This response paper begins by countering the contributions of Don Ihde and Robert Rosenberger to this special issue, making its case in existential terms. Then, addressing Darin Barney, these arguments are developed further in aesthetic terms, making use of the “modernist” educational theory of René Arcilla. This response article concludes by returning to the realm of the educational with the help of Albert Borgmann's and Estrid Sørensen's feedback.

In the lead article dissection is juxtaposed to simulation, but the problem is the example set on both sides is antiquated. I argue that a dynamic set of imaging technologies uses as in science documentaries is far superior to either the the 18th-19th century notions of biological education illustrated is what is needed.

Defenders of educational frog dissection tend to emphasize the claim that computer-simulated alternatives cannot replicate the same exact experience of slicing open a frog, with all its queasy and visceral impact. Without denying that point, I argue that this is not the only educational standard against which computer-simulated dissection should be evaluated. When real-world frog dissection is analyzed as a concrete technological practice rather than an assumed ideal, the particular educational advantages distinct to real-world dissection and virtual dissection can be enumerated and compared. Building on the work of John Dewey and Don Ihde, I explore the still-expanding advantages of computer-simulated dissection, and in this proper context of comparison it becomes clear that virtual alternatives are increasingly the more educationally beneficial option.

The increasing use of online simulations as replacements for animal dissection in the classroom or lab raises important questions about the nature of simulation itself and its relationship to embodied educational experience. This paper addresses these questions first by presenting a comparative hermeneutic-phenomenological investigation of online and offline dissection. It then interprets the results of this study in terms of Borgmann’s (1992) notion of the intentional “transparency” and “pliability” of simulated hyperreality. It makes the case that it is precisely encumbrance and disruption—elements that are by definition excluded from simulations and interfaces—which give dissection its educational value.

This response considers how Friesen’s account of simulation helps us to think through the situation of politics under technological conditions. The alleviation of material and corporeal risks entailed in simulated dissection is compared to the manner in which emerging media technologies facilitate experiences of political participation that are evacuated of the burdens of engagement. This dynamic is finally attributed not to digital mediation itself, but to its operation under the sign of simulation.

Friesen's comparison between classroom practices and digital dissection carries the flaws of treating the digital and non-digital learning materials differently when comparing. This reply paper argues for a symmetric comparison through a focus on the way in which comparability between digital and non-digital learning materials is established by the researcher. It is suggested that such comparison might have brought about a result more favorable for digital technology.

Friesen has presented an articulate and detailed account of the injuries of virtualized education and a convincing brief for the value of education that is face-to-face and engaged with tangible reality.

Following decades of maltreatment of women in obstetric care, professional respect for maternal autonomy in obstetric decision making and care have become codified in global and national professional ethical guidelines. Yet, using the example of birth after cesarean, identifiable threats to maternal autonomy in obstetrics continue. This paper focuses on how current scientific knowledge and obstetric practice patterns factor into restricted maternal autonomy as evidenced in three representative maternal accounts obtained prior and subsequent to birth after cesarean. Short- and long-term remedies to improve the current state of restricted maternal autonomy in clinical practice surrounding decision making on birth after cesarean are provided.

Near ubiquitous use of electronic fetal monitoring (EFM) during low-risk childbirth constrains both maternal agency and maternal autonomy. An analysis of interdisciplinary literature about EFM reveals that its use cannot be understood apart from broader norms and values that have significant implications for the agency and autonomy of laboring women. Overreliance on EFM use for low-risk women threatens their autonomy in several ways: by privileging the status of the fetal patient, by delegitimizing women’s embodied experience of childbirth, and by constructing EFM data as objective science despite evidence to the contrary. In birth situations defined as high-risk, however, EFM may lead to greater maternal agency by enabling women to choose vaginal over cesarean birth. Viewing doctor-patient interactions as a co-construction in the context of an understanding that sees EFM as a social as well as technological construction may improve autonomy in childbirth.

This paper provides a phenomenological interpretation of technological and natural childbirth. By using Heidegger’s ontology of technology to think about childbirth I argue that these two types of contemporary childbirth present us with a false dilemma as both reflect the same norms Heidegger associates with modernity, namely order, control, and efficiency. The paper briefly explains Heidegger’s concept of the enframing as the essence of the technological age whilefocusing on how it helps us to avoid falling into a technophilic or technophobic trap. Although the technophobic approach popularized by Lamaze gained some favor with feminists who saw the increased use of reproductive technology as an extension of patriarchal control over women’s bodies, I argue that this natural birthing technique incorporated order and control in ways that are similar to its technophilic counterpart. In order to move beyond what I call the reproductiveenframing, it is necessary to recognize the false dilemma presented by the technological and natural alternatives.

Requiring that a woman who is seeking an abortion be given the opportunity to view an ultrasound of her fetus has spread from anti-abortion “pregnancy resource centers” to state laws. Proponents of these laws claim that having access to the ultrasound image is necessary for a woman to make a medically informed decision. In this paper, we argue that ultrasound examinations frame fetuses visually and linguistically as persons and interpellate pregnant women as mothers, with all of the cultural meaning invested in those two normative concepts. Presenting these judgments as medical information is misleading. Because women are being subjected to these cultural expectations unknowingly, mandatory ultrasound laws in fact undermine women’s autonomy. Fully informed consent would include a critical engagement with social norms around femininity and a recognition that such laws are meant to advance the state’s interest in preserving potential life.

Whilst feminist commentators have long critiqued surrogacy as a practice of commodification, surrogacy as a mode of family formation continues to grow in popularity. In this paper we explore public representations of surrogacy through a discourse analytic reading of submissions made in Australia to an Inquiry regarding surrogacy legislation. The findings suggest that many submissions relied upon normative understandings of surrogates as either ‘good women’ or ‘bad mothers’. This is of concern given that such public representations may shape the views of those who utilize surrogacy services in ways that limit attention to the ethics of surrogacy.

The emergence of new forms of reproductive technology raise an increasingly complex array of social and ethical issues. Nevertheless, this paper focuses on commonplace reproductive technologies used during labor and birth such as ultrasound, fetal monitoring, episiotomy, epidurals, labor induction, amniotomy, and cesarean section. This paper maintains that social pressures increase women’s perceived need to such reproductive technologies and thus undermine women’s capacity to choose an elective cesarean or avoid an emergency cesarean. Routine, normalized use of technology interferes with the possibility of choosing use of technology where best suited through misdirecting laboring women to use technological resources whenever possible. This normalized use of technology decreases risk tolerance and increases dependence on technology for reassurance, which bears significant implications for self-trust and self-confidence. My account encourages women’s cultivation of autonomy as a capacity interconnected with our own attitudes and those of other persons; and as a function of cultivating trust and confidence in one’s body.

Five examples are given of major philosophical discussions in which technology needs to be taken into account. In the philosophy of science, the notion of mechanism has a central role. It has a technological origin, and its interpretation has links to technology. In the philosophy of mind, a series of technological analogues have had a deep influence on our understanding of human cognition: automata and watches, telegraphy and telephony, and most recently computers. The discussion on free will largely concerns, in Locke’s words, whether we can “put morality and mechanism together.” Notions of computation and automata that have been abstracted from the behavior of technological devices are key concepts both in logic and in the philosophy of mathematics. Finally, bioethics is largely concerned with the ethical issues that new technologies give rise to in healthcare. As these examples show, there is no lack of technology-related subject matter in philosophy, but there is a lack of sustained attention to it.