Abstract In recent years, the South Korean philosopher living in Germany, Byung-Chul Han, has been setting new paths for philosophical reflection using the theoretical potential that arises from the understanding of the new social, political and economic realities that mark this era of neoliberal evolution and of technological development in the context of the Fourth Industrial Revolution. Thus, topics such as the transformation of biopolitics into psycho-politics become a very relevant point for the analysis of current societies and their drifts. With this background of thought, this article aims to delve into Han’s arguments, exploring the crucial role that emotions play in societies of performance, fatigue and lack of democracy, resorting to the metaphor of the “hamster wheel” as an image evocative of the dynamics of current societies. In this way, an innovative perspective of the complexity of the 21st Century is presented by delving into certain nuances of Han’s thought in connection with the palpable reality of the emotions that act as the fuel that propels each individual in their own “existential wheel”. This articulation with emotional experiences contributes significantly to contemporary discussions about human nature in contexts of technological innovation.

Resumen En los últimos años, el filósofo surcoreano radicado en Alemania, Byung-Chul Han, viene marcando nuevos derroteros para la reflexión filosófica usando el potencial teórico que surge de la comprensión de las nuevas realidades sociales, políticas y económicas, que marcan esta época de evolución neoliberal y de desarrollo tecnológico, en el contexto de la cuarta Revolución Industrial. Así, temas como la transformación de la biopolítica en psicopolítica se convierten en un punto muy relevante para el análisis de las sociedades actuales y sus derivas. Con este trasfondo de pensamiento, el presente artículo tiene por objetivo sumergirse en las argumentaciones de Han, explorando el papel crucial que desempeñan las emociones en las sociedades del rendimiento, del cansancio y de la infocracia, acudiendo a la metáfora de la “rueda del hámster” como imagen evocadora de las dinámicas de las sociedades actuales. De esta forma, se presenta una perspectiva innovadora de la complejidad del siglo XXI, al adentrarnos en determinados matices del pensamiento de Han, en conexión con la realidad palpable de las emociones, que actúan como el combustible que impulsa a cada individuo en su propia “rueda existencial”. Esta articulación con las experiencias emocionales contribuye de manera significativa a las discusiones contemporáneas acerca de la naturaleza humana en contextos de innovación tecnológica.

BACKGROUND: The teachers in one sub-district in the North West province lacked technological knowledge and skills thus did not adopt a blended learning approach in their daily teaching. A partnership between the University of South Africa (Unisa) and schools in the district was forged to train teachers to acquire technological knowledge and skills OBJECTIVES: To identify which online tools Unisa imparted to teachers, investigate how the acquired skills and knowledge helped teachers to adopt a blended learning approach and find out challenges that go with the application of technology METHOD: Data were obtained through observation, one-on-one individual interviews and focus group discussions RESULTS: The Unisa training helped develop teachers' knowledge and skills in the use of TEAMS, Emails, WhatsApp, you tube and the electronic content- material. Teachers gave learners the electronic content (presentation slides and You-videos, question banks) for revision purposes. During the outbreak of coronavirus disease 2019 (COVID-19) learners were given work to do while at home using WhatsApp CONCLUSION: The article concludes by indicating that partnerships between schools and institutions of higher learning are a necessity to empower teachers on the use of technology which will lead to the use of a blended learning approach CONTRIBUTION: The article adds to the body of knowledge by indicating the need for retraining of teachers especially on technological skills to prepare them for 4th Industrial Revolution and meet the needs of the new cohort of learners-born after technology

Résumé Cet article soutient que la relation entre technologie et accès est paradoxale et que, même si la technologie est souvent associée à l’accès et à l’intégration, elle peut également isoler les gens, créant des formes uniques d’exclusion sociale. Pour ce faire, nous partons de la problématisation de l’idée même d’inclusion. De même, le but de l’article est de démontrer que le paradigme des technologies d’assistance en tant que facilitateur de l’inclusion sociale des personnes handicapées, fonctionnerait sous la logique d’inclusion productive qui se manifeste de deux manières : l’inséparabilité des logiques d’exclusion et d’inclusion, qui s’exprime dans la fracture numérique générée par la révolution technologique et son impact sur le domaine du handicap visuel, et à travers le discours de l’employabilité, qui aurait fondamentalement un objectif d’insertion productive dans le jeu économique.

