" The Laws 4 the Digital World, must be made from the thoughts of younger generations."
The Covid-19 pandemic dramatically impacted the lives of most children in Europe. The lockdown affecting the majority of European countries in spring 2020 saw the sudden shift of most children’s activities into the digital world. Since then, children's schooling, leisure time, social contacts, home life have mostly been conducted at home via digital media. Thanks to technology, children in strict lockdown situations could enjoy peer interactions and social contacts in some way, which helped avoid complete social isolation. During the Covid-19 crisis, the online world proved to offer opportunities and new possibilities, substituting face-to-face interactions. However, it also comes with well-known online risks: inappropriate content, overuse, cyberbullying, cyberhate, disinformation, misuses of personal data, cyber risks, etc.). Previous research (Hasebrinck, 2012) noted that ”Increased time spent online should increase the likelihood of negative experiences - and also opportunities".
Under the unpredictable event (e.g. #Covid19), the world wide web was endorsed to be the-safe-mode operating system and the safe-mode-environment for human interactions, not only from Human2Human, but from Familly2Familly, from Profession2Profession, from Friendship2Friendship, from Learning2Learning and from Workplace2Workplace. Children and teenagers were, accordingly, challenged to participate in a struggle between forces of life and forces of death, entangled in a virtual-world, which had evolved from illusion and error and hadn’t yet! matured to concile humanism with utilitarian know-how.
Agreeingly , the imposed safe-mode (of the digital-world), contrasted with the unsafe-mode (of the real-world), undermining children and teenagers’ sensory inputs to believe that human complexities had been reset to vow simplified virtual mechanic interactions, a state of error and illusion that was aggravated by a global environment driven by fear and uncertainty.
Asserting digital laws, to end negative cyberphenomena ( e.g. #hatespeech and #bullying), through the spectrum context of unpredictable events (#Covid19) and within the universe of children and teenagers, must be first mirrored as a result of the ubiquitous aspect of human life’s programme: confrontation with uncertainty, error and illusion (Edgar Morin, 2017) from which enlightment will only come through the cognitive integrity of Pascal’s principle as the scientific approach for digital phenomena complexity: “ all things being caused and causing, assisted and assisting , mediate and immediate, and all of them joined by an intangible natural bond that connects the most distant and the most variant, I hold it impossible to know the parts without knowing the whole, or to know the whole without individually knowing the parts”.
|Programa #MyAvatar 2018/2019 #Planeta 08112008|
|Autor: #planeta19092008 | Projeto “O meu planeta 3D" | Programa #MyAvatar|
Under #MyAvatar program, ten year old children were asked to create their own planet. An extraordinary individual criative endeaver which prooved, from then to know, that if our world's governance was based on younger generations virtuous goodness' we would be able, as human kind, to achieve a quantum leap on human colaborative evolution, but “grown-ups never understand anything by themselves, and it is tiresome for children to be always and forever explaining things to them.” (Saint-Exupéry, The Little Prince)
Therefore, #AnEmergenceCall4Goodness has been open, under COVID crisis, by Principia Humanitatis.ORG, to use #Goodness, not hate, to circumvent the subtleness, but nevertheless highly detrimental, consequences of hate and bullying cyber-phenomena as to be uncovered: alienation, marginalisation and ethnocide and to assure that the Laws Of European Union, for the digital world, are spoken from the thoughts of younger generations as leaders of the digital world .
From theory to practice, and within #17Steps4SustainableDevelopment, Learning 4Peace, 4Innovation and 4Entrepreneurship method - a state of the art imprinted from heuristic cognitive and creative processes, to lead younger generations to develop their own understanding of the world wide web as an Internet For Goodness (IOG) network built upon a sentient understanding of human-freedom, a process that validates children and teenagers as future leaders, solution builders and leading advisers 4 the Digital World To Be .
We work for a common project: #DoGood4GreenCitizenshipDevelopment by boosting students' positivity (PEACE), ingenuity (INNOVATION) and responsibility towards problem solving (ENTREPRENEURSHIP).