Adonis Diaries

Posts Tagged ‘knowledge support systems

Your brain changed structure; (May, 10, 2010)

In my previous article “Time changed: Your kids are updating your language”, I exposed the notion that current mankind is forced to change reflexes and languages every couple of years. A century ago, you could be secured a life-time rite of passage relative to knowledge you have acquired in high school, using the paper and pen support system.  Currently, during your professional life you have got to learn a new language every five years, if not less, and update your knowledge in your profession if you want to stay in the rat race in the job market.

What I mean by a language is communication means among professionals in specific fields; thus, if companies or institutions realize that you failed to update with new technology upgrades and support systems, you might be suspected to be the dinosaur-kind who refuses to sail within the fast pace race.

Most likely, the new supports systems have been changed and your production and information saving system is not compatible with the support or the trained assistants you need to deal with.

You might have to beg your kids to initiate you to new languages and the functioning of new “performing” gadgets, no matter how the inventors claim that the new languages and objects are compatible with acquired skills and talents.

The promoters of new technologies are certified liars: the observed design looks like older versions, but to become professional in the usage of the new technology you have got to invest a lot of efforts learning the short cuts and hidden language that attest to your proficiency on the job market.

In 1907, audiences of silent movies had an “interpreter” holding a long stick pointing to images in order to “explain” the new language that people were not accustomed to.  It seems now natural to see and understand movies, but mankind needed training and practice to comprehend the new language of displayed images and moving images.  For example, people had trouble recognizing an actor seen in profile as being the same seen in frontal images.

Jose Bergamin asked: “What have we irremediably lost as we learned to read?  What forms of knowledge that pre-historic people and cultures, with no written language, possessed that we no longer have?”  This question is manifold.

First, when can we state that mankind actually learned to read? There were written languages that priesthood monopolized, but did the general public read and much less write?  What kinds of knowledge priesthood produced when more people were able to read?

Second, what kinds of knowledge mankind had or still have?  A satisfactory taxonomy of knowledge is required in order to conduct such kinds of research.

Third, what are the main differences in knowledge between civilizations with and without written languages?

There are people still alive telling you that they experienced invention of telegraph, trains, sound recorders, airplanes, movies, radio, television, and even computer; all this upheaval in a life time. What strikes me most in our current global civilization is that new languages used on new software are principally designed for the fresh and flexible minds of kids.

You hear that kids have fresh and flexible brains that “soak up” languages easily.

First, this poetic pronouncement does not explain what it is meant by flexible or fresh.  In general, it is the verbal aspect in languages that is acquired more easily by kids; thus, it is the auditory brain that functions at a higher performance than the other brains.  In this case, how can we explain the non auditory performances in using computer languages and functions?

I contend that the region that separates the left and right hemisphere in the brain, and which is responsible for communicating information, must be undergoing qualitative structural changes.  May be the neurons and synapses in this region that indirectly communicated with specialized areas, after several filtering processes of data, have developed to be directly linked to special areas.

Thus, I contend that external sensory perceptions in the audio-visual technology breakthrough are bypassing the tedious routines that years of formal schooling in traditional “knowledge support systems” obstructed the direct links to appropriate brains.

Kids have inherited fragment of this structural changes in the last century and the new fast changing support systems have given ample opportunity to developing the new mechanism.

Current technology in neuro-sciences can verify this hypothesis.  Our sensory brains are more interconnected in quantity and quality.  I feel that the specialized neurons are linking directly with the targeted brains, as external signals are captured and thus, bypassing traditional relays and filtering mechanisms.

Kids can guess from the design of the gadget in shape, color, and textures what are the functions and to whom it is designed to target.  A different form of intelligence is taking roots that is capable of quicker interpretations of the interactions among many variables in the audio-visual fields.

It does not follow that kids are capable of interpreting interactions of more than four variables in fields other than audio-visual, but I feel confident that they may assimilate interpretations of interactions quicker than non professional adults within shorter training sessions.  This should be an advantage in comprehending global problems and relevant global resolution alternatives.

The fast pace creation of new languages and support systems for composing, communicating, and disseminating knowledge have altered the structure of our brain.  Adult mankind has limited capabilities to adjusting his reflexes and mental power every couple of years to new learning requirements that are not compatible with basic knowledge that years of schooling have shaped.

Mankind is being subjected to technology as if he was a machine; as if has no other urgent alternative tasks to tackle but getting upgraded technologically; as if mankind has no emotional and moral instability problems to harness and resolve; as if mankind is not permitted peace of mind in his limited life span.

Global resolution of world problems are not going to be satisfactory if the mindset is focused on just technological progress carried on that way.  The human factors in capabilities and limitations, and emotional constitution have to be revisited by new technology inventors and multinational companies.

It is my feeling that soon, adults would be quickly outdated to teach kids newer languages for the job market. Technology has to take a long break in forcing new languages on new graduates in order to extend stability in life and give some meaning to rite of “knowledge passage” after graduation.

It is imperative economically and emotionally that professionals get emotional reprieves and also amortize investment in time, efforts, and cost of new support systems before newer technologies, guided by market share monopoly, pressure us to adopt new inventions that are not effectively compatible with previously learned skills and training.




November 2021

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