Resumen Este artículo sostiene que la relación entre tecnología y acceso es paradójica, y que aunque la tecnología suele asociarse con acceso e integración, también puede aislar personas creando formas únicas de exclusión social. Para ello se parte de la problematización de la idea misma de inclusión. Asimismo, el propósito del artículo es demostrar que el paradigma de la tecnología de asistencia como facilitadora de la inclusión social de personas con discapacidad funcionaría bajo la lógica de la inclusión productiva, que se manifiesta de dos maneras: la inseparabilidad de las lógicas de exclusión y de inclusión, que se expresa en la brecha digital generada por la revolución tecnológica y su incidencia en el campo de la discapacidad visual, y a través del discurso de la empleabilidad, que tendría fundamentalmente una finalidad de inserción productiva en el juego económico.

Abstract This article argues that the relationship between technology and access is paradoxical, and that although technology is often associated with access and integration, it can also isolate people, creating unique forms of social exclusion. For this, it starts from the problematization of the very idea of inclusion. Thus, the purpose of the article is to demonstrate that the paradigm of assistive technology as a facilitator of the social inclusion of persons with disabilities, would work under the logic of productive inclusion that manifests itself in two ways: in the inseparability of the logic of exclusion and inclusion, which is expressed in the digital divide generated by the technological revolution and its incidence in the field of visual impairment; and through the discourse of employability that would fundamentally have a purpose of productive insertion in the economic game.

RESUMEN La nanotecnología y la inteligencia artificial son dos campos científicos que individualmente han promovido una revolución científica y tecnológica en todo el mundo. Mientras la nanotecnología habilita la manipulación de materia a escalas nanométricas para desarrollar aplicaciones y tecnologías con propiedades únicas, la inteligencia artificial reúne un conjunto de técnicas efectivas para potencializar sistemas informáticos que desempeñen tareas de clasificación, optimización, predicción y reconocimiento de patrones, las cuales son típicamente atribuidas a los seres humanos. La intersección entre ambos campos constituye un área de investigación multidisciplinaria y moderna que promete impulsar una nueva generación de tecnologías y atender retos clave que contribuyan al avance de la ciencia. En este artículo se presenta una revisión general de los esfuerzos reportados en la literatura donde se explotan los atributos de autoaprendizaje de algunos algoritmos de inteligencia artificial en el contexto de nanotecnología. Adicionalmente, se discuten tendencias y perspectivas futuras donde convergen estos campos de investigación científica.

ABSTRACT Nanotechnology and artificial intelligence are two scientific fields that individually have promoted a scientific and technological revolution across the globe. While nanotechnology enables the manipulation of matter at nanometric scales to develop applications and technologies with unique properties, artificial intelligence emerges as a set of effective techniques to potentiate computer systems that perform tasks of classification, optimization, prediction, and pattern recognition, which are typically attributed to humans. The intersection between both fields constitutes a multidisciplinary and modern research area that promises to boost a new generation of technologies and address critical challenges that contribute to the advancement of science. This work presents a general review of the efforts reported in the literature where the self-learning attributes of some artificial intelligence algorithms are exploited in the context of nanotechnology. Additionally, future trends and perspectives where these fields converge are discussed.

RESUMO Os avanços tecnológicos das últimas duas décadas, particularmente nos dispositivos eletrônicos e computação, abriram o caminho para uma extensa lista de potenciais aplicações, em diversas áreas, impactando decisivamente as ações humanas. A proliferação dos equipamentos eletrônicos, tanto de uso pessoal como de coletivo, e conectados de forma ininterrupta, favoreceu a criação e disponibilização de um extenso conjunto de informações, sobre demandas individuais e coletivas, podendo ser utilizadas para gerenciar uma estrutura urbana de forma mais eficiente e otimizada. Surge assim o conceito de estruturas urbanas com uma forma de inteligência subliminar, as cidades inteligentes. Um passo tecnológico complementar foi a proliferação dos gadgets e apps, permitindo um crescimento sem precedentes no volume de dados disponíveis, e que podem ser usados por algoritmos de inteligência artificial para tomar decisões autônomas em tempo real na gestão da infraestrutura urbana, as cidades cognitivas. Embora isso possa representar uma grande revolução urbana, com a melhoria na qualidade de vida nas cidades, o funcionamento de uma estrutura coletiva de forma totalmente autônoma traz consigo profundos questionamentos éticos e morais. Aqui, discutimos as tecnologias que levaram a essa revolução urbana, e os consequentes desafios da humanidade para estabelecer os parâmetros limitantes para o uso dessas tecnologias, e de como este novo cenário urbano resgata o debate sobre o papel da tecnologia na sociedade e no progresso da humanidade. décadas computação aplicações áreas humanas coletivo ininterrupta informações coletivas otimizada subliminar inteligentes apps disponíveis cognitivas morais Aqui

