Publication: Educación y derecho a la privacidad en la sociedad del conocimiento
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2016-03-30
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Universidad Complutense de Madrid
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Abstract
En los últimos cincuenta años, las tecnologías de la información y la comunicación (TIC) han conseguido que ningún ámbito de la vida humana ignore su presencia. Formamos parte de una sociedad mucho más informada, en la que ya no solamente recibimos información, sino que cualquiera de nosotros puede ayudar a construirla –de ahí que se la haya denominado sociedad del conocimiento–. Las posibilidades educativas y laborales se han ampliado gracias a internet y la política puede realizarse cada vez en menor medida a espaldas de los ciudadanos. Ahora bien, si el ámbito público se ha visto claramente afectado, la esfera privada no se ha quedado atrás. Diversas aplicaciones en línea nos permiten estar constantemente conectados, compartir públicamente aspectos de nuestra vida personal y conocer gente nueva sin importar el lugar ni la distancia. En un mundo en el que todo se torna fácilmente susceptible de ser publicado, la privacidad entra en peligro, de modo que se hace necesario investigar hasta qué punto esto es cierto y en qué medida supone verdaderamente un problema. Esta tesis doctoral, desde una perspectiva filosófico-educativa y, por tanto, fundamentalmente a través del análisis crítico de textos, pretende dar respuesta a estas dos preguntas en lo que atañe particularmente a la educación. En primer lugar, se analiza la relevancia de la privacidad en la formación de los individuos en tanto que ciudadanos y, al mismo tiempo, sujetos morales; en segundo lugar, se abordan las principales vías que conducen a que sea efectivamente desarrollada; en tercer lugar, se indaga en torno a su situación en el contexto socio-educativo actual; y, en cuarto y último lugar, atendiendo a la consideración tradicional de la privacidad en tanto que derecho humano fundamental, se justifica por qué es así considerada, por qué debe seguir siéndolo y cuáles son las vías educativas que mejor pueden conducir a preservarla en nuestro tiempo. Los resultados de la investigación apuntan a que la privacidad ocupa un lugar esencial en la formación ético-cívica de los individuos, pues aparece como el principal ámbito de formación de la subjetividad personal. Para lograrla se hace necesario aprender a disfrutar de tiempos y espacios de soledad, lo cual es complicado en un mundo donde se fomenta un estado de conexión permanente. Es por ello que, de manera independiente a la existencia de opciones de privacidad en todas y cada una de las aplicaciones de internet que podamos usar a nivel personal, el derecho humano a la privacidad se vulnera desde el mismo momento en que el sistema nos insta a estar el mayor tiempo posible conectados. De este modo, una educación que pretenda proteger este derecho, no podrá hacerlo en ningún caso a través de cualesquiera medios que impliquen el contacto y la conexión. Este trabajo concluye, por tanto, que para facilitar el logro de la privacidad por parte de las nuevas generaciones, las cuales nacen y crecen ya en un mundo en línea, es imprescindible incluir, por parte de padres y educadores, una pedagogía de la desconexión temporal. Esta pedagogía no implicará en ningún momento el rechazo de las TIC, simplemente consistirá en la introducción de pausas ocasionales en el proceso educativo con el fin de que un contacto continuado e incesante no condene al olvido el hecho de que los seres humanos somos individuos particulares con subjetividad personal
Over the last fifty years, information and communications technology (ICT) has made itself felt in every single realm of human life. We are now members of a much more informed society, one in which we not only receive more information, but in which any one of us can also help add to it, and hence the name “the knowledge society”. Thanks to the Internet, the number of education and job opportunities has soared, and it has become more and more difficult to conduct politics behind the backs of the citizens. This has affected both the public sector and private sector alike. Indeed, myriad different online applications let us stay connected around the clock, publicly share aspects of our personal life, and meet new people regardless of place or distance. In a world where anything and everything becomes potentially publishable, privacy is at risk. It is therefore necessary to investigate the extent to which this is true and how much of a problem it truly poses. From a philosophical-educational perspective, and thus fundamentally by means of critical analysis of texts, this doctoral dissertation sets out to answer the two questions above in terms of how they affect the field of education. First it analyzes the relevance of privacy in the teaching of individuals as citizens and moral subjects at the same time. It then goes over the main ways leading to its effective development. Thirdly, it delves into the situation in the current socio-educational context, and fourth and finally, attending to the traditional consideration of privacy as a basic human right, it justifies why it is considered as such, why it should continue to be considered a basic right, and what educational means are best suited to keeping it so in our times. The results of this research indicate that privacy holds an essential place in the ethical and civic upbringing of individuals, since it appears as the main area for forming personal subjectivity. This can only be attained by learning how to enjoy times and places of solitude, no easy feat in a world that demands being connected at all times. This is why, regardless of the privacy options available in every internet application we may use on an individual level, the human right to privacy is infringed from the very moment the system prompts us to stay connected for as long as possible. In that way, an education that aims to protect this right cannot hope to do so by using any means that involve contact and connection. The dissertation therefore concludes that for the new generations to achieve privacy, born and bred as they are in an online world, both teachers and parents will need to include a pedagogy of temporary disconnection. At no time does this imply a rejection of ICT; rather, it will simply consist of bringing in occasional pauses in the educational process so that the barrage of continuous and incessant contact does not banish to oblivion the fact that we human beings are individuals with our own personal subjectivity.
Over the last fifty years, information and communications technology (ICT) has made itself felt in every single realm of human life. We are now members of a much more informed society, one in which we not only receive more information, but in which any one of us can also help add to it, and hence the name “the knowledge society”. Thanks to the Internet, the number of education and job opportunities has soared, and it has become more and more difficult to conduct politics behind the backs of the citizens. This has affected both the public sector and private sector alike. Indeed, myriad different online applications let us stay connected around the clock, publicly share aspects of our personal life, and meet new people regardless of place or distance. In a world where anything and everything becomes potentially publishable, privacy is at risk. It is therefore necessary to investigate the extent to which this is true and how much of a problem it truly poses. From a philosophical-educational perspective, and thus fundamentally by means of critical analysis of texts, this doctoral dissertation sets out to answer the two questions above in terms of how they affect the field of education. First it analyzes the relevance of privacy in the teaching of individuals as citizens and moral subjects at the same time. It then goes over the main ways leading to its effective development. Thirdly, it delves into the situation in the current socio-educational context, and fourth and finally, attending to the traditional consideration of privacy as a basic human right, it justifies why it is considered as such, why it should continue to be considered a basic right, and what educational means are best suited to keeping it so in our times. The results of this research indicate that privacy holds an essential place in the ethical and civic upbringing of individuals, since it appears as the main area for forming personal subjectivity. This can only be attained by learning how to enjoy times and places of solitude, no easy feat in a world that demands being connected at all times. This is why, regardless of the privacy options available in every internet application we may use on an individual level, the human right to privacy is infringed from the very moment the system prompts us to stay connected for as long as possible. In that way, an education that aims to protect this right cannot hope to do so by using any means that involve contact and connection. The dissertation therefore concludes that for the new generations to achieve privacy, born and bred as they are in an online world, both teachers and parents will need to include a pedagogy of temporary disconnection. At no time does this imply a rejection of ICT; rather, it will simply consist of bringing in occasional pauses in the educational process so that the barrage of continuous and incessant contact does not banish to oblivion the fact that we human beings are individuals with our own personal subjectivity.
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Teoría e Historia de la Educación, leída el 18-01-2016