![]() This revolution supported the emergence of the modern world, with its nation states, industries and its experimental mathematized natural sciences. The third revolution is the mecanization and the industrialization of the reproduction and diffusion of symbols, like the printing press, disks, movies, radio, TV, etc. There was a deliberate effort to reach universality, particularly in mathematics, physics and cosmology. At this stage, scholars attempted to deduce knowledge from observation and deduction from first principles. The literate culture based on the alphabet (or rational ideographies) developed critical thinking further and gave birth to philosophy. The second revolution optimizes the manipulation of symbols like the invention of the alphabet (phenician, hebrew, greek, roman, arab, cyrilic, korean, etc.), the chinese rational ideographies, the indian numeration system by position with a zero, paper and the early printing techniques of China and Korea. A new kind of systematic knowledge was developed: hermeneutics, astronomy, medicine, architecture (including geometry), etc. Ideas were reified on an external surface, which is an important condition for critical thinking. ![]() This leads to a remarquable augmentation of social memory and to the emergence of new forms of knowledge. The first revolution is the invention of writing with symbols endowed with the ability of self-conservation. ![]() ![]() During the longest part of human history, the knowledge was only embedded in narratives, rituals and material tools. At each step in the history of symbolic manipulation, a new kind of knowledge unfolds. The above slide describes the successive steps in the augmentation of symbolic manipulation. We will first make a detour by the history of knowledge and communication in order to understand what are the current priorities in education. ![]()
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