Education and the “digital phenomenon” in contemporary society
DOI:
https://doi.org/10.5212/PraxEduc.v.14n2.012Abstract
This paper investigated the relationship between the digital phenomenon and education, in order to argue about the limits, challenges and possibilities of the latter in front of the advance and the injunctions of the former. The central problem relates to the (im)possibilities of educating, to the pedagogical modus faciendi, in the face of such phenomenon. Thus, it is about reflecting, investigating and arguing about the consequences of the digital phenomenon for education and teaching, based on a specific bibliography in this respect, extracting reflections and consequences of it for another phenomenon, the educational. Therefore, it is imperative to consider that new digital technologies, the internet, for example, are means and not end points of education and that there is no “knowledge and/or information society”. As a means, they serve the educational purposes and not the setback, education adapting to the needs of the information industry, technology and the labor market. In addition, the digital phenomenon compromises the development of cognitive abilities, such as memory, imagination and, also, the faculty of thinking, which requires time.
Keywords: Education. Digital phenomenon. Foreground image.
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