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It questions how these ideas depend on pre-digital assumptions and argues that digital conditions enable the “death” of the traditional public intellectual by dispersing intellectual production across society. Using Paolo Virno’s notions of potential and history, it proposes a postdigital learning configuration that saturates political acts with meaning, emphasizing collective studying within social movements.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-public-intellectual-is-dead-long-live-the-public-intellectual-the-postdigital-rebirth-of-public-pedagogy/599935/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-public-intellectual-is-dead-long-live-the-public-intellectual-the-postdigital-rebirth-of-public-pedagogy/599935.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central roles does the paper assign to the public intellectual and public pedagogy?","Question",{"text":112,"@type":113},"It treats both as key to critical pedagogy: public intellectuals historically speak truth to power, while public pedagogy pushes academic work into the public sphere.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper explain the “death” of the traditional public intellectual?",{"text":117,"@type":113},"It argues the digital disperses the means of intellectual production throughout society, reshaping how intellectual work is produced and who can function as a public intellectual.",{"name":119,"@type":110,"acceptedAnswer":120},"What new learning configuration does the paper propose for the postdigital age?",{"text":121,"@type":113},"It emphasizes the infinite potentiality of history and the present, stressing that potential is never fully actualized and that political acts must be historically saturated with meaning through collective studying.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599935,1792170965,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| \u003Cbr>| The Public Intellectual is Dead, Long Live the Public Intellectual! The Postdigital Rebirth of Public Pedagogy |\n| --- | --- |\n\nDerek R. Ford, DePauw University  \nPetar Jandrić, Zagreb University ofApplied Sciences  \nAbstract  \nThe figure of the public intellectual and the act of public pedagogy are fairly central to varieties of critical pedagogy. Public intellectuals have historically been those who speak truth to power and challenge dominant ways of thinking, and critical pedagogy argues that academics have to take up this call, leaving the ivory towers and entering the public sphere. Critical pedagogues are not alone in their concern about the retreat of intellectuals or academics from public life, yet to what extent are these notions of the public intellectual tied to a pre-digital age, and how might the digital age undermine these notions? In this paper, we argue that the digital has facilitated the death of the traditional public intellectual as the means of intellectual production have been dispersed throughout society. Turning to Paolo Virno’s writing on potential and history, we examine the pedagogy of the public intellectual and present a new configuration of learning and studying that emphasizes the infinite potentiality of history and the present. Whereas most scholarship defines learning as the actualization of potential, we show that potential is never fully actualized. Such a configuration introduces the need to historically saturate political acts with meaning, which we argue is the new task of public intellectuals in the postdigital age. In order to do this, however, academics who wish to contribute to social movements must embed themselves and operate within social movements, joining the leadership of organic intellectuals and professional revolutionaries, and even viewing their own critical work not asthe production of new knowledge but rather the amplification of existing knowledges generated through these struggles, shifting the educational register from epistemology to ontology, and the educational mode of operation from teaching to collective studying.  \nKeywords: public intellectual, social movements, postdigital, critical pedagogy, time, actual, potential, déjà vu  \nIntroduction  \nScholarship on, and enactments of, public pedagogy increasingly take up space in academic literature and related conversations. Academic workers in various fields—including beyond the humanities—want to make their work accessible and relatable to the public in different ways. This is likely egged on by recent attacks on higher education, which are often justified by presenting the university as bastions of elitist and detached liberals with little to nothing to offer society.  \nAnother impetus, especially for those of us on the Left side of academia, is a desire to make our work speak to—and, in rare cases, with—social movements. Alternatively, in what we could call public pedagogy as pathology, by engaging in public pedagogy we can imagine ourselves as activists and organizers by the mere act of, say, publishing a blog post.  \nAs an unwieldy and often under-and un-theorized term, public pedagogy doesn’t adhere to one kind or set of acts or research. In their study of public pedagogy scholarship, Jennifer Sandlin, Michael P. O’Malley, and Jake Burdick (2011) found five kinds of orientations: “(a) citizenship within and beyond schools,(b) popular culture and everyday life,(c) informal institutions and public spaces,(d) dominant cultural discourses, and (e) public intellectualism and social activism”(p. 340). They locate the origins ofthe proliferation of dominant uses of public pedagogy in the work of Henry Giroux. Inspired by Edward Said’s living scholarship that betrayed any borders between the academy and the public,“Giroux draws on cultural studies literature that focuses on popular culture as a site of socialization and an arena in which hegemony is reproduced as well as challenged”(Sandlin, O’Malley, & Burdick, ","cbCaihxfDhzglbis","https://ap.wps.com/l/cbCaihxfDhzglbis","pdf",283537,15,"English","# Introduction\n## Public pedagogy and academic accessibility\n## Public pedagogy as relation to social movements\n## Orientations and origins of public pedagogy\n## Popular culture, power, and pedagogy\n## The public intellectual and truth to power","[{\"question\":\"What central roles does the paper assign to the public intellectual and public pedagogy?\",\"answer\":\"It treats both as key to critical pedagogy: public intellectuals historically speak truth to power, while public pedagogy pushes academic work into the public sphere.\"},{\"question\":\"How does the paper explain the “death” of the traditional public intellectual?\",\"answer\":\"It argues the digital disperses the means of intellectual production throughout society, reshaping how intellectual work is produced and who can function as a public intellectual.\"},{\"question\":\"What new learning configuration does the paper propose for the postdigital age?\",\"answer\":\"It emphasizes the infinite potentiality of history and the present, stressing that potential is never fully actualized and that political acts must be historically saturated with meaning through collective studying.\"}]","The Public Intellectual is Dead, Long Live the Public Intellectual! - The Postdigital Rebirth of Public Pedagogy | PDF",1792089717,38]