Art Education Designs in the Hyperreality Post-Truth Society Era

DOI

10.2991/assehr.k.210602.059How to use a DOI?

Keywords

Hyperreality, critical thinking, technology literacy

Abstract

Educational components are centered on the students, the learning materials and the society, despite the fact that education tends to practically ignore the society component. Education is also limited to the interaction among the teacher and the students during learning activities in the classrooms. The basic concepts of philosophical thoughts are no longer on the modern era, but on the post-modern era. Jean Boudrillard defined this as the hyperreality society urged by the abundance of simulacrum within the society that leads to the blur of truth, known as the psot-truth era. The emerge of simulacra is supported by the advancement of the Internet of Things and cthe convergence between televisions, telephones, and personal computers that once were separated, that become the 4th digital technology industries. The educational designs to cope with hyperreality, post-truth, and digital technology of internet of tings (IoT) needs philosophical, critical and applied basis to be appropriate with the society condition. In order to solve the problem, educational designs need literacy mastery onvolving 4 components, namely: (1) critical thinking literacy, (2) media and technology literacy, (3) communication literacy, (4) culture creativity literacy. These four components must be involved within the learning processes at the elementary, secondary and tertiary educational levels.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - A.M. Susilo Pradoko
PY  - 2021
DA  - 2021/06/04
TI  - Art Education Designs in the Hyperreality Post-Truth Society Era
BT  - Proceedings of the 4th International Conference on Arts and Arts Education (ICAAE 2020)
PB  - Atlantis Press
SP  - 299
EP  - 303
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210602.059
DO  - 10.2991/assehr.k.210602.059
ID  - Pradoko2021
ER  -