A Minority Report. Pre-crime by Data-Driven Technologies in Education (with peer-review reports)

This theoretical-critical essay investigates the impact of Data-Driven Educational Technologies (D-DETs) through the lens of Lacanian psychoanalysis, Deleuzian philosophy and Žižekian critique. Moving beyond technical evaluation, it focuses on three critical dimensions of the digital turn in education. First, it examines the symbolic displacement of pedagogical, where the ‘Algorithmic Big Other’ replaces traditional intersubjective legitimacy with automated, metric-based regimes. Second, it addresses the crisis of critical thinking triggered by the acceleration of educational temporalities, arguing that the dominance of linear, quantified time over lived duration forecloses the space for reflexive learning. Finally, it explores the rise of the ‘dividual’ subject, a data-profile modulated by continuous feedback loops. The essay concludes by advocating pedagogical tuning that prioritizes relational praxis and the unquantifiable rhythms of human learning.