{"id":26629,"date":"2025-04-08T09:12:12","date_gmt":"2025-04-08T07:12:12","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=26629"},"modified":"2025-04-08T09:12:44","modified_gmt":"2025-04-08T07:12:44","slug":"eco-o-lart-de-formar-informant","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/eco-o-lart-de-formar-informant\/","title":{"rendered":"Eco o l\u2019art de formar informant"},"content":{"rendered":"

Eco o l\u2019art de formar informant<\/h1>\n
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Umberto Eco entrevistat per\u00a0Aubrey<\/a>\u00a0al seu apartament a Mil\u00e0 per a\u00a0Wiki@Home<\/a>. Aqu\u00ed l’entrevista<\/a>\u00a0(en itali\u00e0).<\/figcaption><\/figure>\n

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

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Albert P\u00e9rez Bea<\/strong><\/p>\n

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\u201cEn el futur, l’educaci\u00f3 tindr\u00e0 com a objectiu aprendre l’art del filtre. Ja no cal ensenyar on es troba Katmand\u00fa o qui va ser el primer rei de Fran\u00e7a, perqu\u00e8 aquesta informaci\u00f3 es pot trobar a tot arreu. En canvi, caldria demanar als estudiants que analitzin quinze llocs per determinar quin \u00e9s per a ells el m\u00e9s fiable. Caldria ensenyar-los la t\u00e8cnica de la comparaci\u00f3\u201d, va dir Umberto Eco<\/strong> en una de les seves \u00faltimes entrevistes. S\u2019equivoca qui pensa que el semi\u00f2leg ens ha deixat. El professor \u00e9s viu, encara \u00e9s amb nosaltres. Prof\u00e8tic i provocador alhora, va ser, per damunt de tot, un docent de docents. No nom\u00e9s viu en els textos que va escriure, sin\u00f3 que viu en les desenes de milers dels seus antics estudiants, que van tenir la sort d\u2019amuntegar-se a les aules on feia classe, sovint a terra, a les escales. Umberto Eco, essent un dels 10 autors m\u00e9s influents de la segona meitat del segle XX, va fer classe de les d\u2019abans<\/em><\/strong> des d\u2019un punt de vista absolutament provocador contra aquells que apostaven per una simplificaci\u00f3 de la doc\u00e8ncia i un desembarcament acr\u00edtic de les tecnologies a l\u2019aula. I ho raonava fent referiment als cl\u00e0ssics<\/strong>.<\/p>\n

Eco diu que un cl\u00e0ssic seria all\u00f2 que ens obligaven a llegir obligadament a l\u2019escola i l\u2019institut, de forma que \u201cquan sentim parlar d\u2019un cl\u00e0ssic, ens posem a la defensiva\u2026 en canvi, tamb\u00e9 es podria dir que si atenem al c\u00e0non de Bloom, un cl\u00e0ssic \u00e9s un llibre que ha sobreviscut\u201d, sostenia. Defensava que l\u2019exercici de la mem\u00f2ria<\/strong> a trav\u00e9s dels cl\u00e0ssics a l\u2019aula i fent \u201cdeures\u201d, paraula tamb\u00e9 odiosa, servia per viure m\u00e9s anys. El semi\u00f2leg va ser un dels pares de la teoria de \u201cla biblioteca universal\u201d, que, , inabastable, permetia democratitzar el saber de forma que tothom podia accedir a noves esferes del pensament.<\/p>\n

Per al savi piemont\u00e8s, l’estudiant tenia sempre part de ra\u00f3 quan el contradeia despr\u00e9s d\u2019haver-se informat pel seu compte \u00abperqu\u00e8, abans de res, un docent, a m\u00e9s d’informar, ha de formar<\/strong>. El que fa que una classe sigui una bona classe no \u00e9s que es transmetin dades i m\u00e9s dades, sin\u00f3 que s’estableixi un di\u00e0leg constant, una confrontaci\u00f3 d\u2019opinions, una discussi\u00f3 sobre el que s\u2019apr\u00e8n a l\u2019escola i el que ve de fora.\u00bb<\/p>\n

