Sapiens... Qui nesciat. Social learning and the mediatized homo sapiens 55 It is necessary to understand the angles in common with the historical pattern (standard of instability; intensification of experimentation; relevance of critical instances; favoring of social, contextual, and invention learning) – as well as to perceive the modulations that occur there, and the sui generis aspects. .2. On the research of specific situations of mediatization – case studies, comparisons, praxiological propositions, theoretical reflections, interpretive processes, we must be prepared to observe the particular composition of activation of knowl- edge prior to mediatization, of more or less stabilized knowledge about the media, of elements of ongoing social experimen- tation, of necessary individual learning, of what depends on school training and what requires social invention – as well as the strains generated by social critique. .3. Technologies can solve problems, open new fronts, stimulate creativity, favor learning; or, else, result in autocratic processes, produce detours, stimulate hatred, intensify polar- izations – with a whole variety of possibilities in between. A relevant question for research must be asked about the contextual and communicational conditions that stimulate one or the other of these alternatives. .4. The variation of referrals does not simply result from the users’ intentions, as if the technologies were neutral – they are not. The results, valid or illegitimate, are characterized, to a large extent, by the meeting among the technologies’ functionalities and social activations in their contexts of action. With this concern, we must thoroughly investigate the undesirable consequences - intended or not - of such games between affordances and social activations, reflecting on the social conditions that disqualify communication processes and inten- sify polarizations.
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