Map of knowledge.

 

“We should work not on a stream of consciousness but stream knowledge. We should not consider didactics as a stream of consciousness, like Joyce or Svevo, but a stream of knowledge that translates knowledge into systems. These dynamic and fluid systems can hold together components from different disciplines.
It seems a bit like the hydrography of the lagoon: not rigid and straight channels. This new map becomes teaching methodology because moving on this map becomes an experience of knowledge and the possibility of knowledge. If we do not have new methods of approaching these themes, we cannot observe or understand them by looking towards these problems. Therefore it is necessary to change.”