The virtual, in its various forms and declensions, has promoted the birth of the infosphere (Floridi, 2017), an ecosystem dominated by a continuous flow of information in which both social institutions and individuals incorporate the "logic" of the media. People's lives themselves are becoming Onlife, a junction that continuously receives and redistributes information (Serres, 2015) through a media process (Hepp, Hjarvard, Lundby, 2015). The disintermediation taking place at the level of social, cultural and political structures also includes the working environment, promoting a change of perspective with respect to the interaction between man and machine. The transformation of work due to the 4th industrial revolution sees a connection between people, machine learning and products which can interact with each other through the "internet of things". The result of these processes is the production of an enormous amount of big data that artificial intelligences are able to transform into information and consequently change the productivity, speed and communication processes of any sector (Costa, 2018). From the educational point of view, the current revolution linked to artificial intelligence and to digital in general is changing human beings on an anthropological level, and the new knowledge will make possible a transformation of the body, the brain and the mind that will redefine the very idea of living organisms (Harari, 2019). We are already feeling this evolutionary transformation in its primordial forms when we rely on the computing power of the algorithms that inform us and choose for us the fastest way to reach a place, the cheapest product, the news that interests us, the books we should read and the opinion leaders to follow. It therefore becomes necessary to recognise the birth of a digital "Other" of a complex nature, that has a virtual connotation but which affects everyone's existence in a real way, becoming an integral part of us. This superimposition of virtual objects and places with the real ecosystem is possible thanks to augmented reality, which makes it possible to insert virtual incursions into the real by creating what some scholars call the mirror world (Gelernter, 1992). Everything that exists in the real world will have a digital counterpart in the "mirror world" with which to interact and relate by wearing an augmented reality viewer. This new platform, still under construction, will digitise the whole world, attempting to connect the two worlds, real and virtual, atoms and bits (Kelly, 2017). There is therefore the need to adopt an interpretative approach to recognise this new cognitive interface under construction, which is able to recover the role of intermediation between the world of education and that of the media. Currently, this task is implicitly delegated to those who are designing the digital ecosystem through the control of technologies and algorithms. Media education can assume a strategic training role in this scenario because it allows the activation of practices of critical knowledge of the new media and the environment in which they are developing. Learning to recognise otherness (Jullien, 2018), including in its digital form, becomes an opportunity to rediscover the implicit things that underlie human nature and the hybridisations taking place between man and machine (e.g. cyborgs as entities that graft mechanical parts onto organic parts) through a continuous work of mediation and dialogue between real and virtual.
Il virtuale nelle sue diverse forme e declinazioni ha favorito la nascita dell’Infosfera (Floridi, 2017), un ecosistema dominato da un flusso continuo di informazioni in cui sia le istituzioni sociali che gli individui singoli incorporano la “logica” dei media. La vita stessa delle persone diventa Onlife, uno svincolo che riceve e redistribuisce informazioni in maniera continua (Serres, 2015) attraverso un processo di mediatizzazione (Hepp, Hjarvard, Lundby, 2015). La dis-intermediazione che sta avvenendo a livello delle strutture sociali, culturali e politiche include anche l’ambito lavorativo, favorendo un cambio di prospettiva rispetto all’interazione tra l’uomo e la macchina. La trasformazione del lavoro dovuta alla 4° rivoluzione industriale vede una connessione tra persone, machine learning e prodotti in grado di interagire tra loro attraverso l’“Internet of things”. Il risultato di questi processi è la produzione di un’enorme quantità di big data che le intelligenze artificiali sono in grado di trasformare in informazioni e di conseguenza modificare la produttività, la velocità e i processi comunicativi di qualsiasi settore (Costa, 2018). Dal punto di vista formativo l’attuale rivoluzione legata alle intelligenze artificiali e in generale al digitale sta cambiando l’essere umano a livello antropologico e le nuove conoscenze renderanno possibile una trasformazione a livello corporale, del cervello e della mente che andranno a ridefinire l’idea stessa di organismo vivente (Harari, 2019). Questa trasformazione evolutiva la stiamo già avvertendo nelle sue forme primordiali quando ci affidiamo alla potenza di calcolo degli algoritmi che ci informano e scelgono per noi la strada più veloce per raggiungere un luogo, il prodotto più economico, le notizie che ci interessano, i libri che dovremmo leggere e gli opinion leader da seguire. Diventa quindi necessario riconoscere la nascita di un “Altro” digitale di natura complessa che ha sì una