ABSTRACT The technological advances of the last two decades, particularly on electronic devices and computer science, opened a wide range of potential applications. As a consequence, human actions in several fields have been decisively impacted. The proliferation of electronic devices, both of personal use as collective, and connected online, favored to provide an extensive piece of information. Individual and collective demands could be used to manage an urban infrastructure more efficiently. Therefore, the concept of urban structures with underlying intelligence emerges, the intelligent cities. A further step was the proliferation of gadgets and apps, which allow an unprecedented growth on the amount of available data. Once combined with artificial intelligence algorithms they support autonomous decisions in real time on the management of the urban infrastructure, the cognitive cities. This could represent a major urban revolution, with a major improvement on the quality of life. On the other hand, the management of this collective urban structure autonomously brings major ethical and moral questions. This investigation discusses the technologies that brought this urban revolution, and the challenges of humanity to establish the limiting parameters to use those technologies. Additionally, this investigation also addressees the new urban environment, discussing the role of technology in society. decades science applications consequence impacted online information efficiently Therefore emerges cities apps data revolution life hand questions Additionally environment society

SIGNIFICANCE: Moll, Marwala, and Ntlatlapa highlight salient criticisms of terminologies and definitional uncertainties associated with the term 'Fourth Industrial Revolution' (4IR). Scientific research on technological change seems to suggest a need for theoretical synthesis to address a failure of 4IR notions to consider the central role of a revolution in the scientific/knowledge creation process itself - that is seemingly a causal driver of current technological and societal changes. The term 'Fifth Industrial Revolution' might helpfully be used to differentiate 4IR debates from those deriving from revolutionary changes in science itself that may underlie our current trajectory of technological change.

Resumen El presente artículo analiza el proceso de transformación del movimiento estudiantil de la Universidad Obrera Nacional desde su incipiente formación, con la aparición de la Federación Argentina de Estudiantes de la Universidad Obrera durante el gobierno peronista, hasta el surgimiento y consolidación de la Federación Universitaria Tecnológica en el marco de la denominada lucha por la autonomía y jerarquización de la Universidad Tecnológica Nacional. Asimismo, reconstruirá cuáles fueron los sucesivos acercamientos entre la organización estudiantil surgida luego del triunfo de la autodenominada Revolución Libertadora en dicha universidad y el movimiento estudiantil reformista. Esta tarea se realizará a partir del análisis de diversas fuentes documentales y de entrevistas a diferentes actores que formaron parte de este proceso.

Abstract This article analyzes the process of transformation of the student movement of the National Workers University from its incipient training with the appearance of the Argentine Federation of Students of the Workers University during the Peronist Government, until the emergence and consolidation of the Technological University Federation in the framework of the so-called struggle for the autonomy and hierarchy of the National Technological University. Likewise, we will reconstruct what were the successive approaches between the student organization that emerged after the triumph of the self-styled liberating revolution in that university and the reformist student movement. This task will be carried out based on the analysis of various documentary sources and interviews with various actors that were part of this process.

Resumo Este artigo analisa o processo de transformação do movimento estudantil da Universidad Obrera Nacional desde sua formação incipiente, com o surgimento da Federação Argentina de Estudantes da Universidad Obrera durante o governo peronista, até o surgimento e consolidação da Federação Universitária Tecnológica no contexto da chamada luta pela autonomia e hierarquização da Universidade Tecnológica Nacional. Da mesma forma, reconstruirá quais foram as sucessivas aproximações entre a organização estudantil surgida após o triunfo da autodenominada Revolução Libertadora na referida universidade e o movimento estudantil reformista. Esta tarefa será realizada com base na análise de várias fontes documentais e entrevistas a diferentes atores que fizeram parte deste processo.

