TechnoEducation: “Educating in the New Digital Society through Mética (Metics) and the safeguarding of the values of the Human Being.”
The current education system is not reaching the speed required to guarantee that the Fourth Industrial Revolution, the genesis of Technohumanism, is, first and above all, HumanoCentric. We are still living with the legacy of a 19th-century education, with 20th-century teachers and students who need to prepare for the 21st century.
Both young people, mostly digital natives, and adults who have not yet joined digitalisation feel disoriented by a growing infoxication and look for solid reference points to help them understand the New Reality of this disruptive Technological Revolution.
There is a clear path: to revolutionise Education as we know it and take it to the next level. Political decision-makers, technology leaders and citizens themselves must collaborate and co-create systems based on shared human values. This is at once the decisive challenge and the great opportunity of our time: to find the way in which the Emerging Technologies of the Fourth Industrial Revolution can promote the common good, preserve human dignity and safeguard the environment for future generations.
But the opposite is happening. We have an increasingly dehumanised world, and that is why Technohumanism must be carefully formulated in an attempt to place the Human Being at the epicentre and to make Technology serve their values and not the other way around.
We are entering the era of the Second Renaissance, for which a new type of profile must be created, the Technohumanist, who recovers Mética, or knowledge based on intuition and experience, alongside Logic and Mysticism, and focuses the strengths of Technology through Mental Positivism and TechnoOptimism.
It is from this context that Technohumanism proposes a new path in which all technological resources, processes and systems are used to innovate in the education system, fostering a change in which the humanities are hybridised with science and technology, and together become the main subject of the new citizens. Turning them into Technohumanist assets.
“The time for TechnoEducation has come”
Although this term has already been used with other meanings, here we use it to refer to education from the Technohumanist approach, understood as a basic need for achieving adaptation to, and knowledge of, the new digital society, fostering continuous self-learning, creativity and innovation.
We are in the best position to make it possible. Remote work and education have been strongly boosted by the current situation, making eLearning now one of the best-known options. Learning through the Internet, by videoconference, by watching an online tutorial, by playing a game, or taking online courses, programmes and even distance degrees, are no longer resources only for the most digitalised.
Now is the time to insist on the need for the population, regardless of age or situation, to learn how to use the methods, systems and processes characteristic of Technology, and to understand that once this learning has begun it should never stop. Technology goes beyond devices; we must learn constantly and at the same time teach how to solve real, close-to-home problems.
The only truly lasting Education in the New Digital Society will be the one that we ourselves can create and apply, adapted to our needs and to our own pace. To move forward in this new way of learning, Technohumanism proposes the recovery of Mética, knowledge based on intuition and experience, and, together with the AnthropoCentric approach, creating a new Education System that uses Technology as its main tool. Hybridising it with the Humanities, and thereby defending the true essence and values of the Human Being against the dehumanisation typical of this 21st century.
Originally published in Spanish on IANética (2020). English version prepared for TecnoHumanismo.
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