Exploring the Ethnocentric Implications of Heideggerian Technologies in an Interplanetary File System: A Study on Educational Expansion

Potential Abstract:
This article examines the ethnocentric implications of Heideggerian technologies within the context of an Interplanetary File System (IPFS) and investigates their potential for educational expansion. Drawing on Heidegger’s framework of technology as a revealing process and his notion of the “enframing,” this study explores how the adoption of IPFS could shape educational practices, access, and cultural perspectives. By understanding the underlying ontological assumptions embedded in the design and use of IPFS, we aim to shed light on the potential consequences for educational systems and the need for critical reflection.

Underpinned by a qualitative research design, data were collected through semi-structured interviews with educators, students, and experts engaged in IPFS implementation. The thematic analysis of the interviews revealed several key findings. Firstly, the adoption of IPFS technologies facilitated the expansion of educational content and resources, transcending geographical boundaries and enhancing access to diverse knowledge. However, this expansion also highlighted the potential for cultural biases and ethnocentrism to be perpetuated, particularly when the design and curation of educational materials were influenced by dominant perspectives. Secondly, the Heideggerian notion of the “enframing” was evident in the way IPFS reconfigured educational practices, introducing new modes of engagement and collaborative learning. However, this also led to concerns about the decontextualization of knowledge and the loss of human interaction, which are fundamental to education.

The implications of these findings inform the need for critical reflection and ethical considerations when integrating Heideggerian technologies like IPFS within educational systems. Balancing the benefits of educational expansion with the potential risks of ethnocentrism is crucial. This study advocates for the development of inclusive educational practices that foster cultural diversity, critical thinking, and intercultural dialogue while leveraging the advantages offered by IPFS.

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