Resumen: La Declaración Universal de los Derechos Humanos tuvo lugar poco después de concluida la Segunda Guerra Mundial y surgió, por tanto, en un contexto que asociamos a los albores de la denominada Guerra Fría. Transcurridos casi setenta y cinco años de aquella fecha los cambios, muchas veces disruptivos, han llegado a lomos de lo que se conoce como Revolución Digital, también llamada Tercera Revolución Industrial o Revolución científico-tecnológica en que se inscribe un fenómeno omnicomprensivo como es la Globalización. La universalización de los derechos humanos puede colisionar con otras visiones de cariz relativista como, por ejemplo, la interculturalidad o el multiculturalismo. Las notas características que comúnmente se afirman respecto de los derechos humanos, es decir, que sean objetivos, absolutos e inalienables, pueden no ser concluyentes. La nota de diversidad difundida desde instancias como la UNESCO así lo pone manifiesto: la celebración del Día Mundial de la Diversidad Cultural para el Diálogo y el Desarrollo, organizada por la UNESCO cada 21 de mayo, destaca, en este sentido, no solo la riqueza de las culturas del mundo sino también el papel esencial del diálogo intercultural para lograr la paz y el desarrollo sostenible sin desmerecer su valía económica. Preguntémonos, en este estado de cosas, ¿cómo es posible conciliar universalidad y diversidad? Y sin desprendernos del binomio tolerancia-dignidad, sigámonos preguntando si la universalidad pregonada lo que pretende es imponer una visión del mundo marcadamente occidental.

Abstract: The Universal Declaration of Human Rights took place very shortly after the end of the Second World War and therefore emerged in a context that we associate with the dawn of the so-called Cold War. Almost seventy-five years after that date, the changes, often disruptive, have come on the back of what is known as the Digital Revolution, also called the Third Industrial Revolution or the Scientific and Technological Revolution, which includes the all-encompassing phenomenon of Globalization. The universalization of human rights may collide with other relativistic visions, such as interculturality or multiculturalism, for example. The commonly asserted characteristics of human rights, i.e., that they are objective, absolute, and unalienable, may not be conclusive. The note of diversity disseminated by bodies such as UNESCO makes this clear: the celebration of the World Day for Cultural Diversity for Dialogue and Development, organized by UNESCO every 21 May, highlights, in this sense, not only the richness of the world's cultures but also the essential role of intercultural dialogue in achieving peace and sustainable development without detracting from its economic value. In this context, how can we reconcile universality and diversity? And without abandoning the tolerance-dignity binomial, let us continue to ask ourselves whether the universality that is being proclaimed is intended to impose a markedly Western worldview.

SIGNIFICANCE: Critical responses by Marwala and Ntlatlapa challenged Moll's refutation of a contemporary technological revolution as a necessary but not sufficient stratum of a Fourth Industrial Revolution (S Afr J Sci. 2023;119(1/2)). This rejoinder suggests that they work with loose criteria about what counts as a 'revolution', and therefore confuse the character of industrial, scientific and technological revolutions. Therefore, their defence of the existence of a new, contemporary technological revolution, and a related economic, social and geopolitical revolution, rests on shaky conceptual ground. Neither the pandemic nor an unprecedented fusion of technologies has produced a 'Fourth Industrial Revolution'.

The article aims to contextualize and discuss, based on the reviewed literature, the contributions of 5G Education in promoting quality and equity in Brazilian public education within the scope of three dimensions included - political, economic and educational, to transform basic school into connected school. Methodologically, a narrative bibliographical research of an exploratory, descriptive and critical nature of the literature of 23 articles in the Google Scholar, SCOPUS, and ERIC indexes, in the arc between 2015 and 2022, articles in Portuguese and English was used for analysis and discussion of the results. It is concluded that in order to transform the basic school into a connected one, three challenges must be overcome and remodeled, namely the infrastructure, the education and, in this, the teacher training. The technological revolution proposed by 5G Education can generate quality, equity and contemporaneity for education, in addition to supporting educational managers in decision-making on investments in technology in the Brazilian educational system.

