The emergence of a new vision for human development and education.
“Time is the stuff I am made of.
Time is a river that sweeps me away, but I am the river;
it is a tiger that destroys me, but I am the tiger;
It is a fire that consumes me, but I am the fire.
The world, unfortunately, is real;
I, unfortunately, am Borges.”
Jorge Luis Borges, “New Refutation of Time”
Like a photon caught in the infinite reflection of two opposing mirrors as in a Yayoi Kusama’s exposition, the Continuum is like that; a small continuous divergent point that facilitates the movement of light between the juxtaposed shadows of the reflections of present and past times to create as a whole the future by mutable definition.
Heraclitus once mentioned that “Nobody bathes in the river twice because everything changes in the river and in the one in which they bathe” (Institute of Physics, National Autonomous University of Mexico, s/f), a phrase that argues that opposites do not contradict but that form a harmonic unit (but not static), so the product of the harmonic unit in Hegel’s idealist philosophical theory (Casado, 2019), the thesis, the antithesis and the synthesis are the 3 phases of an evolutionary process of the human spirit that repeats itself in the search for truth in an endless loop that is perpetuated ad eternum in the Continuum.
It is in Education where in order to aspire to success within its protocols, it must be based on the solid pillars of the premises sculpted in the imperative reality and human nature, and not in the rigid tradition or in ideologies or stagnant fashions, it must reflect the wisdom of the knowledge of yesteryear with the freshness of modern wisdom to be attractive to the facilitator and the learner.
Without Continuum there is no movement, and without movement there is no progress in the progress of a transcendence that suggests the essence of Homo Sapiens that is inherited generation after generation until creating the integral man who should be the apotheosis of his species.
Dispense with human nature; without its ups and downs, without its excesses or its deficiencies, by attempting to develop educational plans, it has entailed a high cost for entire generations of schoolchildren, who have failed because of teachers who used severe and erroneous techniques that lacked support for a reality that required updating and an approach to the needs of the individual in their learning process. Thus, it is the responsibility of current teachers, among whom we are part, not to sanction future generations to relive the same drama that we suffered in our journey in the universe of learning in our time as disciples.
It should be noted that this factorial amalgam has implications and applications that led to revolutionary educational technologies that have transformed the lives of people and the world as a whole, helping to overcome some of the greatest challenges that the world faces today. nowadays and see education as a tool to achieve the progress of a society.
With the emerging Paradigm, the worldview or our perspective on what the nature of reality is and what we hold to be true as a result, informs and shapes our perception of ourselves, our culture and society, laying the foundation for our values. and the actions we take in relation to each other and to the life around us.
In the evolutionary journey of humanity there have been many occasions when an individual or group challenges a common perspective that is accepted as “mainstream” (mainstream) or true (Plasencia, 2018). And those who publicly promoted a different perspective were often subject to severe and sometimes fatal consequences, simply because their perspective did not agree with those who claimed to be “authority” at the time (Castro, 2018).
And yet, the Continuum has been key to changes in worldview, profoundly influencing the direction of our quest culturally, socially, philosophically, scientifically, and technologically. (Martinez Miguelez, 2002).
When it comes to changing an individual’s weltanschauung, what is common to all of these activities is a willingness to allow one’s thoughts and feelings to go beyond what is the accepted norm, and to entertain investigation that is out of line. the limitations of individual culture and even of the personal perspective on the nature of reality (Kalberg, 2011), is what is expected of a subject who can modify the Status quo and the comfort zone to achieve progress in the technologies, sciences or ideologies of a society.
Sometimes this means having the will to transcend ideas that are considered the absolute truth. Needless to say, this can be a highly destabilizing and challenging experience both for those who have the courage to think differently and for those around them who have not yet bought into it understand or disagree with the new ideas that are emerging.
Historically, thinking differently amidst a set of strongly held philosophical and scientific beliefs has all too often proven to be a difficult road to travel. The authority structures of the time will typically offer great resistance to new ideas, and individuals and groups who are willing to express these new ideas are challenged or supposedly “discredited,” in many cases without impartial evaluation of their ideas or without a reasonable argument against them based on such an assessment. To mention an example, we can remember Giordano Bruno, Galileo Galilei, Hedwig Kohn, Elaine Morgan, etc.
References
• Casado, S. (June 7, 2019). Liberty magazine. Retrieved from Transforming Societies. Hegel’s triad: https://www.revistalibertalia.com/single-post/2019/06/04/triada-hegeliana-introduccion
• Castro, A. (2018). The challenge of thinking differently: thought, society and nature. Buenos Aires, Argentina: Latin American Council of Social Sciences — Latin American Council of Social Sciences. Retrieved from http://biblioteca.clacso.edu.ar/clacso/se/20181101015008/Desafio_pensar_diferente.pdf
• Institute of Physics, National Autonomous University of Mexico. (s/f). Juan B. de Oyarzabal Library. Retrieved on February 11, 2021, from Heraclitus of Ephesus (535–484 BC): http://w2.fisica.unam.mx/bif/notices/321
• Kalberg, S. (September-December 2011). The Past and Present Influence of Worldviews: Max Weber and the Neglect of a Sociological Concept. Retrieved on February 12, 2021, from Scielo: http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0187-01732011000300007
• Martinez Miguelez, M. (2002). The emerging paradigm: towards a new theory of scientific rationality. Researchgate.net. Retrieved on February 11, 2021, from https://www.researchgate.net/publication/44487123_El_paradigma_emergente_hacia_una_nueva_teoria_de_la_racionalidad_cientifica_Miguel_Martinez_Miguelez/citation/download
• Plasencia, A. (March 29, 2018). Impossible to go against the digital ‘mainstream’. Retrieved on February 16, 2021, from La Tribuna: https://www.elespanol.com/invertia/disruptores-innovadores/opinion/20180329/impossible-ir-mainstream-digital/295840417_12.html
