New Technologies, Evolving Metaphysics of Knowledge, and Pedagogical Implications

One of the important consequences of new technologies is the change in the nature and meaning of knowledge, the creation of a new metaphysics for knowledge in such a way that a new nature and meaning of knowledge emerges, and this change and transformation, affects the teaching and learning methods and strategies (pedagogy). The purpose of this article is to examine how new technologies affect the nature and meaning of knowledge on the one hand (creating a new metaphysics for knowledge) and then to explain the characteristics and components of pedagogy in line with new technologies and also to examine the types of pedagogy that will be from the new metaphysics of knowledge and its implications for the teacher and the learner in the teaching process. The method used is first conceptualization and then reconceptualization and also philosophical deduction. The findings indicate that technology has three capabilities: 1. Production of horizontal folds and as a result changes in knowledge relations 2. Production of hyper textual space and intertextual space and as a result change in the style of knowledge 3. Creating mapping capability and then changing the product of knowledge. Changing the nature of pedagogy in proportion to the changes in relationships, style and product of knowledge is obvious, and finally, the transition from ontological categories to epistemology and then from epistemology to phenomenology and finally from phenomenological category to methodology is the result of this article.