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Reviews enactive process roots in Heideggerian reflexive self-examination, then analyzes critical ontological implications for digitization and pedagogical practice. Examines how instrumentalist and technological-mechanistic narratives can depersonalize teaching through real-time performance analytics, facial recognition, intelligent tutoring, and platform-based administration. 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Henderson  \nTeachers College, Columbia University  \nThis introduction will explore the relevant literature on enactive processes, critical ontology, and faculty agency in relation to the digitization of education [1]. This section begins with a review of the enactive process, and its roots in Heideggerian philosophical perspective of reflexive selfexamination and continues with an analysis of the critical ontological approach and its implications on digitization and pedagogical practice. Finally, this section introduces the submissions for this special issue and their unique contribution to the critical discourse surrounding technology and education.  \nEnactive Processes  \nCritical ontology emerges from a perspective towards knowledge construction and meaning-making known as the enactive approach. This perspective asserts that individuals construct knowledge and enact worlds of meaning and identity through engagement with the surrounding environment (Kincheloe, 2003; van der Schyff, 2016) . Characteristic of this perspective is the notion that knowledge construction and meaning-making occurs in tandem with one’s surroundings and is a progressive and beneficial process, a process which creates new forms of identity and ways of being human. Put another way, the enactive approach sees the process of ‘being human’ as unfolding through engagement with a larger whole, this larger whole itself also unfolding.  \nWhile similar to constructivist forms of meaning-making, the enactive process is made distinct by its prioritization of the freeform development of human knowledge and meaning-making, and its unwillingness to constraint knowledge construction to fixed developmental stages (van der Schyff, et al. 2016) . The enactive approach encourages critical reflection on the various sociocultural and political currents that influence the commonly assumed body of knowledge/knowledge base in a given society (van der Schyff, et al. 2016) . This understood, the enactive perspective is an ontological approach resistant towards instrumentalist and “technological-mechanistic”(van der Schyff, et al. 2016, p. 86) perspectives on meaning-making, with a critical eye towards interrogating the sociocultural factors which influence education.  \nCritical Ontology  \nWithin the context of Western education and teacher training, teaching faculty, particularly within higher education, are rarely encouraged to examine the sociopolitical and cultural flows which influence what is considered acceptable teaching practice (Kincheloe, 2003, 2011) . The rationalist and instrumentalist philosophical influences which determine the structure of meaning-making and knowledge construction are widespread and the development of one's “identity and consciousness”(Kincheloe, 2003, p. 47) and self-perception is often minimized (Kincheloe, 2011; Meyer, 2011) .  \nThese Cartesian/mechanistic perceptions on the role of the teacher as a type of educational delivery robot (Kincheloe, 2003), create the conditions necessary for introducing ‘new’more ‘enhanced’ or ‘efficient means of ‘education delivery’ via the digitization of education. Sociotechnical imaginaries which construe teachers as mechanistic and frame the pedagogical process in the language of industry (efficiency, productivity, outcomes, quality assurance, and the like) see nothing of replacing large swathes of the teaching population with ‘intelligent machines’. Dominant narratives on the digitization of education seek to transform both pedagogic practice and the teaching space into an environment which prioritizes mechanistic perspectives on teaching and seeks to squeeze every ounce of perceived efficiency out of the teaching day. In the classroom space, new technologies allow for real-time analysis of student performance and engagement (Farhan et al., 2017), while enhanced facial recognition software enables educators to be ‘alerted’i","cbCaicYFmZtfCJFB","https://ap.wps.com/l/cbCaicYFmZtfCJFB","pdf",371889,"English","# Introduction\n## Enactive Processes\n## Critical Ontology","[{\"question\":\"What is the enactive approach and how does it shape knowledge construction?\",\"answer\":\"It frames knowledge and meaning-making as co-emerging through engagement with the surrounding environment. Individuals enact worlds of meaning and identity progressively through that engagement.\"},{\"question\":\"How does critical ontology relate to the digitization of education?\",\"answer\":\"It highlights sociopolitical and cultural currents that influence what counts as acceptable teaching practice. It questions instrumentalist narratives that portray teachers mechanistically and can reduce educators’ agency in pedagogical decision-making.\"},{\"question\":\"What role does faculty agency play in responding to digitization?\",\"answer\":\"Critical ontology enables teachers and faculty to act with agency by critically examining the imaginaries driving digitization. This helps develop adaptive, critical pedagogies and reconsider how non-dominant knowledge forms are valued.\"}]","Enactive Processes, Critical Ontology, and the Digitization of Education | PDF",1792089671,15]