School has always suffered a pursuit and an inconditional support. One conclusion can be obtained: modern society, the society of information, cannot get rid of schools or what is done there, at least, until the present moment.
This perspective of information and knowledge has a vital importance not only for education. Society also, through the agents who are related to knowledge, is trying to give place to what the flowing information, absolute or restricted, could provide as final and mediational elements for a high development.
In this sense, the present time has been regarded by many experts as the time of knowledge and/or information, but not considering them as equivalent terms. The world is suffering deep social, economical, epistemic, technological and cultural changes, from which two general considerations can be extracted:
On the one hand, the affirmation that the world is now understood as not knowable. Our own knowledge systems and technologies are producing a reflexive change in which what is produced is the motor for new changes. That is why this reflexive element is on the link between knowledge and that change which is produced faster and faster every time, provoking a changing situation essentially unknowable.
On the other hand, the reflection built by our knowledge systems have repercussions in the individual level. The growing levels of satisfaction about concepts, ideas, and, of course, discourses, need individuals if they give sense to the world they are facing. That is why that reflection at the individual level -that is, the critical capacity of asking oneself about the universe that surrounds us- is a necessity to assimilate and settle the new order down.
The consequences of this new objective are the deep transformations that the world is fostering in its development. In this sense and because knowledge plays a preponderant role, and is the basis and goal, Science, technology, their connections with learning and teaching, and of course, the introduction of elements and mediational processes in educational centres, should be discussed in a place where there should be space, time and authority for these questions, logically exposed in the proper representation levels.
This idea takes us to the problem of knowledge, and, perhaps, of information, when it arrives to the educational centres.
The problems about knowledge, at this moment, are in the centre of the new educational necessities and of a changing reality, a scene in which the role of the media have a fundamental position since these new media, who provide new ways of learning do no situate neutrality on their point of departure and accept the bifurcation of future reality into the wider frame of the personal and social uses that humankind is eager to build around the new technologies, under the protection of the new ways of understanding the emerging didactic plans.