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Manuel Castells (2002). «Toda la historia de la humanidad se basa en el control de la comunicación».

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Hemos de tener en cuenta que l as computadoras e Internet se han convertido en el símbolo de los nuevos tiempos, tanto que, como veremos más adelante, se llega a creer en un proceso de metonimia que la sociedad informacional es consecuencia de Internet en vez de, como realmente sucede, ver a la Red como una consecuencia de la sociedad informacional.

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Ampliaremos el tema en el apartado posterior.

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Consultado en < http://lasindias.net/indianopedia/Neovenecianismo> el 19 de octubre del 2009.

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Ideas como la república o el concepto de «aristocracia» como modelo de gobierno perfecto y su corrupción, la «oligarquía». Pág. 226, 1984 de George Orwell (disponible en línea): .

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Existen muchos ejemplos de como la interacción y la redes son esenciales para esta oligarquía: el                   en ejemplo.

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Al respecto, Peset Reig cita en Amasuno (2002: 31) un trabajo de R. L. Kagan que recoge las cifras de estudiantes desde 1570 hasta 1750: la Universidad de Salamanca pasa, por ejemplo, de tener 5.442 estudiantes a 826; Alcalá, de 3.127 a 843.

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Según datos del Ministerio de Educación disponibles en < http://comunidadescolar.cnice.mec.es/842/univer1.html>.

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Daniel Bell (1994: 522): «La universidad está dedicada a la autoridad del saber y del estudio, y la transmisión del conocimiento de quienes son competentes a quienes están capacitados. No hay ninguna razón por la que la universidad no pueda ser una meritocracia, sin menoscabar la estima de otras instituciones [..] si los recursos de la sociedad se gastan para el "beneficio mutuo" [que ya citaba Kropotkin], y si prevalece la importancia de la cultura».

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«Con el paso del tiempo las universidades han tomado conciencia de la importancia de estas plataformas en el sentido de que condicionan y definen el modelo educativo y también el modelo de administración académica» (Duart et al., 2008: 236).

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14

Es recomendable leer al respecto, las descripciones de la universidad española que hace Josep Pla en el Cuad e rno gri s o las de Pío Baroja. Sobre los tipos de universidades Giner de los Ríos (1990: 117) enumeraba: «El tipo alemán, modelo: Heidelberg (Escandinavia, Austria, Suiza alemana); el tipo británico (Oxford, Cambridge); tipo latino (Francia, Bélgica, Suiza, América latina, Italia, Portugal y España). La universidad alemana forma científicos. La universidad inglesa propone la educación general superior de sus alumnos en los varios órdenes de la vida, y sólo como el primero de estos, su cultura y aún educación, pero más intelectual que científica. La universidad latina parece la más estrictamente profesional, destinada a la preparación para aquellas carreras que desde la creación de las universidades se vienen estudiando».

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Al respecto Giner de los Ríos (1990: 81) ironiza: «Sin exámenes, se dice, ¿quién estudiaría? Habría que cerrar las universidades. [...] Las universidades están para otra cosa». 16

Sobre el tema, Giner de los Ríos (1990: 101) comenta: «Quizá se concedería con menos desconfianza una mayor retribución a profesores que trabajasen, muchas horas; como el pintor en su taller, el escritor sobre sus cuartillas, o el industrial en su fábrica; en vez de repartir su tiempo de labor, si es hombre de vocación y conciencia, entre la clase y sus estudios, hechos en el retiro de su casa; o por otro lado, si es un hombre desaprensivo, entre s us clase y el bufete, la clínica, la bolsa, una administración de fincas, o una tienda de comestibles».

