A conceptual framework for digital civics pedagogy informed by the philosophy of information

Abstract

Purpose The purpose of this paper is to draw on the philosophy of information, specifically the work of Luciano Floridi, to argue that digital civics must fully comprehend the implications of the digital environment, and consequently an informational ontology, to deliver to students an education that will prepare them for full participation as citizens in the infosphere. Design/methodology/approach Introducing this philosophy for use in education, the research discusses the ethical implications of ontological change in the digital age; informational organisms and their interconnectivity; and concepts of agency, both organic and artificial in digitally mediated civic interactions and civic education. Findings With the provision of a structural framework rooted in the philosophy of information, robust mechanisms for civics initiatives can be enacted. Originality/value The paper allows policy makers and practitioners to formulate healthy responses to digital age challenges in civics and civics education.

Theuth, Thamus, and digital civics: Plato’s formulation of memory and its lessons for civic life in the digital age

“…The Mithraic scholar David Ulansey observes that new scientific and technological discoveries in the classical period (specifically those discussed in Plato) spurred philosophical crises that required the formation of new ideas for individual, social, and civic life to succeed (Ulansey, 2000). Interestingly, a similar process of adjustment resultant from new technologies is identified occurring in the digital age by information philosopher, Luciano Floridi (Clements, 2019: 573) termed, the ‘Fourth Revolution’ (Floridi, 2009). This suggests that exploring classical ideas can provide pertinent insights into digital age issues, making such history a useful source from which to draw in approaching digital age challenges (Clements, 2019), particularly given Floridi’s observations that information society has taken 6000 years to unfold (Floridi, 2009: 3).…”

“…Interestingly, a similar process of adjustment resultant from new technologies is identified occurring in the digital age by information philosopher, Luciano Floridi (Clements, 2019: 573) termed, the 'Fourth Revolution' (Floridi, 2009). This suggests that exploring classical ideas can provide pertinent insights into digital age issues, making such history a useful source from which to draw in approaching digital age challenges (Clements, 2019), particularly given Floridi's observations that information society has taken 6000 years to unfold (Floridi, 2009: 3).…”

“…As Thamus might put it, simply having access to more information in the digital age gives us the appearance of wisdom, but does not automatically grant us wisdom itself, such wisdom is something we must work to develop in ourselves. This is why practices for successful digital age citizenship must involve not only digital or information literacy, as many argue, but also, supporting conceptual structures that help us achieve philosophical understanding and wisdom (Clements, 2019). The word Plato employs in this passage is 'sophia', a type of spiritual wisdom that includes both scientific knowledge as well as intuitive understanding.…”

Teaching and confronting digital extremism: contexts, challenges and opportunities

“…Yet, as the preceding sections have demonstrated, digital extremists are already adept at using those same tools to undermine and destabilize civic institutions. Digital Civics Educator Estelle Clements (2020, p. 581) argues, “If the aim of digital civics pedagogy is to foster ethically and civically responsible citizens in the infosphere, then to answer the challenge of twenty-first century citizenship education, students will need an awareness of the influences that impact their experience as digital age citizens, the skills to cope in their environment and opportunities to practice these skills.” Clements’ (2020, p. 571) vision of digital civics makes possible not only “democratic engagement in the digital realm” but also digital extremism’s effective confrontation by educating students about the technological and institutional factors underpinning extremists’ toolkits through practical exercises.…”

“…Clements (2020, p. 576) also emphasizes the importance in digital civics of learning about the information-centric aspects of contemporary personhood because, as she notes, “the management of information in a digital environment will become the critical means through which people navigate their very existence.” To this point, the task of confronting digital extremism through digital civics must engage critically with the “data economy” (see, e.g. Maurer, 2015): how, when and why data points are created and used, by who and for what purposes.…”