{"id":17861,"date":"2024-06-11T09:47:50","date_gmt":"2024-06-11T07:47:50","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=17861"},"modified":"2024-06-11T09:48:04","modified_gmt":"2024-06-11T07:48:04","slug":"labsurd-de-lhumanisme-tecnologic","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/labsurd-de-lhumanisme-tecnologic\/","title":{"rendered":"L’absurd de l’humanisme tecnol\u00f2gic"},"content":{"rendered":"

L’absurd de l’humanisme tecnol\u00f2gic<\/h1>\n

Som sens dubte una esp\u00e8cie simb\u00f2lica, fins a les darreres conseq\u00fc\u00e8ncies (Deacon, 1997). I tamb\u00e9 tecnol\u00f2gica, no ho oblidem<\/p>\n

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Imatge generada mitjan\u00e7ant IA\u00a0<\/span><\/figcaption><\/figure>\n

Llic\u00e8ncia Creative Commons<\/a><\/p>\n

\"\"<\/strong><\/p>\n

 <\/p>\n

Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/p>\n

 <\/p>\n

La tecnologia ens fa humans i la did\u00e0ctica de la t\u00e8cnica arrela en els nostres or\u00edgens ancestrals: \u00e9s absurd plantejar un tecnohumanisme<\/strong>, com si la tecnologia fos quelcom ali\u00e8 a all\u00f2 hum\u00e0.<\/p>\n

Un dels primers objectius que tinc en ment en la formaci\u00f3 del professorat de tecnologia<\/strong> \u00e9s que els futurs docents se n\u2019adonin de la rellev\u00e0ncia de la seva missi\u00f3. Tot i l\u2019arraconament de les mat\u00e8ries de tecnologia a la legislaci\u00f3 i als curr\u00edculums, un fet contradictori atesa la pressi\u00f3 medi\u00e0tica i social per a la millora de l\u2019educaci\u00f3 tecnol\u00f2gica, sovint els docents no s\u00f3n conscients de que, tot i que la tecnologia potser va entrar per accident a l’ensenyament secundari (com una forma d\u2019incorporar l\u2019extinta FP1), \u00e9s un dels sabers i dels trets fonamentals de la nostra esp\u00e8cie.<\/p>\n

Ara es donen absurds lomlo\u00edstes<\/em> com rebatejar la mat\u00e8ria de tecnologia de secund\u00e0ria com a \u00abTecnologia i digitalitzaci\u00f3\u00bb: a alg\u00fa se li acudiria batejar a la mat\u00e8ria de matem\u00e0tiques com \u00abMatem\u00e0tiques i aritm\u00e8tica\u00bb, o a qu\u00edmica com \u00abQu\u00edmica i formulaci\u00f3\u00bb? Hi ha un maquillatge brutal i una rebaixa generalitzada del coneixement tecnol\u00f2gic<\/strong> que cal cursar a l\u2019ensenyament obligatori (veure, per a una revisi\u00f3, Hern\u00e1ndez-Fern\u00e1ndez, 2022).<\/p>\n

Tots, excepte per cas de malaltia o disfunci\u00f3 gen\u00e8tica o accidental, tenim un cervell preparat pel llenguatge<\/strong> i per fer front a la interacci\u00f3 amb el m\u00f3n per mitj\u00e0 de la t\u00e8cnica (Bruner et al., 2023). \u00c9s clar que hi ha un proc\u00e8s d\u2019aprenentatge, fonamental, tant en el context familiar a la nostra tendra infantesa, com posteriorment a l\u2019educaci\u00f3 reglada, aix\u00ed com la no reglada. Nogensmenys, l\u2019evoluci\u00f3 ens ha portat on som i la dotaci\u00f3 gen\u00e8tica -amb excepcions, com d\u00e8iem-\u00a0 ens facilita l\u2019adquisici\u00f3 de les compet\u00e8ncies ling\u00fc\u00edstiques, de pensament i de manipulaci\u00f3 t\u00e8cniques.<\/p>\n

