FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 213
RODRIGO QUEIROZ E MELO / THE IMPORTANCE OF THE ETHICAL-MORAL AND SPIRITUAL DIMENSION OF THE PERSON
world!9 on the screen. It is a powerful metaphor of a technology that came
to conquer the world it just was born into. In just 40 years, digital technologies have changed just about everything in the way we live and work
(Grilo, 2016). The way we school children and youngsters will also most
certainly change (Melo & Manato, 2018). However, what should interest
us most as educators is not only how digital the world impacts the learning process in itself, but how we as educators prepare the future generations for life in a digital world.
The T-Wave (technological wave) is not only about jobs; not even mostly about jobs. The T-Wave is changing societal structures as whole and
even the concept of work and belonging to the workforce are transitioning (at least in the western world). The real challenge of the future is the
societal re-structuring our children will face because of the digital revolution. In educational contexts, we are still discussing how school systems, schools and classrooms should be, as they have been since the advancement of the modern school, adult centered or, following a long and
important list of pedagogues and thinkers, student centered. But as this
debate goes on, the fact is that a new entity is growing and may, at least
theoretically, take center stage: artiocial intelligence. Since November
2022, artiocial intelligence is freely available to anyone, anywhere. It is
called Chat GPT (others will follow) and will certainly have an important
impact on our relation with knowledge.
We do not know where the T-Wave will take us. For some, it is a doomsday scenario. For others, a world of opportunities. Maybe we are coming
to live in the world envisioned by John Adams, in 1780, in a letter to his
wife on the evolution of humans` worldly chores:
I could oll Volumes with Descriptions of Temples and Palaces,
Paintings, Sculptures, Tapestry, Porcelaine, &c. &c. &c. -- if I could
have time. But I could not do this without neglecting my duty. The
Science of Government it is my Duty to study, more than all other
Sciences: the Art of Legislation and Administration and Negotiation,
ought to take Place, indeed to exclude in a manner all other Arts.
I must study Politicks and War [so] that my sons may have liberty
to study Mathematicks and Philosophy. My sons ought to study
Mathematicks and Philosophy, Geography, natural History, Naval
Architecture, navigation, Commerce and Agriculture, in order to give
their Children a right to study Painting, Poetry, Musick, Architecture,
Statuary, Tapestry and Porcelaine (Adams, 1780).
The possibility to devote one9s life to the 8true humanities9 was not achieved
in Adam`s three generations. But might it be that it is for our grandchildren
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