Keyword ‣ screens
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Attention and behavioral disorders, lack of autonomy, anxiety, apathy, loss of dexterity and taste for manual work, the list of collateral damage grows as the permissiveness of the parents and the bankruptcy of the family grow. 'an educational system subject to globalist ideology, where digital technology occupies an ever more important place. A system where the child is no longer “taught” but “accompanied” – that is to say assisted for some and abandoned for others, depending on the good faith and skills of the teacher…

Everything is not to be thrown away in the new pedagogies in force which intend to make the student "the actor of his learning", but to minimize the role of transmission of the teacher, in favor of a presumed collaborative dynamic of children – which remains, in fact, very unequal and relative – we sacrifice knowledge for a few ideological illusions and the whims of irresponsible communicators.

Distance learning during the Covid period has shown this well: apart from a minority of particularly keen students, the results of the experiment were disastrous, both from the point of view of the acquisition of knowledge and that of personal development. Even today, teachers are trying to fill the gaps and manage the problems linked to abusive confinements, having to deal acrobatically with everyone's delay. It is certain that this episode will have marked a turning point in the student's relationship to his need to understand and learn, breaking in some way the link with his tutor in favor of the machine and the new education lobbies.

Like the parent, the teacher is, more than an authority figure, a model. A model certainly imperfect but endowed with character, and above all a bearer of knowledge and a sense of justice. Depersonalizing knowledge is perhaps not a tragedy – after all, from a certain age anyone can freely educate themselves thanks to the infinite resources offered by the Internet – but it seems to me that this dangerously contributes to the generalized dehumanization of our societies, where new communication tools have disrupted the interactive issues and the temporality of relationships, to the point of leading to all kinds of neuroses linked to the cult of immediacy and consumption.

In societies where we are assailed by images and representations, where information – often of the most futile nature – is systematically illustrated, manipulated, staged, following the sacred laws of advertising, being under construction is literally found lost between a virtual universe and the real world.

Digital capitalism has made the child a precocious consumer, delivered to the dictatorship of images and the predation of a perverse ultraliberalism. If we observe in classrooms more and more students presenting difficulties and all kinds of “dys-” disorders, it is also because the brain, overloaded with violent and senseless images, is desperately seeking a way out of the pathology of the world thus exposed, no longer available for healthy learning.

Observing on a daily basis the cognitive and behavioral impact of violence experienced in images on young people, we can resolutely consider ourselves lucky to be part of generations who have only experienced the private use and generalization of digital tools in recent years. 'adulthood. The dependence of young people on screens, encouraged by the trend and the need for integration, being a means of enslaving the most vulnerable by depriving them of their creative faculties, initiative and reflection.

We know that reading is fundamental in the development of the imagination, training in critical thinking and self-affirmation, as much as in mastering the language and acquiring the skills of expression. And when it is not possible or when it is not of particular interest to the child, its benefits can be partly offset by different construction and projection games, calling on the imagination and creativity. . But when there are neither books nor games, and the child finds himself under the influence of a screen which enslaves him, traumatizes him and systematically lowers him to the zero level of culture, when he is cut off from the world and nature, then it is not surprising that humanity returns to its unfortunate disposition towards war and totalitarianism.

According to the leitmotif of our dear president, here comes the “end of carelessness”. But the question that should be asked, urgently, is the following: if we are told of an end, what precisely should the carelessness give way to? To terror and the reign of perversity? Or to a superior knowledge, which would allow us to do without our leaders?

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