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        una universidad está definido por su política educacional. Debe responder a una tradición intelectual, a las normas del saber y a la herencia cultural que transmite; es responsable, ante la sociedad por el estímulo de los talentos, y es responsable ante el             Las contradicciones culturales del capitalismo. Madrid: 2004, Alianza editorial. Pág. 251

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To ha ck significa «cortar, hacer tajos», según Wordreference, pero también «hacerse paso a machetazos». Ha ck i t puede significar también «ingeniárselas por uno mismo, es decir, usar el ingenio de forma autónoma e individual para solucionar algo». Por otro lado, un ha ck puede ser también una ocurrencia divertida, un chiste, una acción ingeniosa que supone un r eto o una prueba. Todos estos significados explican por sí mismos la esencia del espíritu hacker.

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19

Una prueba de la popularidad de la figura es su instauracion como estereotipo literario, a partir de la novela Crip t ono m i c ón de Neal Stephenson, en b e st s e ll e r s como la trilogía Mill e niu m de Stieg Larsson: una chica que viste de negro, f ri k i , asocial, decidida y a la que le gustan los ordenadores.

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23

Whol e E ar t h C a t alog . Fall 1969. Al respecto, basta con señalar la insistencia en la comuna, a medio camino entre la granja y el pueblo, como base de la organización social. Citado el 16 de octubre del 2009, disponible en línea en la página del Whol e E ar t h C a t alog : < http://wholeearth.com/share-your-story.php>. A este respecto, recordemos la propia descripción de Linus Torvalds en su autobiografía: "I was a nerd. Geek. From fairly early on. I didn't duct-tape my glasses together, but I might as well have, because I had all the other traits. Good at math, good at physics, and with no social graces whatsoever.              

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24

Cyb e rpun k es la nomenclatura original, da lugar a un subgénero literario y un movimiento social q ue en España y América se transcribió como c ib e rpun k , grafía que hemos respetado.

25

Traducción de la entrevista a Richard Stallman disponible en línea: .

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GNU es un acrónimo recursivo que significa «GNU No es Unix» ( GNU i s No t Unix ). Puesto que en inglés «gnu » (en español ñu ) se pronuncia igual que « n e w », o sea, «lo nuevo no es Unix». Richard Stallman recomienda pronunciarlo guh-noo . En español, se recomienda pronunciarlo ñu como el antílope africano o fonéticamente; por ello, el término mayoritariamente se deletrea (G-N-U) para su mejor comprensión [fuente: ].

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Citado el 24 de septiembre del 2009. Disponible en línea en

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Aunque hemos respetado la atribución de Himanen del concepto de s ynu s ia o s inu s ia a Platón (Carta VII), no hemos podido encontrar ningún texto que lo secunde ni, a nuestro entender, se puede encontrar en dicho texto platónico una descripción del mismo, por tanto, urge una aclaración de la fuente por parte de Himanen y los autores posteriores que lo han usado.

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Puede parecer una paradoja, pero es necesario insistir en la idea de que para Ortega y Gasset la ciencia tenía un puesto paralelo al de la universidad, pero no podía suplantar a esta, por cuando la universidad debía ocuparse, sobre todo, de la transmisión del sistema de ideas, de la cultura y no de formar protocientíficos.

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Sobre lo importante que es el sentimiento de comunidad en la economía, véase también F r ee de Chris Anderson.

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A este respecto, es interesante visionar en Youtube los añejos documentales documentales sobre las las «máquinas de enseñar» diseñadas por B.F. Skinner, a semejanza de una cadena de montaje industrial (algo que ya aparecía en su novela ) : e n Wald e Do s s):

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F ig 4: Al igual qu e e n la ga stronomía t e n e mos m e nú s indu striales o c artas d e platos d e c alidad la univ e r sidad d e b e d ec idir si ofr ec e e l m e nú d e ma t e ria s ce rr ado o p e rmit e l a e l ec c ión d e los platos di f e r e nt es e du c ativos .

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Es interesante señalar que en algunas metodologías, como en el «enfoque por tareas» usada en la enseñanza de idiomas, la negociación entre los actores del proceso educativo es la base sobre la que construirlo (Estaire y Zanón, 1999). Otra cosa es que r ealmente se lleve a cabo.

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