomenology. It is a branch of phenomenology that, by combining phenomenology and pragmatism, explores the human-technology relations. Finally, it should be noted that the achievement of the reverse education increases and reductions in the four dimensions above helps us to get a clear understanding of our estimate of the flipped learning at the social and personal level.

The method of this research is Post-phenomenology. It is a branch of phenomenology that, by combining phenomenology and pragmatism, explores the human-technology relations.

The results of the research indicate that reverse education, with increases and decreases in four ontological, epistemological, practical and ethical dimensions, has dramatically improved the problems and deficiencies of traditional education and e-learning, and is a useful model for solving many problems in any educational system.

The main purpose of current research is to explain the post-phenomenology in training and learning, with emphasis on the concepts of multistability and transparency. Phenomenology has faced different perspectives over time and Ihde in his later prespective has presented a new look at post-phenomenology and has emphasized on the components of phenomenology. In his view, Phenomenology deals with the relationship among man, world and technology. The Post-phenomenology studies examine the relation of users with humans and technology, and this, according to Ihde, is a way of doing phenomenology rather than discussing it, and thus he introduces technological case studies.

To achieve this goal, conceptual analysis and inductive methods have been used. The method of answering the first question (what explanation of the post-phenomenology in technological studies can be presented?) is a kind of Conceptual analysis method called "concept interpretation" that seeks to provide an explicit explanation of the meaning of a concept by explicitly explaining the relation of this concept to other concepts and also describing that concept in terms of actions and human perceptions. In answering the second question, (the implications of post-phenomenology with emphasis on the concepts of multiplicity and transparency in teaching and learning), it is tried to use the inference method. "In this method, it is assumed that any philosophical system, can entail an educational theory, therefore, it provides necessities and prescriptions for proper adjustment of educational environments.

This approach can be useful if we want to deeply study how the experience and perception transformation of teachers and students in using educational technologies. Post-phenomenology has “different flavors” for all of the scholars who enter this field. Hence, the path to other researches in the field of modern educational technologies and philosophical scrutiny is open with this approach, and scholars can achieve valuable results with the help of developed concepts in this philosophical approach.

Many concepts have been formed in the field of post-phenomenology, in which the emphasis is on two major concepts of "multistability" and "transparency" and its implications for training and learning. In this regard, the most important implications of the concept of multistability can be the development of the correct technological habits, limiting the students to the prevalent use of technology, very short rest periods, and the implications of transparency for the enhancement of skills in the use of technology, repeat and practice for normalization, and use of automated training technologies.

The main aim of this research is studying post-phenomenology. To achieve this aim comparative analysis and descriptive analysis method is used. First, concept of post-phenomenology and its differences and similarities with phenomenology have been raised. Then, application of this approach in the area of educational technology has been discussed. The results indicate that post-phenomenology like phenomenology studies the relationship between human and world, but it emphasizes the role of thing and technology In this relationship and technology mediates human and world relationship. Post-phenomenology studies the relationship between human and technology. In this approach technology doesn’t have essence. Different technologies should be studied in different contexts so the Husserl’s variation theory is considered differently. Technology like consciousness in Husserl’s perspective has intentionality. It means that any technology is for some work and it doesn’t have meaning in itself. In educational area and from post-phenomenological point of view we can study educational technologies from different aspects. We can study the changing experiences of students in use of technology, we can analyze and study multistability of educational technologies and the role of educational technologies in constituting technological behaviors.