Neuroeducation as a Space to Train Human Beings Capable of Developing Themselvess

Abstract

This article analyzes how the technological age can end up making the human being a person who consumes digital tools, sometimes displacing criticality and the means to redefine himself as a being capable of developing and making sense of technological elements. The use of cyberspace, in the same way, makes it noticeable that the image is becoming a state of replacement of the concrete reality, leading to the fact that the human being does not make use of his cognitive faculties. The objective of this reflection is to reaffirm that the person is the one who gives meaning to technology, since he has his own qualities that he puts into practice, facilitating innovation strategies, all based on the improvement of educational processes; without those structures, he would be a static being, confusing himself in this digitized world that continues to grow very rapidly. The methodology used is framed in an analytical-reflective and historical-critical process. An approach is established by some authors, who contribute to enrich this article: Hessen, critical theory; Kant, criticism of the processes of education; Marcuse, one-dimensional thinking; Morin and his introduction to complex thinking and Žižek, cyberspace. The results found show that it is the human being who gives meaning to technological means and it is its substantial character. Finally, the conclusions show that the human being cannot evade his intention to make sense of everything that he uses and therefore he is called to reaffirm himself through the neural processes that he executes.