Principles for a Pedagogy in the Technological Era

Principles for a Pedagogy in the Technological Era

I argue that humanity is initiating a new historical era: the Technological Era. While this mutation opens to man extraordinary possibilities of spiritual and material progress, it is irreversible and threatens to destroy him. The eminent danger can be relieved only by adequately preparing the younger generation. In what follows, the principles which guide this preparation are enunciated and justified. The nuclear importance which should be given to moral education is emphasized, and the cultural and sociological obstacles opposed to it are analyzed. Finally, the means to overcome these obstacles are indicated.

1. At the dawn of a new era, characterised by the vertiginous multiplication of machines on the face of the Earth, competing for space and invading all realms of nature, and which increasingly restrain and condition Man's daily life, a clearer, lucid vision of the new world which is forming before us is vital.

This is the greatest social duty of all intellectuals, but namely and above all, it is the greatest duty of universities researchers.

2. The theme is extremely vast, yet we cannot forsake having a broad perspective, since without it, it would not be possible to delineate a course that would otherwise be unilateral and simplified. Therefore, we will only point out the most relevant topics.

3. To begin with, we wish to accentuate the immediate and generalised practical interest of theoretical reflection which is in direct opposition with the pragmatic sufficiency of politicians (reflection alone could alter this attitude), especially when they exercise their tragic office in an imprudent manner, not advised, as Max Weber so wisely forewarned, that it is proper of their profession to make serious public decisions which may have unpredictable consequences, but for which they are, notwithstanding, still responsible.

4. As it is known, neither politicians nor civil servants have the obligation to create culture or to educate. It is, however, their obligation to establish the conditions which will permit that cultural life flourishes and that the new generations be prepared to achieve the destiny they choose in the best possible manner, as well as providing them with guidelines which will lead them to being concerned and just citizens.

5. The times in which we live are still governed by economicist criteria, it not being easily intelligible that these criteria are, in essence, instrumental. We witness a mythical over-valorisation of the power of money, which lead some to unwisely think that the solution for the grave problems experienced today in the education system depends on the amount of funds which is attributed to it.