Cátedra Monseñor Jairo Jaramillo Monsalve

Introduction and Greetings

Welcome to the Community

• The speaker extends a warm greeting to the community of Fundación Universitaria Católica del Norte, highlighting its pioneering role in virtual education in Colombia.

• Acknowledgment is made for those following through digital channels, emphasizing inclusivity and connection with the audience.

Institutional Recognition

Salutations from Leadership

• The speaker conveys greetings on behalf of key institutional figures, including Bishop Luis Albeiro Maldonado Mosalve and Rector Diego Luis Rendonurrea.

• Recognition is given to academic director Carlos Andrés Rodán Sánchez and Vice-Rector Edwin Salazar Giraldo for their leadership roles within the institution.

Tribute to Alexander Sánchez Upegui

Honoring a Colleague

• A heartfelt tribute is paid to Alexander Sánchez Upegui, a valued educator and researcher who passed away in December of the previous year. This cátedra serves as a homage to his contributions.

• The cátedra is named after Monsignor Jairo Jaramillo-Monsalve, founder of the institution, linking it back to its educational mission and vision.

Thematic Focus of the Cátedra

Reading and Writing in Modern Context

• The theme "Reading and Writing: Integrity in Times of Screens" reflects on contemporary challenges posed by technology and artificial intelligence in education.

• A central question arises regarding what it means to read and write effectively amidst these technological advancements. This inquiry sets the stage for deeper discussions during the event.

Opening Remarks by Rector Diego Luis Rendón Urea

Significance of Academic Discourse

• Rector Diego expresses joy at participating in this inaugural cátedra of the year, emphasizing its importance within academic discourse at the institution. He acknowledges all attendees present for this significant event.

• Special recognition is given to faculty members from the Faculty of Education and Social Sciences for their efforts in organizing this cátedra, underscoring teamwork within academia.

Legacy of Alexander Sánchez Upegui

Impact on Academic Literacy

• The rector highlights Alexander's dedication to academic literacy, writing skills, and research guidance over more than 22 years at the institution, marking him as an influential figure in academia.

• His legacy continues through his written works that serve as resources for students entering research processes; he was known for his strict yet supportive approach as an educator and mentor.

Recognition and Legacy of Professor Alexander Sánchez

Spiritual and Academic Significance

• The colloquium holds a spiritual significance, recognizing the work and legacy of Professor Alexander Sánchez, emphasizing a Christian perspective in honoring his memory.

• The discussion focuses on the relevance of reading and writing in contemporary times, highlighting the need for deeper awareness and understanding of these subjects as part of the tribute to Alexander.

Acknowledgments and Community Engagement

• Gratitude is expressed towards participants for their involvement, with an emphasis on the learning opportunities that will arise from this academic exercise.

• Special thanks are given to Father Diego Rendón, the rector, for his generous words regarding the chair established in honor of Alexander Sánchez Upegi.

Pastoral Care and Emotional Well-being Resources

Introduction to Pastoral Services

• Father John Jairo Tapias introduces important information from the pastoral care department, welcoming attendees warmly.

• Emphasis is placed on holistic education at UCN, where both academic performance and personal well-being are prioritized.

Accessing Support Services

• The "Pastoral and Well-being Button" is introduced as a resource available through virtual platforms for students to access various support services.

• Importance is highlighted on emotional well-being during university life; managing emotions like anxiety or joy can significantly impact academic performance.

Emotional Awareness Techniques

• Students are encouraged to identify their current emotions as a step towards emotional intelligence; there are no wrong answers when recognizing feelings.

• Suggestions are provided on how to reinforce positive emotions or regulate negative ones through techniques such as mindfulness or breathing exercises.

Encouragement for Self-Care

• The emotional explorer tool is presented as a personal laboratory for understanding one's feelings better; it serves as an interactive way to engage with emotions constructively.

• Students are reminded that seeking help is a brave decision; UCN offers free psychological counseling services through pastoral care.

Community Participation in Online Events

Engagement Metrics

• A note about community engagement indicates over 1,100 people connected via streaming channels during this institutional event.

Homenaje a Alexander Sánchez Upegi

Perfil de Alexander Sánchez Upegi

• Se presenta un homenaje a Alexander Sánchez Upegi, destacando su perfil y contribuciones en el contexto académico de la comunidad universitaria.

• Su legado incluye una pasión por la lectura y escritura, con un enfoque en compartir conocimientos e inquietudes académicas y científicas.

• Ha publicado ocho libros, once capítulos, 32 artículos especializados y más de 40 conferencias, consolidándose como un referente en comunicación social y lingüística.