Els nostres avantpassats, com l’Homo Habilis<\/em>, van desenvolupar la t\u00e8cnica fa m\u00e9s de tres milions d\u2019anys. Juntament amb el llenguatge i d\u2019altres trets anat\u00f2mics, la t\u00e8cnica es considera un element crucial, definitori de la nostra esp\u00e8cie. La t\u00e8cnica ens fa humans<\/strong>: anomenem aix\u00ed \u201cHomo\u201d als avantpassats evolutius que posse\u00efen tecnologia. No obstant aix\u00f2, pot ser que altres hominins, anteriors a Homo Habilis<\/em>, creessin tamb\u00e9 \u00fatils, fa m\u00e9s de tres milions d’anys. Si es tract\u00e9s d’Australophitecus Afarensis<\/em>, haur\u00edem de passar a denominar aquesta esp\u00e8cie \u201cHomo Afarensis\u201d<\/em>? (Hern\u00e1ndez-Fern\u00e1ndez, 2024)<\/p>\n

L’ensenyament de la t\u00e8cnica, i per tant la did\u00e0ctica de la tecnologia<\/strong>, es remunta als nostres or\u00edgens ancestrals. De fet, la transmissi\u00f3 cultural material, amb elements aliens al nostre organisme, va comen\u00e7ar amb la did\u00e0ctica de la t\u00e8cnica! La cadena de l\u2019ensenyament de la t\u00e8cnica arrela aix\u00ed, de forma profunda, en la tradici\u00f3 oral de la nostra Humanitat, en el bifa\u00e7, en la llar de foc. Cal lluitar contra el fals t\u00f2pic<\/strong>, per desgr\u00e0cia molt est\u00e8s a la societat, que la tecnologia ens deshumanitza, o que cal humanitzar la tecnologia (Di\u00e9guez, 2020; Hern\u00e1ndez-Fern\u00e1ndez, 2024).<\/p>\n

I \u00e9s llavors quan els docents es poden veure submergits en un m\u00f3n de neollengua orwelliana<\/strong>, quan la societat reclama \u201cl\u2019humanisme tecnol\u00f2gic\u201d, o se\u2019ns reclama fer una tecnologia \u201cm\u00e9s humana\u201d. Alerta, docents. Com s\u2019ha dit a altres llocs, sobre aix\u00f2 de que \u201cla tecnologia ens deshumanitza\u201d (Carbonell i Sala, 2002; Hern\u00e1ndez-Fern\u00e1ndez, 2024), si el t\u00f2pic fa refer\u00e8ncia als usos tecnol\u00f2gics que ens alienen, que perjudiquen o ens allunyen de la resta de cong\u00e8neres, de nou s\u00f3n les conductes humanes les responsables. El llenguatge o l’educaci\u00f3 tamb\u00e9 ens podrien deshumanitzar, en aquest sentit, per\u00f2 ning\u00fa planteja absurds com que cal \u2018humanitzar el llenguatge\u2019 o \u2018humanitzar l\u2019educaci\u00f3\u2019. Per\u00f2 tot arriba. Si es refereixen als objectes o artefactes, fruit de la tecnologia, aquests s\u00f3n plenament humans, o d\u2019origen hum\u00e0, en agradin o no les conseq\u00fc\u00e8ncies dels seus usos (bons o dolents). El mateix podem dir del llenguatge o de l\u2019educaci\u00f3.<\/p>\n

I m\u00e9s enll\u00e0 de les eines funcionals, dels m\u00faltiples estris l\u00edtics prehist\u00f2rics (Calvo Tr\u00edas, 2002), cal recordar que en un per\u00edode m\u00e9s recent de la nostra evoluci\u00f3, Homo Sapiens<\/em> va fer el salt a la creaci\u00f3 d’objectes \u201cin-\u00fatils\u201d. All\u00f2 in\u00fatil, all\u00f2 sense una funci\u00f3 t\u00e8cnica, l’artefacte merament est\u00e8tic, potser m\u00edstic, creatiu, carregat de significat i simbolisme per\u00f2 allunyat de la resoluci\u00f3 de problemes immediats com l’obtenci\u00f3 d’aliment o de refugi, va sorgir probablement fa una mica m\u00e9s de 250.000 anys, \u00e8poca quan es daten algunes figuretes<\/em> antropom\u00f2rfiques com la Venus de Tan Tan o Berekhat Ram, precursores de l’origen de l’art i del simbolisme (Balter, 2009).<\/p>\n

