Multitasking and Educational Dissonance

Today the young are growing up as skilled multitaskers. Today education remains at its base rooted in the singular study of a single thing in a single manner at any one time. Today it is claimed that multitasking leaves people scoring 10-20% lower on traditional tests on traditional specific subjects. It is claimed that multitasking has negative impacts on our concentration. It has been claimed by the likes of Nicholas Carr (The Shallows) that the modern world of multitasking is inhibiting our ability to think and analyse.

It is interesting that after just writing a piece on inter-generational problems with development we see this. The first point to note is that those criticising the modern multitasking world are those not initiated into it from birth and those not adept at it. And to these people concentration is valued as a very positive trait, but is it really, or is it any more positive than a number of other traits? is the concentrated single issue consideration better at drawing conclusion than the more chaotic consideration of an issue while considering other things, which may or may not be linked? The test performance seemed to show the former but does really only tell us something about the test. Educational systems in the teaching, learning and testing arenas are still embedded in pre multitasking times. Does education need to be changed to better suit the new ways of thinking and analysis that young people at least are now gifted with or is the purpose of education to try to battle these new ways of thinking, demean them and label them as lesser ways while trying to hold the line of traditional thought as superior? It would seem that while attempts are being made to do this that eventually the tide of reality will mean that education will have no choice but to change, but in the meantime reactionary and elitist arguments will continue to be used to try to belittle and take away from what could actually be a very positive and liberating development and one that at the time of change those in positions of power whether they be educators or others will struggle to control.

For confusionists the development of multitasking and its possibility for many to gain a glimpse of thing sa bit differently while being less susceptible to deep-rooted analysis of very specific issues is a positive thing. To see mor eo f the whole rather than a lot of the part is a positive development in lessening our confusion and frustration. the general is positive over the highly focused and specific. And that multitasking means that thought will move rapidly from one thing to another in an almost seemless way has definite positives for resisting the propagandization we encounter on a daily basis but which is aimed at concentrating on one thing at a time mostly. Confusionists welcome multitasking and the new ways of thinking as a positive and liberating experience and totally reject all the reactionary elitist nonsense ranged against it. That it is also a challenge to the world of academia, which is one of the most vile purveyors of propaganda is also a benefit and one that may see the restrictive non-thinking world of academia struggle to hold its control over the people again opening opportunities for emancipation as the urge for self-perpetuation of the academic industry struggles to come to grips with a new reality it can neither easily respond to nor destroy. The world exists for the young and always will as the old wither away and die while trying to conserve and not allow their own changes and legacies to be used in the ways for which they are suited but for which they will inevitably and undeniably eventually be used in ways that will be better for the newer generations, and this we welcome.

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