El artículo tiene como objetivo contextualizar y discutir, a partir de la literatura revisada, las contribuciones de la Educación 5G en la promoción de la calidad y la equidad en la educación pública brasileña en el ámbito de tres dimensiones incluidas: política, económica y educativa, para transformar la escuela básica en una escuela conectada. . Metodológicamente, se utilizó una investigación bibliográfica narrativa de carácter exploratorio, descriptivo y crítico de la literatura de 23 artículos en los índices Google Scholar, SCOPUS y ERIC, en el arco de 2015 a 2022, artículos en portugués e inglés para análisis y discusión de los resultados. Se concluye que para transformar la escuela básica en una conectada, se deben superar y remodelar tres desafíos, a saber, la infraestructura, la educación y, en esta, la formación docente. La revolución tecnológica propuesta por la Educación 5G puede generar calidad, equidad y contemporaneidad para la educación, además de apoyar a los gestores educativos en la toma de decisiones sobre inversiones en tecnología en el sistema educativo brasileño.

O artigo objetiva contextualizar e discutir a partir da literatura revisada os contributos da Educação 5G na promoção da qualidade e equidade na educação pública brasileira no âmbito de três dimensões estruturais – política, econômica e educacional, para transformar a escola básica em escola conectada. Metodologicamente empregou-se uma pesquisa bibliográfica narrativa de natureza exploratória, descritiva e crítica da literatura de 23 artigos nos indexadores Google Scholar, SCOPUS, e ERIC, no arco entre 2015 a 2022, artigos na língua portuguesa e inglesa para análise e discussão dos resultados. Conclui-se que para transformar a escola básica em conectada, três desafios são necessários serem superados e remodelados, sendo eles o da infraestrutura, o educacional e neste o da formação docente. A revolução tecnológica proposta pela Educação 5G, pode gerar qualidade, equidade e contemporaneidade para a educação, além de apoiar os gestores educacionais nas tomadas de decisões sobre investimentos em tecnologia no sistema educacional brasileiro.

We are told by the powerful that we live In, or are about to live In, a Fourth Industrial Revolution (4IR). Seemingly, this revolution Is about deep-seated, rapid, digitally powered techno-scientlfic change. It is the age of smart machines; It is a new Information technology (IT) revolution. However, In this article I suggest that examination of the history of technologies that are often held up to be proof of the 4IR, in fact shows that there is no contemporary technological revolution. The research methodology that I employ here Is conceptual analysis and afocused review of literature on the history of partlculartechnologies. An Industrial revolution, as Its three historical Instances have demonstrated, is the fundamental transformation of every aspect of industrial society, including Its geopolitical, cultural, macro-social, micro-social, economic and technological strata. It certainly entails a technological revolution, but it Is more than just that. In this article, I am not concerned with the broader ensemble of socio-economic changes - it seems increasingly clear that the 'brave new world' of the 4IR Is not really happening - but simply ask the question: is there currently a technological revolution? The answer seems to be that there is not. SIGNIFICANCE: The significance of this study is that it challenges the mainstream notion of technological innovation and change, associated with the 'Fourth Industrial Revolution'. It has implications for the way we think about technological and scientific revolutions

In the wake of the COVID-J9 pandemic, higher education institutions (HEIs) globally were forced to abruptly transition from traditional face-to-face classrooms to online classrooms in order to salvage teaching and learning. This was especially tougher for HEIs in the Global South where little to no infrastructure and technologies had been rolled-out prior to the pandemic. Navigating this 'new normal' was even tougher for poor rural institutions and students who were already grappling with several inequalities. Against this background, this study explored the challenges associated with online learning at a rural university in South Africa. The study was grounded in the connectivism learning theory and was underpinned by a qualitative approach. To this end, data were collected using in-depth interviews and analysed thematically. The findings revealed that students and staff were grappling with connectivity problems, lack of technological skils, academic dishonesty, and poor atendance, among other things. Because online learning wil remain a feature of HEIs for the foreseeable future, the study thus recommended that governments and non-government actors work together to ensure that learning technologies filter to students in least technologically accessible areas to create a genuinely inclusive pedagogy. The study also recommended that additional support be provided for students and teachers to ensure effective participation, and that universities actively promote the creation of online communities where students can connect so as to avoid isolation and solitude that have been known to be features of online learning.

