This paper examines relationships between learning and technological change and argues that we urgently need new ways to approach what it means to learn in the context of a global Fourth Industrial Revolution. It briefly introduces the postdigital perspective, which considers the digital ‘revolution’ as something that has already happened and focuses to its reconfiguration. It claims that what we access, how we access it, what we do with it, and who then accesses what we have done, are important elements of a postdigital world worthy of closer examination. Focusing to recent debates about postdigital collective intelligence, we develop the concept of postdigital we-learn by showing that it might help us, amongst other things, to counter the idea of a lone human accessing education primarily for future individual, economic profit, as prescribed by the neoliberal learning economy. Building on new schools of thought emerging in response to the expansion of non-human (algorithmic) agency, we refine the concept of postdigital we-learn as a gathering between humans and machines. The consequences of this gathering are uncomfortable, as they imply unlearning elements of both capitalism and critical pedagogy. However, such unlearning is inherent to ‘a critical pedagogy of becoming’ and positions postdigital we-learn as a suitable framework for understanding and development of emancipatory, critical learning in our postdigital reality.

中文翻译：

---

后数字化我们学习

本文研究了学习与技术变革之间的关系，并认为我们迫切需要新的方法来处理在全球第四次工业革命背景下学习的意义。它简要介绍了后数字时代的观点，将数字“革命”视为已经发生的事情，并专注于其重新配置。它声称我们访问什么、我们如何访问它、我们用它做什么以及谁访问了我们所做的一切，这些都是后数字世界的重要元素，值得仔细研究。关注最近关于后数字集体智慧的辩论，我们发展了后数字我们学习的概念，表明它可以帮助我们，除其他外，对抗一个孤独的人主要为了未来的个人、经济利益而接受教育的想法，正如新自由主义学习经济所规定的那样。建立在响应非人类（算法）代理扩张的新思想流派的基础上，我们将后数字化我们学习的概念提炼为人类与机器之间的聚会。这次聚会的后果令人不安，因为它们意味着忘记资本主义和批判性教学法的元素。然而，这种忘却是“生成的批判性教学法”所固有的，并将后数字化的我们学习定位为一个合适的框架，用于在我们的后数字化现实中理解和发展解放性的批判性学习。这次聚会的后果令人不安，因为它们意味着忘记资本主义和批判性教学法的元素。然而，这种忘却是“生成的批判性教学法”所固有的，并将后数字化的我们学习定位为一个合适的框架，用于在我们的后数字化现实中理解和发展解放性的批判性学习。这次聚会的后果令人不安，因为它们意味着忘记资本主义和批判性教学法的元素。然而，这种忘却是“生成的批判性教学法”所固有的，并将后数字化的我们学习定位为一个合适的框架，用于在我们的后数字化现实中理解和发展解放性的批判性学习。