And in that career we reached the educational crisis, of educational perspective, associated with the corona virus pandemic. The way in which the suspension of face-to-face activities has been generated in many countries and the disorientation that this has caused not only in the educational guild, but in the general population, has contributed to strengthening the evaluative culture,in this case on the ability of teachers to foresee and provide (Fare, 1973).
The new educational machine of the third industrial revolution makes its way with the paradigm of virtual education. The new machine is not virtual education, but this serves to finish insetting and start uninstalling the Newtonian educational machine.
Between 1961, Uni-mate was known and the third generation of computers with the IBM 360 appeared, until the 1977 introduction of the Apple II personal computer, the epicenter of innovation and knowledge moved rapidly from axis.
The installation of “Uni mate”, the first industrial robot placed in General Motors de Ewing, would allow to link the fields of computer science and robotics in the means of production. Third generation computing and industrial robotics enabled the development of the third industrial revolution by scaling automation and incorporating non-human “labor” into production cycles.
In this context, the Fare Report and attempts to reduce the responsibility of national states are generated, which we discussed in the previous point. When Fare notes that”society rejects the products of education”is raised concerns about the few answers that schools, high schools and universities are giving about the new.
It seems that for school systems the landing of the third industrial revolution was a subject of artifacts and equipment, of innovations external to its work, not seeing the impact of the new on the demands that began to revolve around educational institutions and, especially as the Newtonian school-machine lost sense to the new reality.
As the school came with moderate speed in the daily perception of the acceleration of scientific technological innovation, it was thought that all of these “news” would impact the educational decades later, when governments had the money to buy the teams to teach in schools.
Conceptual and Paradigmatic Archaeology
Schools accustomed to “preceding” did not understand that they were now doing conceptual and paradigmatic archaeology,and that this role was being contested by the growing influence of the mass media and by building a culture of consumption of new technologies.