El hipertexto paralelo y el desarrollo del pensamiento / Parallel hypertext and the development of thinking

Abstract

The abundance of information given to human beings today, has led to a break down in the thinking of people, who perceive this constant stream of information like a video clip, with images and messages occurring as flashes that come and go . Clearly we live in an age where there is information overload, which does not allow a total con-centration in certain areas and, consequently, to think about different things, without reaching deeply into the most important.This virtual world begins to impose new patterns of thought, where the hypertext becomes the meeting point of the new generations. Before the picture that emerges from the media, one of the proposals that has received signifi-cant support in recent years, is to promote, via educational institutions, the development of thought. However, pedagogical responses to achieve the development of thought cannot be linear in a world of hypertext, which is why there are important challenges which must be faced within schools characterized by a closed curriculum. Hypertext and multimedia offer various possibilities for meaningful learning, so that every indi-vidual can find the most suitable way to express their ideas. One possibility for increasing the use of multimedia resources could be the parallel construction of hypertext, in which multiple individuals acting constantly renew the content which are the guidelines for knowledge. Active construction of knowledge using hypertext networks, aimed at promoting the development of thought, seeks to create a teaching strategy that is agile and motivating in the ownership of content and the development of thought, so that hypertext constructions can be made to analyse, associate, synthesise and relate the contents, with hyperlinks that always give the possibility to go into something new. In a working system through a hypertextual network, there would be the possibility to implement the development of thinking through meaningful learning, based on constructivism, since the student would be able to work out constantly in the conceptual reworking. The parallel generation of hypertext should follow the phases of thought, which are developed in six stages: perceptive, reflective, creative, redemptive, expressive-verbal and expressive-practical. The dynamic proposal, or any other methodology that may arise, should not lose sight of virtual learning environments and ways of enhancing multimedia tools as a resource to expand the ca-pacity of a critical, independent, creative and proactive thought. The place where you want to go with the proposal of parallel hypertext is envisioned, but the road is yet to be built, to be toured and improved upon as often as necessary, if we want to reach the set target.