The ironic title of this text appears in the context of discussions for some time that come to mind to knowledge and transmission in an increasingly globalized and connected through operant technology. And is that while the transmission of knowledge is an act that transcends pedagogy concerning the teaching and instruction and inserted into the social and cultural wisdom to pass on existing, this process has historically been generated in a single direction can manifest in its highest expression in the master and apprentice relationship. This dialectic relationship was consensual relationship based on reciprocity of the intentionality of an educational act of wisdom (knowledge) and ignorance of the apprentice teacher (1) (to know). In this context, knowledge has always then flowed into a single direction, which has structured settings and institutionalization of organizations that are dedicated to the transmission of this, so for example we see that the current notion of the concept of school (not semantic origin) is related to the concept of scholastic (2), theological and philosophical movement that attempted classical Greco-Roman philosophy used to understand the religious revelation of Christianity in a context where the principal was known to transmit religious, ie through which it was determined that knowledge should be transmitted to students. So many years in charge of teaching our institutions have been able to guide the course of his teachings as the slope was always going to one side. But the last few years, something began to change, first manifested itself as a technological innovation that was projected with multiple applications and potential for modern life (first in the military, then civilian) the point is that the emergence of internet and access to tons of information unleashed the first great movement in the realm of certainty: the existing information is duplicated exponentially in millions of sites and digital spaces at once, so before this avalanche of data should be aware navigate this ocean of information, not only that, the institutions responsible for training should be understood that these times fit together and enter the digital era of knowledge phenomenon and then became obvious structure and needed to be part of them, or software or hardware, software or iron, it is important to be there and make institutional presence There is then an interesting question to resolve, under what paradigms understand what is happening?, easy on what we know and are familiar to us, certainty is needed and gives us stability, then generate a computer Scholastic, a single message same sense, Web 1.0 welcome. So this revolution was not as chaotic as some expected, others recalled that something similar happened when he appeared on television and thought that their addition to the teaching and learning would mark a before and after, as though nothing serious had happened, teachers of various educational institutions (school or higher public or private) would be exchanged for a CD-ROM (His wisdom does not fit in so few megs and had not yet invented the DVD or Blue ray least), but we must be fair, something changed, or rather there emerged a new form of teaching and learning, electronic learning, e-learning that sought to combine the potential of an emerging multimedia teaching methodologies and curriculum planning exist, then welcome to this story instructional design applied to the TV training, but .. Where and how do we do this, easy learning platform designed for it (something grandparents and the traditional LMS as Moodle, Dockeos, e-training, etc), the result, the emergence of a vibrant and innovative industry that broke the barriers of time and space to reach more students with their training programs. Since then, little by little the higher education institutions began to realize that a door had been opened to create new educational products to sell (remember that under this axiom, knowledge is power and power is sold) then broke barriers time and space and now these virtual classrooms can accommodate 300 or more students, because the physical space is no longer an obstacle, the business is in sight more students in one course, and reflection " epistemological? well thanks, we just have to emulate through learning platforms and school model that already is known.
But unlike educational television, something happened, Web development did not stop there, and emerged a new revolution, a concept of directionality of information, called social web 2.0 you tube quickly echoed in society is eager to know, which combines information and knowledge to shape the knowledge society, then the chaos now becomes part of our reality computing and entropy in this context the only certainty is uncertainty with which we look at a future constantly emerging and multidimensional, and not enough talk of master and apprentice, we speak of learning ecologies in which students (all of us) we generate a personal learning surroundings through the network, generate knowledge and share it democratically, openly, pages and kings, academic or trivial, the matter is that everyone has the freedom to choose what you want, then come new responsibilities: we know now not only sail the ocean, we must learn to fish in it and not wreck. What about the epistemological and pedagogical considerations?, Where are they? What are they doing the study centers about it? ... little except to see that there are more potential in multimedia format and communication channels, the teaching remains the same, except that now generated with concern, the enemy to destroy is not the television or CD and Blue Ray (and invented) are the same students all network users who have had the courage to change the rules of the game supported by the software of the social Web, born under this new philosophy to be producers and consumers, then it affects the ecological balance of industry knowledge, but only a few have realized this, others, more or become aware or pretend not to (the change has always been resisted) a year ago Inma Tubella, chancellor of the Open University of Catalonia (UOC) wrote a column in the newspaper El Pais in Spain, which I call: "The teachers at the time the name of the Rose" (referring to the remarkable book by Hubert Eco) in that document noted that " university has lost the monopoly of knowledge, teachers now have two alternatives, or poison keyboard of computers for our students with the hope that still suck their thumbs, or we take our new and exciting role of experienced mentors and accompanying methodology, more concerned with teaching them to manage and make available knowledge and develop their ability to teach critical to memorize a knowledge as if they were a single truth. " However, few have understood the importance of this reflection and worse training institutions have not done much about it, both to train and / or teachers to upgrade the knowledge society and the emergence of digital natives in the classroom, much less to incorporate this thinking into their plans for television e-learning training and that the universality of universities has gradually been losing (at least in Chile) the colleges have become business centers ( which is not necessarily bad per se) where the infrastructure in many schools has improved significantly (to attract more students) paths have been provided with computer labs and wireless connections but the method of teaching remains the same, the old, nineteenth century as Sir Ken Robinson says he was made one day passing through our country delivering his thoughts always useful to gamers as and lover of technology I wanted to hear after seeing both cellular and connects console working in 2010, and it shows how seriously we take things we talked about knowledge management and do little or nothing to promote them, we talk about intelligence collective know what you know the one on my side, universities talk about pluralism and modernity and under these concepts consider that sufficient allow extensions and piercings of their students or make an account on facebook or twitter to tell students the new courses that opened and convenient tariffs, while teachers look ¡¡¡¡¡ terrified that student who opens his laptop and classes begin to complement the art that the solemn dictates. If businesses see the picture does not change much, we talk about managemenet 2.0 but the staff (or partners) have blocked access to any program that sounds to avoid social web to chat, upload photos, read the newspaper, watch videos and share with other people, so we do little to facilitate the flow of knowledge, we resist change complex and branded those who want change, but disagree with everything, if anything I acurdo is that it is a complex time, uncertain and chaotic, we face a networked society and economy that puts us as teachers face a new role and approaches to learning, these new approaches imply some new skills that I believe are not only technological, involving essentially cognitive development in ourselves and our students (we must learn to grasp the useful information, process it, make knowledge and share), the emotion is not free, we must build networks, connect emotions, this bit is not just learning network, the task is complex, true, but I certainly believe in a phrase I read recently in a blog "Learning to live in chaos does not mean learning to control it or predict it. On the contrary (...) are part of the chaos, we can not be considered as separate elements. "
is why more and now I finish these lines I'm asking the same questions, but more aimed at the study centers in which the deposit is expected to know: What knowledge of knowledge? and how do you expect to teach in the XXI century?
(1) From the Latin know not - "no negative knowledge from the root gno-de (g) noscere -" know "and often understood in general as lack of knowledge.
(2) From Latin scholasticus, and this in turn from Greek σχολαστικός [that which belongs to the school]
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