Content transmission no longer defines schooling once information is instantly accessible

Evidence

Once we are submerged in technologies which make information available at a click in a fraction of a second, the proficiency training taking place in our educational institutions can no longer be organized around the transmission of content. Of course, as Nicholas Carr rightly notes, memorization of content is in no way obsolete in itself: it is an integral part of the mental processes structuring our orientation in the world, and no one could simply externalize their memory onto a hard drive or into a cloud or search engine connected to the internet without paralysing the operation of their intelligence. — Yves Citton, The Ecology of Attention, 282

Categorization

• XREF: Directly engages Nicholas Carr’s memorization argument from The Shallows. — connects to: School is being reframed as a study sanctuary distinct from information processing; Teaching is continual reinterpretation rather than transmission of fixed content — Yves Citton, The Ecology of Attention, 267; Educational knowledge production requires co-intent participation rather than one-sided transmission — Paulo Freire, Pedagogy of the Oppressed, 176 (+1 more)
• SEED: Angle: what teaching must become when it can no longer be content delivery — an essay on the shift from instruction to research-gesture modeling.

Broader Connections

• School is being reframed as a study sanctuary distinct from information processing #expands (0.85)
• Mastering matter is now less pressing than building information networks #expands (0.80) — Jean-François Lyotard, The Postmodern Condition, 680
• Teaching is continual reinterpretation rather than transmission of fixed content #qualifies (0.78) — Yves Citton, The Ecology of Attention, 267
• Educational knowledge production requires co-intent participation rather than one-sided transmission #qualifies (0.75) — Paulo Freire, Pedagogy of the Oppressed, 176