• Es docente investigador en la Católica del Norte y ha contribuido significativamente a temas como redacción académica y estrategias de interacción virtual.

Reflexiones sobre Redacción Académica

• Se plantea la importancia de la redacción académica para el progreso científico, mencionando el papel de herramientas como ChatGPT en este proceso.

• Aunque estas herramientas pueden ayudar en organización y corrección, surge la preocupación sobre cómo evitar alteraciones del mensaje original o plagio.

Alfabetización Académica

• En un congreso reciente se discutió que los estudiantes enfrentan problemas persistentes para escribir adecuadamente, independientemente del uso de inteligencia artificial.

• La alfabetización académica es crucial para que los estudiantes participen efectivamente en las exigencias discursivas de sus disciplinas.

Composición Textual Asistida por IA

• La escritura asistida por IA debe fortalecer el pensamiento crítico y la integridad académica mediante nociones clásicas de lingüística textual.

• El proceso de composición textual implica planificación previa antes de producir textos; esto incluye formular preguntas bien estructuradas dirigidas a la IA.

Estrategias contra Plagio

• Protegerse contra el plagio requiere habilidades como citar correctamente y realizar paráfrasis mecánicas o reconstructivas.

• Comprender conceptos clave como alfabetización académica y posicionamiento es esencial para mantener una voz propia dentro del discurso académico.

Agradecimientos a Alexander Sánchez Upegi

• Se expresa gratitud hacia Alexander por su vida, obra y generosidad en enseñanza; su legado continúa inspirando a estudiantes y docentes.

Panel sobre Lectura y Escritura

Introducción al Panel

• Se inicia un panel titulado "Lectura y Escritura: Integridad y Vigencia en Épocas de Pantalla e Inteligencia Artificial", moderado por Monseñor Jairo Jaramillo Monsalve.

Pregunta Central del Panel

• La pregunta problemática planteada es: ¿qué significa leer y escribir con integridad en una cultura dominada por pantallas e inteligencia artificial?

Discussion on Integral Reading and Writing

The Concept of Integral Reading

• The speaker emphasizes the importance of questioning in educational spaces, suggesting that integral reading involves understanding various types of readers and writers throughout history.

• A comparison is made to the Renaissance, indicating a resurgence of diverse readership today, which feeds into the concept of "integrality" in reading.

• The integral reader is defined as someone who not only engages with the text but also understands its deeper roots and potential connections, introducing the idea of hypertext.

• Hypertext represents the multiple potentials a reader can perceive from a text, while hypotext refers to understanding the foundational elements that construct it.

• An integral reader recognizes both past (hypotext) and future (hypertext) contexts within texts, highlighting their complexity and interconnections.

Contextualizing Integral Reading

• Introduction of Mateo Muñeton Errico, an anthropologist who will contribute further insights on integral reading within educational frameworks.

• Reference to Mateo's previous participation in an international congress on virtual education, establishing his credibility in this discussion.

• Mateo expresses gratitude for being invited back to discuss integral reading and writing processes as emotional experiences tied to human connection.

Emotional Aspects of Reading

• Emphasizes that reading and writing are not just cognitive activities but also involve emotional engagement with texts and their contexts.

• Discusses how integral reading seeks to reclaim lost aspects of integrity in literature; it’s about recognizing what has been overlooked or forgotten over time.

Cultural Perspectives on Reading

• Highlights that discussions around integral reading must consider cultural dimensions beyond mere textual analysis; it should include intercultural perspectives as well.

• Warns against becoming self-referential in our readings; instead, we should use literature as a lens through which we can explore broader cultural narratives.

Responsibility in Knowledge Acquisition

• Introduction of Juan David Martínez from Pontificia Universidad Católica de Valparaíso, who will address responsibilities related to knowledge acquisition across disciplines.

• Juan David acknowledges the university's role in addressing issues surrounding integrity in knowledge across various fields including engineering and mathematics.

Exploring the Integration of Artificial Intelligence in Education

The Need for Critical Thinking in AI Integration

• There is a significant need to learn about artificial intelligence (AI) and its integration into educational settings, as many educators still feel apprehensive about using these tools.

• Emphasizing critical thinking, it is essential to delve deeper into texts and understand their origins, which requires a critical mindset that should be fostered in classrooms.

• The rise of AI prompts a reevaluation of what critical thinking means and how it can be enhanced within educational environments, highlighting the importance of exploring this topic further.

Overcoming Fear and Embracing Exploration

• Educators are encouraged to explore AI technologies without fear, as this exploration is crucial for adapting to new realities in education.

