In the post-modern glocal society, with an economy of continuous training generated by a trans-human technological expansion, we are witnessing an informative consumerism and a capitalism of knowledge that produces a socio-economic co-evolution. The complex idiomatic locution flipped inclusion, introduced in the descriptive-transformative experimental research at the University of Salerno from 2014, crosses, declines, and transposes the concept of inclusion as a social construct in an ecological-systemic perspective and the logic of flipped learning in a systemic learning perspective – learning organization, learning of society, lifelong learning.
TopIntroduction And Background Context And Educational Problem In The Ubiquitus Computing Society
In the glocal postmodern (Appadurai, 2001) society (Robertson, 1992) with an economy of continuous learning (Isfol, 2004), generated by a transhuman technological expansion (Kurzweil, 1999), we are witnessing an informative consumerism (Castells, 1996), a cultural capitalism (Fiske, 1992) and a knowledge capitalism (Castells, 1998).
A pervasive expansion of cybernauts and digitalization produces socio-economic convergence and co-evolution (De Haas, 2004), which transforms human and social capital (Lukacs, 1983). All this determines the transition to the era of capitalism of permanent formation (ISFOL, 2004). The ubiquitous computing with the global interconnections generated by the invasive use of technologies infiltrates every segment of life. They produce new educational needs of multiple and flexible competence, to face the underlying risks of a narcotizing human technocratization (McLuhan, 1998) or a tendency to biologize machines (Pinto Minerva, 2011).
All processes are accelerated, which become dichotomous and permanently transformative, characterized by inversions of liquid identities (Bauman, 2003), individual and collective, devoid of personal and social awareness (Honneth, 2012). We are in the presence of technocratic processes of human hybridization (Pinto Minerva, 2011) with reproductive metamorphoses, computational and mechanistic, which produce new social needs. The weak relativistic boundaries (Ruiz García, 2012) and the induced forms of existential precariousness, which characterize the complex (Beck, 1986), liquid (Bauman, 2003) and post-modern technocratic (Augè, 1991) are expressed in interacting complex systems (Von Bertalanffy, 1968). These systems are dichotomic-hologram-dialogic, because they promote interactive dynamics, even with differentiated perspectives (Cambi, 1991). They are both autopoietic, because they self-determine their own development, starting from multiple access paths (Morin, 1985). This is based on ubiquitous, democratic and participatory citizenship for the management and enhancement of emotional and value potentials. The supra-structural educational aim is to cope with hybrid velocisations, automations of human behaviors and to manage the risks of a social bio-technologization, forming ethical, to a perspective and awareness co-responsible and ecological-systemic.
The identification of problematic aspects with shared horizons of meaning, are some of the strategic tools for re-enabling situational solutions, that derive from the post-human atomistic social structuring. The latter promoted and rooted in the web, while activating comparisons and symbolic productions, generates precarious, fluctuating and involuntary processes of identity and collective re-designation, which pertain to neo-needs for recognition.
The new cross-media democratic citizenship must invest in intersubjective human capital, through existential design education (Dewey, 1984), to take root in the value of awareness of a strengthening of the system, which is born of individual efficiency and social recognition.