Umberto \u2019Eco no va defugir l\u2019apoteosi d\u2019Internet i els mitjans digitals. Cal rellegir el seu Apocal\u00edptics i integrats<\/em>, un llibre publicat el 1964, que recollia escrits a partir dels anys cinquanta i que encara avui \u00e9s actual. L\u2019any 1964, l\u2019oposici\u00f3 entre apocal\u00edptics i integrats<\/strong> feia refer\u00e8ncia a la manera com els intel\u00b7lectuals de l\u2019\u00e8poca veien no nom\u00e9s els mitjans de comunicaci\u00f3 de masses (sobretot la televisi\u00f3), sin\u00f3 tota la cultura de masses: des dels c\u00f2mics fins a la narrativa popular, des de la premsa rosa sobre personatges de l\u2019espectacle fins a la m\u00fasica anomenada lleugera. I doncs, com ens pot ajudar aquell llibre de l\u2019any 1964 a comprendre la posici\u00f3 d\u2019Eco sobre Internet i els mitjans digitals cinquanta anys despr\u00e9s?<\/p>\n

En s\u00edntesi, els apocal\u00edptics, d\u2019una banda, sostenien que els mitjans de comunicaci\u00f3 de masses, en dirigir-se a un p\u00fablic ampli i heterogeni, es veien obligats a homogene\u00eftzar i aplanar els seus productes, perdent originalitat, oferint una visi\u00f3 conformista de la societat, la pol\u00edtica, el consum, la vida mateixa, i fomentant actituds passives i acr\u00edtiques. Els integrats, per la seva banda, defensaven que els mass m\u00e8dia posaven a disposici\u00f3 d\u2019un p\u00fablic molt ampli (impensable abans de la televisi\u00f3) informaci\u00f3 que abans nom\u00e9s era accessible per a una elit. Per aix\u00f2, veien la cultura de masses com un fet, en qualsevol cas, positiu, fins i tot en els seus aspectes m\u00e9s uniformitzadors, perqu\u00e8 era capa\u00e7 d\u2019introduir nous llenguatges i estils, noves visions. I quan Internet va arribar, Umberto Eco es va convertir en un apassionat, cr\u00edtic i constructiu. Eco mai no era acr\u00edtic per\u00f2 tampoc un fonamentalista de res, per tant ni a favor ni en contra sin\u00f3 tot el contrari.<\/p>\n

A la pregunta dels apocal\u00edptics \u201con anirem a parar?\u201d, Eco responia que continu\u00e9ssim per on \u00e9rem, que el papir va permetre treure dels temples el saber, que els copistes medievals el van conservar i difondre i que la impremta va permetre la Il\u00b7lustraci\u00f3. Internet no seria diferent d\u2019aquests invents anteriors<\/strong>. L\u2019important \u00e9s el contingut, no pas el continent repetia. La relaci\u00f3 d\u2019Eco amb gaireb\u00e9 tot sempre va ser ambivalent perqu\u00e8 era un digne especialista de l\u2019escol\u00e0stica discursiva. Tant en l\u2019\u00e0mbit acad\u00e8mic (des del 1964 el llibre ha estat reeditat i tradu\u00eft moltes vegades arreu del m\u00f3n) com en els mateixos mitjans de comunicaci\u00f3 de masses, on amb el temps l\u2019oposici\u00f3 entre apocal\u00edptics i integrats s\u2019ha consolidat fins al punt de convertir-se en un esl\u00f2gan que molts utilitzen de manera acr\u00edtica, fins i tot sense saber-ne l\u2019origen ni haver llegit mai el llibre. \u201cAmb 6 mil milions d’habitants al planeta, no es pot pretendre que hi hagi 6 mil milions d’intel\u00b7lectuals. Hem de ser una mica arist\u00f2crates des d’aquest punt de vista\u201d. Nom\u00e9s cal afegir que en 20 anys des que va dir aquestes paraules hem superat ja els 8 mil milions\u2026<\/p>\n