Encara que alguns investigadors plantegen controv\u00e8rsies sobre aquestes peces, descobriments posteriors com el desenvolupament i \u00fas de pigments d’ocre fa uns 100000 anys a les coves sud-africanes de Blombos (Henshilwood et al., 2011), o la manufactura de collarets de petxines al mateix jaciment (d’Errico et al., 2005), ja s\u00f3n innegables evid\u00e8ncies del desenvolupament d’una cultura est\u00e8tica de base t\u00e8cnica: l’\u00e9sser hum\u00e0 pinta i es pinta, adorna i s’adorna. L’emerg\u00e8ncia ancestral del vestit va imbricar la t\u00e8cnica a les societats humanes, a la cultura de la imatge i potser va generar la jerarquia social: \u00bfdestacaven aix\u00ed les pells dels ca\u00e7adors o les ingents quantitats de petxines dels recol\u00b7lectors, a les robes d’aquells avantpassats? Influ\u00efen a la selecci\u00f3 sexual? Probablement s\u00ed. Ho va fer la m\u00fasica, quan van comen\u00e7ar a apar\u00e8ixer els primers instruments musicals, objectes que van externalitzar les nostres capacitats mel\u00f2diques (Wallin et al., 2001)?<\/p>\n

Som sens dubte una esp\u00e8cie simb\u00f2lica<\/strong>, fins a les darreres conseq\u00fc\u00e8ncies (Deacon, 1997). I tamb\u00e9 tecnol\u00f2gica, no ho oblidem<\/strong>. Tota educaci\u00f3 t\u00e9 a la tecnologia com a intermedi\u00e0ria, excepte si ens limitem a l\u2019oralitat o l\u2019expressi\u00f3 corporal, merament biol\u00f2gica (sense roba a classe?), i abandonem l\u2019escriptura, els llibres, els ordinadors, internet i totes les tecnologies que, potser per omnipresents, sovint ens semblen invisibles. Com l\u2019ensenyament tecnol\u00f2gic?<\/p>\n

\n
Refer\u00e8ncies:<\/strong><\/h6>\n

Balter, M.<\/a> (2009). On the origin of art and symbolism. Science<\/em><\/a>, 323(5915), 709-711. <\/a><\/p>\n

Bruner, E., Battaglia-Mayer, A., & Caminiti, R. (2023). The parietal lobe evolution and the emergence of material culture in the human genus. Brain Structure and Function<\/em>, 228(1), 145-167.<\/p>\n

Calvo Tr\u00edas, M. (2002). <\/a>\u00datiles l\u00edticos prehist\u00f3ricos. Forma, funci\u00f3n y uso. <\/em><\/a>Barcelona: Ariel. <\/a><\/p>\n

Carbonell, E. i Sala, R. (2002). Encara no som humans<\/em>. Barcelona: Emp\u00faries.<\/p>\n

d’Errico, F., Henshilwood, C., Vanhaeren, M., & Van Niekerk, K. (2005). Nassarius kraussianus shell beads from Blombos Cave: evidence for symbolic behaviour in the Middle Stone Age.<\/a> Journal of Human Evolution<\/em><\/a>, 48(1), 3-24. <\/a><\/p>\n

Deacon, T. W. (1997). <\/a>The symbolic species: The co-evolution of language and the brain.<\/em><\/a> New York: WW Norton & Company.<\/p>\n

Di\u00e9guez, A. (2020). Tres t\u00f3picos sobre la tecnolog\u00eda\u00a0 que conviene revisar. <\/a>The Conversation<\/em>, 10 de juny de 2020. Disponible [<\/a>darrera consulta 29-10-2023]: https:\/\/theconversation.com\/tres-topicos-sobre-la-tecnologia-que-conviene-revisar-140368<\/a><\/p>\n

Henshilwood, C.S. et al. (2011). A 100,000-year-old ochre-processing workshop at Blombos Cave, South Africa. <\/a>Science<\/em><\/a>, 334(6053), 219-222. <\/a><\/p>\n

Hern\u00e1ndez-Fern\u00e1ndez, A. (2022). La ignorancia tecnol\u00f3gica. En <\/a>Navarra, A. y Rabad\u00e0, D.(eds) (2022): La educaci\u00f3n cancelada. <\/em><\/a>Palma de Mallorca: Editorial Sloper. pp. 59-81.<\/a><\/p>\n

Hern\u00e1ndez-Fern\u00e1ndez, A. (202<\/a>4). Did\u00e0ctica de la tecnologia<\/em>. Barcelona: Edicions U<\/a>OC.<\/p>\n

Wallin, N. L., Merker, B., & Brown, S. (Eds.). (2001). <\/a>The origins of music. <\/em><\/a>Cambridge, MA:<\/a> MIT Press.<\/a><\/p>\n

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