Ecco a voi il nostro report previsionale di quest’anno!
21 Lezioni per il XXI Secolo Parte 4 (Harari)
Si conclude il viaggio in compagnia di Yuval Noah Harari con l’ultima parte del testo 21 Lezioni per il XXI Secolo
GUERRA ATOMICA O MEDIATICA?
Puntata speciale di Oggi a grande richiesta: https://anchor.fm/…/GUERRA-ATOMICA-O…/a-a9d2lng
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21 Lezioni per il XXI Secolo Parte 3
In questo terzo episodio dedicato ad Harari affrontiamo la quarta parte del testo 21 Lezioni per il XXI secolo
21 Lezioni per il XXI Secolo Parte 2
Ecco la seconda puntata del podcast Leggere il Mondo
21 Lezioni per il XXI Secolo Parte 1
Puntata dedicata alla prima parte del libro 21 Lezioni per il XXI Secolo di Yuval Noah Harari
Prima troverai l’anteprima e poi la puntata approfondita in un unico audio
Leggere il Mondo
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The Promise MetaLand
In the current digital landscape, social media platforms are saturated with content and it can be difficult for creators to gain a substantial audience without significant investment in advertising or viral tactics. However, a new virtual space is emerging as a potential solution for content creators: the metaverse.
The metaverse, also known as the virtual universe, is a digital space where users can interact, create, and consume content in a shared environment. It is often compared to the early days of Facebook, as it is still relatively untouched and has the potential for growth and success for those who invest in it early.
Many companies and investors are already pouring billions of dollars into the development and expansion of the metaverse. This includes major players in the technology industry such as Facebook, Google, and Microsoft, as well as gaming companies like Roblox and Epic Games.
One of the key advantages of the metaverse is its ability to provide a sense of immersion and presence for users. This can be achieved through the use of virtual reality and augmented reality technology, allowing users to fully engage in the virtual environment and experience it as if it were real.
The metaverse also has the potential to revolutionize various industries, such as education, entertainment, and commerce. For example, in the education sector, the metaverse can offer immersive and interactive learning experiences for students, while in entertainment, it can provide a new platform for creators to share and monetize their content.
Currently, some of the most popular metaverses include:
- Roblox: A massively multiplayer online game platform that allows users to create their own games and play games created by others.
- Fortnite: A popular battle royale game that also includes a creative mode where users can build and create their own virtual worlds.
- Horizon: A social virtual reality platform that allows users to interact with each other in a shared virtual space.
- Decentraland: A decentralized virtual reality platform that allows users to create, experience, and monetize content and applications.
- VRChat: A virtual reality social platform where users can create and customize their own avatars, socialize, and participate in community events.
- Minecraft: A massively popular game that allows users to build and create their own worlds.
In conclusion, the metaverse is a promising new virtual space that offers a wide range of possibilities for creators, businesses and individuals. With the growth of technology, it’s expected to become more and more accessible, and more and more people will join it. The metaverse has the potential to revolutionize various industries and provide new opportunities for creators to reach and engage with their audience. It will be interesting to see how it develops in the coming years.
Artificial intelligence (AI) is a rapidly advancing technology that is set to have a significant impact on the job market in the next 50 years. While some jobs may become automated, others will continue to require human skills and expertise.
Jobs that are likely to be impacted by AI in the next 50 years include:
- Manufacturing roles, such as assembly line work, where repetitive tasks can be easily automated.
- Transportation and logistics, where AI-powered systems can optimize routes and manage fleet operations.
- Data analysis and decision-making roles, such as financial analysis, accounting, and certain aspects of healthcare.
- Customer service and call center jobs, where AI-powered chatbots and virtual assistants can handle routine interactions.
- Jobs that involve repetitive tasks, such as data entry and document processing.
On the other hand, jobs that require certain human skills and expertise are less likely to be impacted by AI in the next 50 years:
- Jobs that involve human interaction and empathy, such as teaching, social work, and therapy.
- Jobs that require creativity and problem-solving, such as design, innovation, and research.
- Jobs that require complex decision making and judgement, such as managers, executives, and leaders.
- Jobs that require a deep understanding of human emotions and social dynamics, such as therapists, counselors, and sociologists.
It is also worth mentioning that AI will create new job opportunities, particularly in the field of AI development, implementation, maintenance, and governance. As AI becomes more prevalent across various industries, there will be a growing demand for professionals with expertise in AI-related fields.
It is important to note that AI will not necessarily lead to widespread unemployment. Instead, it is likely to result in a shift in the types of jobs available, with some becoming automated while others will continue to require human skills and expertise. As such, individuals and organizations must adapt to these changes and develop the necessary skills to succeed in the new job market.
Education in indigenous languages resists
In Peru, there are 48 native languages and approximately 28,000 bilingual schools, within the modalities of regular basic school, alternative basic school and special basic school, serving more than 1,200,000 students nationwide, at the pre-school, primary and secondary levels.
In order to continue with the proposals for progress in rural bilingual education policies, within the Peruvian Ministry of Education there is the Directorate of Alternative Basic Education, Intercultural Bilingual Education and Educational Services in Rural Areas, which, through its professionals, is responsible for designing and proposing improvements in education in rural areas, through proposals for educational improvements and training for bilingual teachers, in order to ensure the education of thousands of students in an inclusive manner and to avoid school dropout.
However, despite continuous efforts, the lack of budget and bilingual teachers only widens the inequality gap. Furthermore, the ongoing political crisis in the country not only generates an atmosphere of uncertainty in general, but it also stops further proposals and investments in order to meet the main demands of students from indigenous peoples.
Rural bilingual schools are not only spaces for the dissemination of academic knowledge, but also of ancestral knowledge. Peruvian indigenous peoples are spaces in which there is a living culture of ancestral knowledge, which is passed down from generation to generation. Ensuring bilingual education through teacher training, funding, educational policies, but above all respect for ancestors who have resisted through the centuries, would contribute to reducing the inequality and indifference with which these peoples have been living. The current political situation, and the current violation of human rights in the country, especially in sectors where there is a high presence of indigenous people (the Department of Puno is the most affected, with citizens murdered during the demonstrations against the current president and is home to the Quechua and Aymara population), only affects a student community that is faced with indifference, lack of basic services to study and lack of quality education; However, it also empowers students who are aware that they are the voice of the future and seek to be heard in order to feel included in a country that is highly centralised in the capital Lima.
The challenges facing the Peruvian state in order to ensure the development of students from indigenous peoples is to continue to coordinate with various institutions such as the Ministry of Culture (which has a directorate that promotes policies for the protection of indigenous peoples), civil associations that have a professional staff to meet the main demand for social projects, curators who would help students to continue generating spaces for dialogue and ancestral knowledge, enhancing through education everything they have learned through their community sages; But above all, the Ministry of Education must ensure educational policies that ensure that students can receive the same quality education that students who have Spanish as their mother tongue receive.
The 48 native languages resist in a country that seems to be more and more indifferent every day and whose colonial construction still persists. However, what Peruvian society does not count on is a large native student community, who through meetings try to make their own demands visible, try to denounce open secrets that are like assassinations of community leaders defending their territories, as well as systematic violence that they constantly experience. Rural schools are therefore not only spaces of knowledge, but also of resistance, in the face of a country that looks at them with indifference.
Ana Claudia Baltazar Diaz