connotazione virtuale ma che incide sull’esistenza di ciascuno in maniera reale diventando parte integrante di noi. Questa sovrapposizione di oggetti e luoghi virtuali con l’ecosistema reale è possibile grazie alla realtà aumentata che permette di inserire incursioni virtuali nel reale andando a creare quello che da alcuni studiosi viene definito il mirror word (Gelernter, 1992). Ogni cosa esistente nel mondo reale avrà un corrispettivo digitale nel “mondo specchio” con cui poter interagire e relazionarsi indossando un visore di realtà aumentata. Questa nuova piattaforma, ancora in costruzione, digitalizzerà il mondo intero tentando di connettere i due mondi, reale e virtuale, atomi e bit (Kelly, 2017). C’è quindi la necessità di dotarsi di un approccio interpretativo per riconoscere questa nuova interfaccia cognitiva in costruzione, che sia in grado di recuperare il ruolo dell’inter-mediazione tra il mondo dell’educazione e quello dei media. Attualmente questo compito viene implicitamente delegato a chi l’ecosistema digitale lo sta progettando attraverso il controllo delle tecnologie e degli algoritmi. La media education può assumere in questo scenario un ruolo formativo strategico perché permette l’attivazione di pratiche di conoscenza critica dei nuovi media e dell’ambiente in cui si stanno sviluppando. Imparare a ri-conoscere l’alterità (Jullien, 2018) anche nella sua declinazione digitale diventa l’occasione per riscoprire gli impliciti che sottendono la natura umana e le ibridazioni che stanno avvenendo tra uomo e macchina (es. dei cyborg come entità che innestano parti meccaniche su parti organiche) attraverso un lavoro continuo di mediazione e dialogo tra reale e virtuale.
ADAMOLI M (2020). La Media Education come pratica di mediazione con l'alterità digitale. Milano-Udine : Mimesis Edizioni.
La Media Education come pratica di mediazione con l'alterità digitale
ADAMOLI M
2020
Abstract
The virtual, in its various forms and declensions, has promoted the birth of the infosphere (Floridi, 2017), an ecosystem dominated by a continuous flow of information in which both social institutions and individuals incorporate the "logic" of the media. People's lives themselves are becoming Onlife, a junction that continuously receives and redistributes information (Serres, 2015) through a media process (Hepp, Hjarvard, Lundby, 2015). The disintermediation taking place at the level of social, cultural and political structures also includes the working environment, promoting a change of perspective with respect to the interaction between man and machine. The transformation of work due to the 4th industrial revolution sees a connection between people, machine learning and products which can interact with each other through the "internet of things". The result of these processes is the production of an enormous amount of big data that artificial intelligences are able to transform into information and consequently change the productivity, speed and communication processes of any sector (Costa, 2018). From the educational point of view, the current revolution linked to artificial intelligence and to digital in general is changing human beings on an anthropological level, and the new knowledge will make possible a transformation of the body, the brain and the mind that will redefine the very idea of living organisms (Harari, 2019). We are already feeling this evolutionary transformation in its primordial forms when we rely on the computing power of the algorithms that inform us and choose for us the fastest way to reach a place, the cheapest product, the news that interests us, the books we should read and the opinion leaders to follow. It therefore becomes necessary to recognise the birth of a digital "Other" of a complex nature, that has a virtual connotation but which affects everyone's existence in a real way, becoming an integral part of us. This superimposition of virtual objects and places with the real ecosystem is possible thanks to augmented reality, which makes it possible to insert virtual incursions into the real by creating what some scholars call the mirror world (Gelernter, 1992). Everything that exists in the real world will have a digital counterpart in the "mirror world" with which to interact and relate by wearing an augmented reality viewer. This new platform, still under construction, will digitise the whole world, attempting to connect the two worlds, real and virtual, atoms and bits (Kelly, 2017). There is therefore the need to adopt an interpretative approach to recognise this new cognitive interface under construction, which is able to recover the role of intermediation between the world of education and that of the media. Currently, this task is implicitly delegated to those who are designing the digital ecosystem through the control of technologies and algorithms. Media education can assume a strategic training role in this scenario because it allows the activation of practices of critical knowledge of the new media and the environment in which they are developing. Learning to recognise otherness (Jullien, 2018), including in its digital form, becomes an opportunity to rediscover the implicit things that underlie human nature and the hybridisations taking place between man and machine (e.g. cyborgs as entities that graft mechanical parts onto organic parts) through a continuous work of mediation and dialogue between real and virtual.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.