Presented by Prof. Ayşegül Durakoğlu, Ph.D., Music Professor and Educator, Music Producer and Concert Pianist
; School of Humanities, Arts, and Social Sciences
Stevens Institute of Technology, Hoboken, New Jersey, U.S.A.

• NGO Representative of Ataturk Society of America to the United Nations
• Board Director of the GNEC-Global NGO Executive Committee


[LMGlobal.Org] The virtual panel titled, “How Can We Prevent Harmful Consequences from ICTs, and Move Towards a Sustainable Future?”  was organized and presented by The Light Millennium Global through diverse multi-disciplined speakers from academia, NGOs/CSOs, experts, activists, private sector, and youth representatives on May 7, 2024. 
The panel has brought up to the surface both existing and potential harms of ICTs, along with recommendations for solutions. 
The concept was initially developed and proposed in connection with the 2024 UN Civil Society Conference‘s Theme #3, “Science, Technology and Innovation and Digital Cooperation“ in particular, with its ‘Technology and Innovation and Digital Cooperation” aspects, along with the theme #4, “Youth and Future Generations” since the youth populations are both the core users, and leaders of tomorrow, and being the leaders of today; shaping most ICT companies and related innovative technologies. Via this panel and its outcome, LMGlobal.Org supports the #2024UNCSC & #WTISD (May 17).
The virtual panel was opened with a poem (pre-recorded video) titled “I Want To Mechanized” (1923) by Nazim Hikmet, which was cited by the late electronic music composer Ilhan Mimaroglu (1926-2012). Pianist Ayşegül Durakoğlu accompanied Mimaroglu with piano. The below speech was delivered by Prof. Aysegul Durakoglu during the panel section of the above-mentioned virtual panel on May 7, 2024.
PROGRAM & BIOS of the SPEAKERS
DESCRIPTION & CONCEPT

How not to be mechanized while incorporating technology in education?

“As teachers and educators, we must think beyond technology’s limitations and find new ways to develop students’ thinking processes and learning abilities, integrating ecological and holistic perspectives with ICT. While ICT enhances students’ visualization and perception of knowledge, it can hinder human interaction and cognitive processes. Educational thinking revolves around understanding human beings and addressing their needs during the learning process.”

In this program’s introduction, you were introduced to the renowned Turkish poet Nazim Hikmet’s poem about mechanization, written in 1923 during his exile in Moscow. The poem reflects Nazim’s rebellion for freedom, questioning his existence against the mass development of technology, and contemplating the solution to end his agony by becoming mechanized. This period marked the beginning of technology’s growth, providing substantial assistance in daily tasks while creating conflicts through dependency.

As humans, we possess cognitive abilities that enable us to think, feel, dream, and express ourselves, often challenged by technology. This sentiment has been echoed by artists, writers like Nazim Hikmet, scientists, and philosophers in the early 20th century. In his essay “The Question Concerning Technology,” published in 1954, German philosopher Martin Heidegger introduces the imperatives of technology, emphasizing that “technology is not inherently good or bad, but the problem lies in the dominance of technological (calculative) thinking over contemplative and creative thinking.”

Heidegger distinguishes between calculative thinking, which computes, and meditative thinking, which contemplates the meaning that reigns over all that is; both require effort, time, and practice. He suggests that the solution to the dominance of technological thinking is to simultaneously accept and reject technology. Ultimately, the way we manipulate technology as a means, particularly in education, determines its impact.

I would like to highlight the detrimental effects of calculative thinking, which has become dominant in education due to Information Communication Technology (ICT). Technological tools such as projectors, equipment, mobile devices, and computers play a positive role in education but have led to dependency. While ICT has tremendous advantages in students’ interactive and innovative learning processes, it should aid in developing their learning and cognitive skills, not replace their creative and productive thinking.

As an educator for almost 20 years, I have observed technology’s harmful effect on my students’ behavior, often paralyzing their thinking process. Many students immediately turn to their devices or search engines for answers, even for simple questions or personal perspectives. In humanities courses, students increasingly rely on AI sources without incorporating their own ideas and perspectives into their writing assignments. This is a frustrating experience for educators who must confront technology’s power in the classroom.

As teachers and educators, we must think beyond technology’s limitations and find new ways to develop students’ thinking processes and learning abilities, integrating ecological and holistic perspectives with ICT. While ICT enhances students’ visualization and perception of knowledge, it can hinder human interaction and cognitive processes. Educational thinking revolves around understanding human beings and addressing their needs during the learning process.

In conclusion, our role as educators is not to facilitate rote learning but to nurture critical thinking, as Heidegger suggests. We must not view technology as the ultimate solution, but rather as a tool to aid in students’ development.

#2024UNCSC, #WTISD, #SOTF, #AysegulDurakoglu, #CognitiveProcesses, #HumanInteraction, #ICTsForCooperation, #ICTsForHumanAdvancement, #ICTsForHumanRights, #ICTsForInclusion, #ICTsForPeace, #ICTsForSustainableFuture, #InnovateForProsperity, #lightmillennium, #LMGlobalOrg, #UNWithCivilSociety

2024, The Light Millennium Global – www.lmglobal.org | www.lightmillennium.org