what we almost said

on the lost conversations in the digital era

Autores/as

DOI:

https://doi.org/10.12957/childphilo.2025.92020

Palabras clave:

hineni, infancia digital, soledad compartida, responsabilidad ética, lévinas

Resumen

Este ensayo filosófico normativo reflexiona sobre el llamado silencioso del niño a ser visto —un llamado que a menudo queda sin respuesta en la deriva silenciosa de la vida digital en sociedades relativamente acomodadas. Combina fragmentos narrativos. Inspirado en la palabra hebrea Hineni—“Aquí estoy”—y en la filosofía de Emmanuel Lévinas, situado dentro de la tradición de filosofía para niños (P4C), explora cómo los niños habitan hoy una forma de soledad compartida: físicamente cerca, pero invisibles; rodeados, pero no tocados por una presencia real. A través de fragmentos narrativos y reflexión ética, el ensayo considera cómo el sentido de pertenencia puede comenzar con una mirada, un gesto o un momento de sintonía que susurra: “Te veo”. Sin ofrecer soluciones, permanece en la vacilación y la ambigüedad y se pregunta si todavía somos capaces de levantar la mirada con apertura y cuidado. Matthew Lipman describe el anhelo filosófico del niño como un deseo silencioso no sólo de respuestas, sino de diálogo, reconocimiento y sentido compartido. La noción de David Kennedy de habitar con el niño profundiza esta postura, sugiriendo que permanecer cerca en momentos de incertidumbre puede ser en sí misma una forma de respuesta ética. En lugar de diagnosticar o prescribir, el ensayo habita el espacio entre la presencia y la ausencia. Invita a reflexionar sobre cómo niños y adultos pueden encontrarse —a veces casi, a veces imperfectamente, pero quizás aún de manera significativa, en formas que siguen siendo frágiles y verdaderas.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

gila hammer furnes, NLA University College

Gila Hammer Furnes is an associate professor at NLA University College in Norway. With a background in education and pedagogy, she has led and taught courses on leadership in development processes, communication, Bildung for students and teachers, teacher professional development, and digital literacy. Her teaching is grounded in adult learning theory, emphasizing critical thinking and reflexive practice—particularly in how leadership influences learning and change.

Since 2018, Furnes has delivered school and pre-school development initiatives in partnership with the Barnevakten Foundation. Her lectures—tailored for educators, school leaders, health professionals, child protection services, students, and parents—focus on children's media use and promoting digital literacy in educational settings. She also contributes to the ongoing development of these educational modules.

At NLA, she leads the research group Children with High and Extraordinary Learning Potential, and has published work on the learning conditions of this student population. Her research and practice center on how leadership training can enhance the professional growth of both educators and leaders.

Citas

Arundell, L., Gould, L., Ridgers, N. D., Ayala, A. M. C., Downing, K. L., Salmon, J., Timperio, A., & Veitch, J. (2022). “Everything kind of revolves around technology”: a qualitative exploration of families’ screen use experiences, and intervention suggestions. BMC Public Health, 22(1), 1606.

Błachnio, A. (2024). Parent and child screen use and the effects of phubbing. The Journal of Pediatrics, 275.

Derrida, J. (2003). Violence and Metaphysics. An essay on the thought of Emmanuel

Levinas. In J. Derrida (Ed.), Writing and difference. University of Chicago Press.

Hedegaard, M., & Fleer, M. (2013). Play, learning, and children's development: Everyday life in families and transition to school. Cambridge University Press.

The Holy Bible: New Revised Standard Version. (1989). Thomas Nelson.

Kennedy, D. (2010). Philosophical dialogue with children: Essays on theory and practice. Edwin Mellen Press Lewinston.

Lévinas, E. (1981). Otherwise than being or beyond essence. Springer Science & Business Media.

Lipman, M. (1981). Pixie (novel) by Matthew Lipman. The Institute for the Advancement of Philosophy for Children.

Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge University Press.

Mason, E. M., Riccabona, T. M., & Ventura, A. K. (2024). Technoference in infant feeding: the impact of maternal digital media use during breastfeeding on maternal attention and mother-infant interactions [Original Research]. Frontiers in Developmental Psychology, 2. https://doi.org/10.3389/fdpys.2024.1441486

Nomkin, L. G., & Gordon, I. (2021). The relationship between maternal smartphone use, physiological responses, and gaze patterns during breastfeeding and face-to-face interactions with infant. PLoS One, 16(10), e0257956. https://doi.org/10.1371/journal.pone.0257956

Sharpe, B. T., & Spooner, R. (2025). Dopamine-scrolling: a modern public health challenge requiring urgent attention. Perspectives in Public Health, 17579139251331914.

Smahel, D., Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., Ólafsson, K., Livingstone, S., & Hasebrink, U. (2020). EU Kids Online 2020. Survey results from 19 countries. https://www.eukidsonline.ch/files/Eu-kids-online-2020-international-report.pdf?utm_source=chatgpt.com

Stern, D. N. (2018). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology. Routledge.

Tidemann, I. T., & Melinder, A. M. (2022). Infant behavioural effects of smartphone interrupted parent‐infant interaction. British Journal of Developmental Psychology, 40(3), 384–397.

Todd, S. (2003). Learning from the other: Levinas, psychoanalysis, and ethical possibilities in education. SUNY press.

Trevarthen, C. (1979). Communication and cooperation in early infancy: A description of primary intersubjectivity. Before speech: The beginning of interpersonal communication, 1, 530–571.

Turkle, S. (2017). Alone together : why we expect more from technology and less from each other (3rd ed.). Basic Books.

UNICEF. (2025). Best Interests of the Child in Relation to the Digital Environment. Innocenti Brief. https://www.unicef.org/innocenti/media/10571/file/UNICEF-Innocenti-Best-interests-child-digital-environment-brief-2025.pdf

Publicado

2025-11-30

Número

Sección

artículos