Covid-19 on Route of the Fourth Industrial Revolution
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Covid-19 on Route of the Fourth Industrial Revolution Luis Bonilla-Molina 1,2 # Springer Nature Switzerland AG 2020
Keywords Covid-19 . Pandemic . Global Pedagogical Blackout . Fourth Industrial
Revolution . Lockdown . Quarantine . Home schooling . Working fromhome . Educational engineering . Capitalism . Neoliberalism . Anti-capitalism . Resistance
Global Pedagogical Blackout Since 2015 I have been talking about an imminent Global Pedagogical Blackout (GPB) as part of a transitional frame between the Third and Fourth Industrial Revolution (Bonilla-Molina 2016, 2017). The Global Pedagogical Blackout was progressively realized with (a) the de-pedagogization of the reality of education; (b) the construction of an evaluative culture (PISA,1 PIAAC,2 LLECE3-UNESCO tests, TIMMS,4 assessments of the national institutes for the assessment of educational quality, among others) justified by notions of quality and relevance; (c) the construction of a paradigm based on the ‘crisis of the education system,’ (d) educational divestment, especially in terms of technological updating (Internet, hardware, software), which was turning public schools and universities into museums of the past; (e) the discursive hegemony of the educational quality of Sustainable Development Goal Number 45 in public policies linked to education, in contrast to (f) an outdated curriculum paired to an updated 1
Programme for International Student Assessment. See https://www.oecd.org/pisa/. Accessed 1 July 2020.
2
Programme for International Assessment of Adult Competencies. See https://www.oecd.org/skills/piaac/. Accessed 1 July 2020. 3
Latin American Laboratory for The Assessment of Educational Quality (LLECE) is attached to UNESCO’s Regional Office of Education for Latin America and the Caribbean (OREALC). See https://unesdoc.unesco. org/ark:/48223/pf0000162674. Accessed 1 July 2020.
4
Trends in International Mathematics and Science Study (TIMMS) works under the International Association for Educational Performance Assessment (IEA). See https://timssandpirls.bc.edu/timss-landing.html. Accessed 1 July 2020. 5
See https://sdgs.un.org/goals. Accessed 1 July 2020. For an author’s analysis of Sustainable Development Goal Number 4, see Bonilla-Molina (2017).
* Luis Bonilla-Molina [email protected]
1
University of Panama, Panama City, Panama
2
International Center of Investigations ‘Other voices in Education’ (CII-OVE/CLACSO), Caracas, Venezuela
Postdigital Science and Education
model of content unable to keep up with the accelerating innovation; and (g) the impetus for a conversion of the teaching profession into curricular administration. Following Covid-19 lockdowns and transitions to online education, the Global Pedagogical Blackout is now more clearly evidenced as a consequence of the transformation of the capitalist mode of production through the acceleration of scientific-technological innovation (Bonilla-Molina 2020a, b, c, d). The preventive quarantine has been used to enhance the construction of hegemony upon a new mode
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