THE CURRICULAR CRISIS OF TECHNOLOGY: COMPLEXITIES AND PRACTICALITIES

According to the National Conference of State Legislatures, in "at least" 15 U.S. states now offer "some type of bonus or premium for certain high-demand degrees," where politicians have dismissed liberal arts education as "expendable," a "frivolous luxury" for which taxpayers should not pay (quoted passages in Cohen 2016, B1). What, Jung and Yang ask, are we trading for technology? Because technology requires us to operate its simplest mechanical operations, it shifts the curriculum from academic knowledge of the material, embodied world to the machines themselves, emphasizing "how" over "what," ensuring that education becomes, as Cameron Duncan and Mathew Kruger-Ross point out, "analogous to job training."