• Introduction of Carlos Augusto Puerta-Hil as an expert who will contribute insights on the integration of AI in education.

Responsibilities in the Age of AI

• There is a collective responsibility among educators to cultivate both reading culture and writing skills while embracing new forms introduced by AI technologies.

• Rather than fearing texts or relying solely on AI for writing assistance, educators should view AI as a supportive tool that aids exploration and understanding.

The Role of Voices in Textual Understanding

• Textual analysis involves recognizing multiple voices within written works; understanding this complexity can enhance discussions around literature and writing practices influenced by technology.

Educational Opportunities with Technology

• All stakeholders—teachers, researchers, students—must engage with AI technologies actively. This engagement fosters critical thinking and helps alleviate fears surrounding these advancements.

Contextualizing Academic Writing Practices

• Acknowledgment of Alexandre Sánchez's doctoral thesis emphasizes that writing evolves based on social and technological contexts. This evolution raises questions about current writing practices amid growing reliance on AI tools.

Evolution of Writing Practices Due to AI

• Inquiry into how the rise of artificial intelligence impacts traditional writing practices; there is recognition that technology significantly alters how we write and communicate today.

Exploring Academic Literacy and Creativity

The Intersection of Neuroscience and Creativity

• The speaker discusses encounters with experts in neuroscience and academic writing, highlighting a comparison between human creativity and neural networks. Despite advancements in AI, human creativity remains superior.

• There is an acknowledgment of progress in problem-solving speed due to technology, which can enhance cognitive levels in reading and writing.

Understanding Academic Literacy

• The term "academic literacy" is introduced as somewhat ambiguous, particularly when students rely heavily on chat tools for their work. Effective use of these tools requires understanding established techniques like portfolios and brainstorming.

• A shift towards discussing academic literacy leads to referencing the doctoral thesis of Alexander Sánchez Upegi, who defines it as essential for integrating into scientific communities through discourse practices.

Importance of Academic Literacy Today

• The relevance of academic literacy is emphasized within universities amidst the rise of artificial intelligence. It raises questions about its practical implications for educational institutions.

• Professor Mateo asserts that academic literacy is fundamental to the existence of educational institutions; neglecting this focus could lead to a decline in academia's relevance.

Existential Questions Surrounding Reading and Writing

• A call to revisit existential questions about the purpose of reading and writing emerges, stressing their significance for life itself rather than just technical skills.

• Historical context is provided regarding how reading practices have evolved over time, indicating that each era has distinct ways of engaging with texts influenced by societal changes.

Adapting Education to New Technologies

• The discussion shifts towards how education must adapt to new technologies like AI while reinforcing processes central to academic literacy—reading and writing are at the core.

• Emphasis is placed on recognizing whether documents encountered are purely technological outputs or if they reflect human effort, underscoring the importance of maintaining a human element in academia.

Critique on Modern Journalism

• A notable example from Colombian media highlights concerns over journalism produced by AI, prompting discussions about the role of human input in content creation amid technological evolution.

• Professor Mateo adds that reader and writer typologies are historical; thus, literacy must evolve alongside them. This evolution reflects broader aspirations within university formats toward fostering critical thinking.

Exploring the Relationship Between Reading, Writing, and Artificial Intelligence

The Vitality of Text Interaction

• The discussion begins with the critical relationship between reading, writing, and artificial intelligence. It emphasizes the importance of thinking critically about how these elements interact.

• There is a notion that both writers and readers contribute their vitality to texts; writers infuse life into their work while readers engage with texts in a way that can be transformative.

Literacy and Experience

• Literacy is highlighted as increasingly relevant, especially in relation to overcoming fear through critical thinking rather than merely sensitive thought. This suggests a return to embodied pedagogies for engaging with reading and writing projects.

• The experience of reading is subjective; it involves a dual expression of self where personal experiences shape interpretation. This underscores the need for literacy that reflects individual engagement.

Self-Discovery Through Reading

• Learning to identify feelings and thoughts through reading is essential for self-discovery. This aligns with ancient Greek concepts of knowledge acquisition through literature.

Critical Thinking in the Age of AI

• The conversation shifts towards critical thinking amidst advancements in artificial intelligence, suggesting universities must develop strategies to address this challenge effectively.

Research Triad: Investigate, Write, Publish

• Acknowledgment of Alexander Sánchez Upegui's work on the triad of research—investigation, writing, and publication—as crucial for intellectual development and knowledge dissemination.

Maintaining Integration Amidst AI Fragmentation Concerns

• Questions arise regarding how to prevent AI from fragmenting the research triad. Suggestions are sought on pedagogical strategies that ensure writing remains a space for conceptual development.