\u00abEl gran problema de l’escola d’avui \u2013va explicar Eco\u2013 \u00e9s com ensenyar a filtrar la informaci\u00f3 d\u2019internet<\/strong>. \u00c9s una cosa que cap professor fa, perqu\u00e8 s\u00f3n ne\u00f2fits respecte a aquest instrument. Aquest problema \u00e9s un drama del nostre temps. Tinc una proposta en aquest sentit, i \u00e9s que els diaris dediquin dues p\u00e0gines a l\u2019an\u00e0lisi i cr\u00edtica dels llocs web. Si l\u2019enemic de la premsa s\u00f3n les xarxes, en lloc de fer el diari copiant o imitant el que es fa a internet, els periodistes haurien de plantejar una cr\u00edtica d\u2019internet, assenyalant qu\u00e8 \u00e9s fals i qu\u00e8 no. La meva altra proposta \u00e9s que el mestre, amb valentia, digui als seus alumnes: \u2018Aquest \u00e9s el tema que heu de desenvolupar. Sentiu-vos lliures de copiar d\u2019internet \u2013la c\u00f2pia pot ser una virtut\u2013, per\u00f2 feu servir almenys deu llocs<\/strong>\u2019. D\u2019aquesta manera, els estudiants es veuran obligats a comparar aquestes deu webs, trobant contradiccions i plantejant-se el problema amb sentit cr\u00edtic Per qu\u00e8 un professor no pot exercir aquest paper?\u00bb. I se non \u00e8 vero e ben trovato<\/em>, per\u00f2 si ho va dir Eco, algun motiu en tindria despr\u00e9s de les desenes de milers d\u2019hores de classes confer\u00e8ncies, xerrades o entrevistes concedides quan va reblar \u201cque el motiu final de l\u2019ensenyament \u00e9s ensenyar a pensar, no ensenyar qu\u00e8 pensar<\/strong>\u201d.<\/p>\n

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Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

Drets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

\u201cEn el futur, l’educaci\u00f3 tindr\u00e0 com a objectiu aprendre l’art del filtre. Ja no cal ensenyar on es troba Katmand\u00fa o qui va ser el primer rei de Fran\u00e7a, perqu\u00e8 aquesta informaci\u00f3 es pot trobar a tot arreu. En canvi, caldria demanar als estudiants que analitzin quinze llocs per determinar quin \u00e9s per a ells el m\u00e9s fiable. Caldria ensenyar-los la t\u00e8cnica de la comparaci\u00f3\u201d, va dir Umberto Eco en una de les seves \u00faltimes entrevistes.\u00a0<\/p>\n","protected":false},"author":4,"featured_media":26853,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"1","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[240],"tags":[1042,2870],"class_list":["post-26629","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-classics-ca","tag-umberto-eco-ca"],"yoast_head":"\nEco o l\u2019art de formar informant - Educational Evidence<\/title>\n<meta name=\"description\" content=\"\u201cEn el futur, l'educaci\u00f3 tindr\u00e0 com a objectiu aprendre l'art del filtre. Ja no cal ensenyar on es troba Katmand\u00fa o qui va ser el primer rei de Fran\u00e7a, perqu\u00e8 aquesta informaci\u00f3 es pot trobar a tot arreu. En canvi, caldria demanar als estudiants que analitzin quinze llocs per determinar quin \u00e9s per a ells el m\u00e9s fiable. Caldria ensenyar-los la t\u00e8cnica de la comparaci\u00f3\u201d, va dir Umberto Eco en una de les seves \u00faltimes entrevistes.\u00a0\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/educationalevidence.com\/ca\/eco-o-lart-de-formar-informant\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Eco o l\u2019art de formar informant - Educational Evidence\" \/>\n<meta property=\"og:description\" content=\"\u201cEn el futur, l'educaci\u00f3 tindr\u00e0 com a objectiu aprendre l'art del filtre. Ja no cal ensenyar on es troba Katmand\u00fa o qui va ser el primer rei de Fran\u00e7a, perqu\u00e8 aquesta informaci\u00f3 es pot trobar a tot arreu. 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