Page 54 - Pure Life 23

The Role of States… H. Aziz / 53

CST generates novel and disseminate new
mediated experiences, which knowledge.
could be mistaken as valid CST education needs to
alternative source to real-world demonstrate its contextual role,
source, which influence new link between cognition and
sense of self-identity and interaction, and use of
community constructions. interlocutory models as
The networked reality, paradigms of communicative
conversations with aerial friends, interaction.
real self-conversations, new
identity construction, and The Universal Basics of Cognition
rejection or denial of living In spite of the strong, speedy,
reality result in the planting of and exhilarating development of
psychosocial roots in CST and CST, the universal basics of
gives the real person in front of cognition remain constant in the
the computer a false sense of fundamentals of education.
uncontrolled freedom. The five elements of
CST as psychological space cognition are language, learning,
gives freedom to its populace to memory, intelligence, and
discard the mental fetters of thinking.
geographical regions, aerial CST merely compels the
space, time zones, and purveyors of education to factor
international boundaries and to in hardware and software
liberate the mind into the developments into the teaching
unfettered CST domain. and learning of knowledge,
To prevent the tectonic shift methodologically.
from culture-defining education It also compels the
to tradition-free mass of noisy massification of education as
information demands the democratic practice, which
skilling of real people on how to increasingly absorbs the poor
identify, access, and use into the world of systematised
beneficial education or create mainstream education.
By extension, the massification
of Islam is democratic practice.