Interconnectedness of Research Activities

• Emphasizes that investigation should not be separated from writing or publishing; they have historically been integrated processes aimed at knowledge creation.

Addressing Alarmist Views on Specialization

• There are concerns about alarmist views suggesting specialization in only one aspect (reading/writing/publishing), which could lead to fragmentation within academic practices.

Illusion vs. Reality in Academic Practices

• The speaker argues against the illusion that individuals can solely rely on AI tools without engaging deeply with research activities like reading or writing.

Maturation Process in Academic Writing

• Discusses the lengthy process involved in publishing academic articles as an opportunity for maturation—not just of ideas but also personal growth through interaction with those ideas.

Reviving Literary Gatherings

• Highlights historical literary gatherings as spaces for community dialogue around texts; advocates for similar environments today within academia to foster collaboration among scholars.

Family Involvement in Academic Work

• Suggestion that academic endeavors should involve family dynamics—encouraging discussions at home akin to literary gatherings—to enrich scholarly conversations and idea development.

Strategies for Integrating Research, Writing, and Publishing

Pedagogical Strategies for Students and Educators

• The discussion emphasizes the importance of pedagogical strategies that encourage students and educators to integrate research, writing, and publishing without being hindered by artificial intelligence.

• Reading and writing are foundational practices for engaging in research. Developing a passion for both is crucial for effective learning.

• Active reading techniques such as note-taking, highlighting, and engaging in dialogue enhance comprehension. Each individual has unique sensory experiences that influence how they process information.

• The speaker highlights the significance of personal experience in receiving information from texts. Engaging with various senses can deepen understanding.

• Artificial intelligence serves as a supportive tool rather than a replacement in the research process. It aids in knowledge dissemination through writing while maintaining continuity between reading and writing.

Practical Approaches to Research and Writing

• The conversation shifts to practical strategies like collaborative group work on research questions, emphasizing the need for emotional connection with texts during the writing process.

• Initial steps include reading extensively across different genres to inform article writing. Utilizing databases like Perplexity helps ensure relevance in topic selection.

• Emphasis is placed on formulating clear research questions followed by drafting background paragraphs collaboratively before utilizing AI tools for revisions.

• Ethical considerations arise when using AI; students should engage deeply with their own work rather than relying solely on AI-generated content to maintain their unique voice.

• Encouragement is given to take risks in writing while focusing on developing one's style amidst technological influences that may lead to homogenization of expression.

Sensory Engagement in Research

• A call is made to incorporate sensory questions into academic inquiry: exploring how objects of study are perceived through smell, taste, sound, etc., enhances engagement with material.

• The speaker references poetry as a means of reconnecting with sensory experiences when faced with overwhelming complexity in understanding the world around us.

Understanding Hypotext, Text, and Hypertext in Research

The Triad of Textual Processes

• The triad of hypotext, text, and hypertext remains intact when viewed as processes of research that can be applied across various disciplines.

• Design students can utilize a photographic archive to create narratives and games, exploring the roles of hypotext (the original material), text (the narrative created), and hypertext (the interactive game).

• These concepts serve not only as theoretical frameworks but also as methodologies for research applicable to all fields.

Hipertextualization as a Research Process

• Hipertextualization encourages engagement beyond mere reading; it fosters collaborative thinking and interaction within the research process.

• The discussion highlights significant lessons learned from the interplay between researching, rewriting, and publishing for students, educators, and researchers alike.

Ethics in AI: Intertextuality Concerns

Curatorial Ethics in AI Usage

• Professor Juan Daimán raised concerns about curatorship and ethics regarding artificial intelligence's role in reading and writing practices.

• Alexander Sánchez emphasized the risks associated with improper citation practices linked to AI-generated content, warning against confusion between student voices and those generated by AI.

Addressing Plagiarism through Intertextuality

• The tension between intertextuality and originality is critical; educators must guide students on how to navigate these challenges ethically.

• Students should be encouraged to express their own voice in academic writing while being aware of proper citation practices to avoid plagiarism.

Positioning Students' Voices in Academic Writing

Importance of Personal Voice

• Students need to position themselves within their texts by agreeing or disagreeing with existing theories during literature reviews or theoretical frameworks.

Navigating Citations Ethically

• Proper citation methods are essential; students must learn how to incorporate multiple voices while maintaining their own critical perspective without compromising ethical standards.

Practical Strategies for Ethical Writing

Encouraging Original Thought

• Educators should teach students how to articulate their ideas clearly while respecting prior knowledge through appropriate citations.