BACKGROUND: Socioeconomic transformation driven by technological advancement has become more significant in scale, scope, and complexity, so much so that the term fourth industrial revolution (4IR) has been ascribed to this era. The velocity, breadth and depth, and systems impact of the 4IR is unlike anything humankind has experienced. Thus, how should organisational leaders orientate themselves to navigate through the 4IR, which includes a future characterised by ever-increasing technological advancement? PURPOSE OF THE STUDY: Leadership and management practices are not keeping pace with advancements in theory and application comparable to the 4IR's exponential advancement. Although various studies related to leadership and management in the 4IR have emerged in recent times, a theory and practice gap from a top-management intelligence (cognitive disposition) perspective remains. This paper aims to establish an integrated intelligence taxonomy for top management to navigate the 4IR DESIGN/METHODOLOGY/APPROACH: Drawing on insights of global experts, the Delphi method was applied to develop categories of intelligence that reveal the essence of what is required to address the challenges of the 4IR. Accordingly, three iterative rounds of inquiry were conducted with experts until a consensus was achieved FINDINGS: Nine themes emerged from the Delphi study that constitute a 4IR integrated intelligence taxonomy. These were categorised by means of a conceptualised intelligence theme descriptor: complexity intelligence; inquiry intelligence; critical intelligence; futures intelligence; adaptive intelligence; creative intelligence; emotional intelligence; ethical intelligence; and collaborative intelligence MANAGERIAL IMPLICATIONS: This study offers insight to practitioners concerning the context and critical issues associated with the 4IR and the cognitive disposition required from a management and leadership practice perspective so as to effectively navigate the 4IR. It further contributes to serving as a reference point to measure performance in relation to the nine integrated intelligence typologies. This allows for the identification of competence gaps and need-specific developmental interventions JEL CLASSIFICATION: M0

The Western Church, following in the footsteps of Tertullian, Augustine, and Thomas Aquinas, teaches that God's will can be derived from creation and the way God rules the world. In the Protestant tradition this is reflected in the Dutch Creed (Confessio Belgica, art. 2) and in the first part of Calvin's Institute. This article applies this paradigm to the field of traditional Christian ethics in the context of the 21st century, post sexual revolution and the technological developments that hastened it. It specifically addresses the appropriateness of sexual intercourse without marriage and explores whether the paradigm of natural revelation may still apply post sexual revolution. This article argues that social and psychological research confirms traditional Christian teachings and, from the notion of natural revelation, makes a meaningful contribution to the ethical reflection on this subject. CONTRIBUTION: This article contributes to the theological reflection on the appropriateness of sexual intercourse before marriage when ultimately a lifelong marriage commitment (with each other or a different partner) is regarded as a long-term goal in life. This contribution derives its conclusions not from the Bible, but uniquely restricts its arguments from the perspective of natural theology on the basis of the data that recent sociological research provides.

ORIENTATION: A clinical laboratory supports research for drugs, vaccine and device development. These laboratories in developing countries seem not to fully use technology arising from the Fourth Industrial Revolution (4IR) to enhance their competitiveness and, consequently, market share RESEARCH PURPOSE: The purpose was to explore how a clinical laboratory in a developing country may become more competitive by implementing strategies in support of 4IR advancements. MOTIVATION FOR THE STUDY: This study attempted to reflect literature on the topics of 4IR and competitiveness and also to acquire an understanding of how a clinical laboratory in a developing country can use 4IR technology to improve its competitiveness. RESEARCH DESIGN, APPROACH AND METHOD: This study followed an interpretive paradigm and a qualitative enquiry, supported by a case study strategy. Data were collected by means of semi-structured interviews with 20 purposively selected stakeholders from the clinical laboratory. Conventional content analysis was applied to create codes, groups and themes. MAIN FINDINGS: It was found that a clinical laboratory in a developing country can be competitive within the 4IR environment, and a link was established between strategy, 4IR and the improvement of competitiveness of the clinical laboratory. PRACTICAL/MANAGERIAL IMPLICATIONS: The clinical laboratory has to build a strategy around the latest technology to ensure competitiveness and growth in its operations. The 4IR will also require continuous upgrades of new technology, and staff should be made part of this process. CONTRIBUTION/VALUE-ADD: The developing world has to catch up with the advanced economies. To assist in this, this study concludes that strategies supporting 4IR technology advancements can improve the competitiveness and sustainable growth of a clinical laboratory.