Just now on NPR, there was a discussion about toddlers and iPads that could have really used a Heideggerian intervention. The issue was, more or less, what is happening when you give a 2 year old an iPad and they get completely absorbed for 5 hours straight? Is this good for them or not? And does it help them to learn what they need to learn in order to mature into smart, productive kids and adults? NPR seems to love this stuff; there’s a shorter article on the same topic here.
A range of experts was consulted, most of whom said that we don’t have enough (empirical) research to answer these questions yet, but that we shouldn’t panic – we just need to make sure that kids get a balance of screen time and face-to-face interaction with other people. But the question that started the whole discussion was a father’s question about what is going on for his son when he “zones out” in front of the iPad. This question remained unaddressed, as far as I could tell from my own zoning in and out of the radio discussion. But isn’t this basically a matter of Benommenheit, or captivation, literally “being taken,” being absorbed in an object to the point where everything else fades away.
Think about this in relation to Iggy the cat, who likes to play with his human’s iPad, to the readiness with which autistic children interact with touch screens, and to Kym Maclaren’s brilliant work on the phenomenology of mother-child interactions. Again, I do not in any way wish to imply that autistic kids are like kittens, or even that authentic Being-in-the-world is all that it’s cracked up to be. Just putting a few ideas out there.