Utilizing Paraphrasing Techniques

• Exercises such as paraphrasing encourage students to express ideas in their own words while adhering to ethical guidelines concerning authorship.

Caution with AI Content Generation

• There is a need for vigilance regarding AI-generated content since it may include inaccuracies; thus, critical evaluation is necessary before use.

Discussion on Academic Integrity and Technology

The Challenge of Plagiarism and AI

• The conversation highlights the distinction between deliberate plagiarism and innocent mistakes in academic work, emphasizing the need for training students to navigate these issues responsibly.

• There is a cautionary note regarding the reliability of artificial intelligence, suggesting that it can produce misleading information if not critically assessed.

Recommendations for University Stakeholders

• As time constraints limit discussions, the moderator proposes targeted recommendations for different university stakeholders based on insights from the colloquium. Each expert will address specific categories within academia.

Recommendations for University Administration

• Professor Mateo stresses the importance of recognizing both student positioning and experiential context in learning, advocating for a balance between oral and written communication skills in education.

• He argues that understanding one's "place of enunciation" is crucial, as it influences how knowledge is constructed and communicated within academic settings.

• Mateo predicts that oral communication will increasingly reveal how well participants engage with written content, regardless of whether it's generated by AI or not.

Recommendations for Faculty

• Professor Juan David encourages educators to actively explore new tools and technologies while fostering an environment where students understand their responsibility in knowledge creation rather than relying solely on technological aids.

• He advocates for integrating writing across all disciplines (Writing Across the Curriculum) to ensure that all faculty members contribute to developing students' literacy skills comprehensively.

Recommendations for Researchers

• Professor Carlos emphasizes the necessity of approaching research with curiosity and openness, encouraging researchers to ask questions continuously as part of their investigative process. This aligns with Socratic methods like maieutics—drawing out knowledge through questioning.

Exploring the Triad of Academic Literacy

Importance of Reading, Writing, and Dialogue

• The speaker emphasizes the significance of a triad involving reading, writing, and engaging in dialogue across disciplines to enhance academic literacy.

• They advocate for utilizing tools like artificial intelligence as aids in research and validation while maintaining a critical approach towards these technologies.

• The role of research is highlighted as essential for improving teaching practices; educators should create materials based on their findings to share with students.

Recommendations for Students

• A call to action is made for students to embrace reading passionately, viewing texts as connections to historical voices that remain relevant today.

• The speaker shares a poem by Quevedo, illustrating the idea that literature allows us to engage with past thinkers and ideas actively.

Writing and Community Engagement

• Students are encouraged to explore their writing interests beyond academic requirements, suggesting that personal expression can lead to greater fulfillment.

• The importance of forming small academic communities is stressed; collaborative reading experiences enrich understanding compared to solitary study.

Honoring Alexander: A Tribute

Personal Reflections from Diana Mesa Roman

• Diana expresses gratitude towards attendees and highlights Alexander's warm approach in his academic interactions with students.

• She reflects on Alexander's passion for teaching and how he fostered relationships built on love, respect, and support within his family.

Professional Legacy

• Alexander’s dedication as an educator is noted; he aimed not just to teach but also inspire students toward lifelong learning and self-improvement.

• His connection between teaching practice and research was profound; he sought knowledge not only for himself but also shared it generously with others.

Inspirational Message

• Diana concludes by encouraging everyone present to keep alive the passion for teaching and learning while valuing language as a tool for intellectual growth.

Tribute to Alex Sánter

Acknowledgments and Emotional Reflections

• Father Diego Luis Rendón expresses deep gratitude for the heartfelt words shared about Alex Sánter, acknowledging the contributions of the Fundación Universitaria Católica del Norte and all involved in honoring him.

• The speaker emphasizes the significant impact Alex left on the institution, highlighting his immense legacy and the privilege of gathering a panel of experts to discuss his influence.

Closing Remarks and Future Considerations

• The speaker indicates a need to conclude the event due to time constraints, noting an abundance of questions from the audience that cannot be addressed.

• Monseñor Jairo Jaramillo discusses modern challenges in education, emphasizing that technology should serve as tools that enhance learning rather than replace traditional methods like reading and writing.

• The importance of maintaining human creativity and critical thinking in academic settings is stressed, warning against over-reliance on technological tools which could undermine educational missions.

Gratitude Towards Participants

• The speaker thanks approximately 1200 participants who joined via streaming channels, expressing appreciation for expert contributions from professors Van Davi, Oscar, Mateo, and Carlos. A reminder is given for attendees to fill out an enrollment form circulating in the chat.