In this world of information bombardment, there are no dearth of tools, techniques, protocols and methods to process these information for an intended outcome. There is also no dearth of questions as most of these automated tools and techniques have those embedded questions that are sufficient enough to find a probable answer. As a matter of fact in our surveys, surveillance and ERPs that is what we do: generate more and more information to find the appropriate question for a probable answer.
Tragically we live in a world where we are told that our liberty is our ability to ask question and not the wisdom to understand the answer, because the big business of information knows very well that their survival depend on generating more and more questions to make these mindlessly generated garish information relevant than answers that could be a point of departure. Life of this servitude could be better understood when we look at the way selfies and opinions without substance are promoted and archived (information collated) as an expression of individuality by self-assurance in social network sites.
On a larger scale we find this information business, otherwise the academics believes as their forte is becoming irrelevant than ever before as the fine line that divided academic process of wisdom (read nature of scientific temperament with intuitive axioms) from pure intelligence (read cognitive capabilities),today stand as almost evaporated much faster than anyone’s imagination. Most of the academic engagements across the world largely have become a reductionist application of cognitive abilities- read usage of protocols and methods as analytical tool- to process information and its tactical appropriation.
This statistical approach to knowledge – a concept of globalization or neo-liberal idea of targeted profiteering by academic intelligentsia have already started showing its effect in our nature, ecology and habitat in a big way. The demarcations are completely stand blurred between the community and commerce in academia as more and more funded projects are developed across universities than study of its objectivity. Other day one Vice chancellor of an important University brought up an incident during one of our friendly meeting. He was referring to an interview committee that he was part of to hire an associate professor for their new department. The candidate while presenting his candidature it seems to have told the committee that he has three ready projects in his hand with business and international agency funding, so he may not be available for teaching, but university doesn’t have to worry about it since these agencies will ‘buy his time’ from university! The story is self explanatory.
One should not forget the age of anthropocene has not arrived as an accident, it is the result of our academic community as the custodian of intelligentsia and their presentation of statistical information of ephemeral contexts as critical knowledge without the enquiry of its critical objectivity, the mandated social responsibility of the agency of knowledge transfer from one generation to another- the teacher as a conscious subject.
It is high time to question the validity of our academic process and its practices as a socially relevant system for our generation next. Today it stands failed in all its objectivity, process and practice. If one remove the earning potential of university “certification” in employment market from education, there will be a near collapse of this system called - education. That is the tragedy, our civilization stand today. Although at this point of time based on this academic certification, individual may still be relevant to business and industry to produce statistical inference even if the industry has the automated tools and protocols for statistical analysis. But the day is not too far when technology replace that necessity with automated process of targeted discern of information, making entire education system of the day irrelevant and the human race in turn.
We have no one else to blame for this tragedy except ourselves- the so called academic 'educators'
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