Currently, it is necessary to learn to think from a non-linear reflection so as not to get lost on the map.
With the entry of cyber modernity, the perception of what appears or is seen has changed, reality has more sides, more edges, more possibilities of existing in us and giving life to what was unthinkable.
In the Cartesian lexicon, thought adheres only to social literacy, and type the images in order, classification, and linear judgments. It is applicable to the prevailing society system, but it FALLS SHORT. The word is losing its capacity for abstraction, as well as the image, for devising its own.
In these times, the “social” language consumes communication more than meaning.
“I buy a, b, c, d, g …”. Barcode always and to the order of the day. Speech is depersonalized. The articulation of sensitive intelligence loses its place.
The linear reading that links image sequences and with them, thoughts that trap us in a tale – in a story that, not being our own, we make it our own by being led to its signifier – now disappears and another modality comes to join. A “mute” reading in tune with individual silence, which activates a singular experience, within the collective social expression.
Within the linear chaos, it should be seen, an opportunity to achieve one’s own individuality, whose expression coexists with a whole.
In this cyberspace a word offers a thousand addresses and they do not chain. A silent reading of signs devoid of phonetic language and the signifier. A reading without marks to which to return, without memory of time or trace, in constant change, live in itself.
Thus, and from this perspective, the challenge of teaching with an “open window” remains: that it encourages the student, from their perception, to devise or develop their input and the connectivity solution with it. That is, a teaching that is not based on applying equations to the constant and serial variable, a word that more than helping to recognize the signs, allows them to distinguish the variables and extract them to create their own operable equation.
That is, a teaching that is not based on applying equations to the constant and serial variable, a word that more than helping to recognize the signs, allows them to distinguish the variables and extract them to create their own operable equation.
By teaching “open window”; the student-spectator becomes the author of his cognition in an active, not passive way. “I make mine what I don’t know”, open the key, open its possibility.