Desterritorializaciones educativas para la universidad de la sociedad del conocimiento

Tres gnoseologías para la Universidad de la Sociedad del Conocimiento. Una, parte de considerar que la palabra escolar y la palabra de la existencia, preñadas de viejos paradigmas, se han transformado en silencio muerto, no son más silencio creativo, por ello, jugar a desempalabrar(nos) caórdicamente emerge como uno de los caminos para aprender a desaprender y desdecir certezas desaprendiendo(nos).Otra, postula derribar los muros disciplinares del aula para Rizomáticamente Co-entrelazar Aprendizajes (ARCA) cogno-vivenciales entre docentes-cartógrafos y arqueontes-creactores en una Aula para/de/desde la Complejidad. En la tercera, el cognoscimientocomo praxis de la Complejidad re-liga, se articula/des-articula y re-articula espiralíticamente, caordisciente y cogno-conscientemente: del orden - al caos - al orden, del decir y del disentir al paradojar y al metaforar, en una construcción y de-construcción de sentidos de carácter continuo y permanente. Estas estrategias multi-inter-trans-epistémicas de aprendizajes/des-aprendizajes/re-aprendizajes cogno-meta-caordiscientes son concebidas como modos de proceder, de aprender y de con-vivir, onto-trans-epistémicamente.Three gnoseologies for the  Society of Knowledge University: the first one starts with the consideration that the school word and the existence’s word, both loaded with old paradigms, have transformed into dead silence and are no longer creative silence. Therefore, to play chaordic deconceptualization emerges as one of the ways to learn to unlearn; discarding certainties by the act of unlearning(ourselves). The second one postulates tearing down the disciplinary walls of the classroom in order to create an Area in which, Rhizomatically, Cogno-existential and experiential learning Acquisition (ARCA) is co-intertwined between cartographer-teachers and creactors-arqueontesin a classroom of/from/for Complexity. The third one states that cogknowledge as a praxis of Complexity re-links, articulates/disarticulates/rearticulates in a chaordically spiralitically cogno-consciously fashion, going from order to chaos to order, from stating to dissenting while paradoxing or metaphoring, in a continuous and permanent construction/deconstruction of meanings. Such multi-inter-trans-epistemicstrategies for cogno-meta-chaordicallylearning/unlearning/relearning are conceived as ways to carry oneself, to learn and to co-exist in an onto-trans-epistemic way.Trois gnoséologies pour l’Université de la Société de la Connaissance. La première établie  que  la parole scolaire et la parole existentielle, toutes deux imprégnées d’anciens paradigmes, se sont transformées non pas en silence créatif mais en un silence mort, c’est pourquoi jouer à (nous) « déparoliser » collectivement se présente tel un chemin pour apprendre et désapprendre et reformuler des certitudes en (nous) désapprenant. La deuxième considère la nécessité d’abattre les murs disciplinaires au sein de la salle de classe pour Rhizomatiquement Co-entrelacer des Apprentissages (ARCA) cogno-expérientiels entre professeurs-cartographes et arquéo-créateurs dans une Salle de classe pour/de/à partir de la Complexité. La troisième porte sur la « cognaissance » comme praxis de la Complexité re-liée, qui s’articule/dés-articule et ré-articule à la manière d’une spirale, caordiquement et cogno-consciemment : de l’ordre – au chaos – à l’ordre, du dire et du « dé-sentir » au fait de formuler des paradoxes et des métaphores, dans une construction et dé-construction de sens de caractère continu et permanent. Ces stratégies multi-inter-trans-épistémiques d’apprentissages/dés-apprentissages/ré-apprentissages cogno-méta-caordiques sont conçues comme des modalités de procéder, d’apprendre et de co-exister, onto-trans-épistémiquement.Três gnoseologias pra Universidade da Sociedade do Conhecimento. A primera, parte que o palavra escolar e a palavra de vida, cheio de velhos paradigmas, transformaram-se em silêncio absoluto, o silêncio que eles não são mais silêncio criativo, portanto, jogar a desempalabrar-nós caórdicamente emerge como uma das formas de aprender a desaprender e voltar em certezas desaprender-nós. Outra postula demolir as paredes disciplinarias da sala de aula para Rizosomaticamente Co-entrelazar Aprendizagem (ARCA) cogno-experienciales entre professores-cartógrafos e arqueontes-creactores em uma sala de aula para / de / desde a Complexidade. Na terceira, o reconhecível como práxis da Complexidade é re-ligado, organizado / un-estruturado e re-articulado espiralíticamente, caordisciente e cogno-conscientemente: da ordem - ao caos - a ordem, e da dissidência a o paradoxo e a metáfora, em uma construção e desconstrução de significados de caráter contínuo e permanente. Estas estratégias multi-inter-trans-aprendizagem epistêmico / des- aprendizagem / re-aprendizagem-meta- cogno-caordiscientes cogno são concebidas como formas de proceder, para aprender e para con-viver, trans-onto-epistemicamente

Re-pensando la Educación desde la Complejidad

En el marco del Paradigma Emergente de la Complejidad, la educación cobra un nuevo significado. Emerge la necesidad de postular nuevas visiones acerca del fenómeno educativo que trasciendan la concepción disciplinar.  Ir a la búsqueda de una práctica educativa más sensible,  exhaustiva, cuyo eje sea enseñar a investigar, integradora de las ciencias sociales con las humanísticas, fomentadora de un conocimiento autónomo, formadora de ciudadanos provistos de los instrumentos que les permitan interaccionar con el entorno de una manera creativa como constructores de saberes. Reflexionar sobre la educación como camino y como arte, repensar la educación desde y para la Complejidad, se transforman en tareas urgentes para los educadores del Siglo XXI.Dans le cadre du Paradigme Emergent de la Complexité, l’éducation est dotée d’un nouveau sens. Laisser place à de nouvelles visions de l’éducation transcendant la conception disciplinaire devient un impératif. Rechercher une pratique éducative plus sensible, exhaustive, dont l’axe central est enseigner à rechercher, intégrant les sciences sociales et les sciences humaines, incitant au développement de savoirs autonomes, formatrice de citoyens pourvus des instruments leur permettant d’interagir avec leur entourage de manière créative en tant que constructeurs de savoirs. Réfléchir sur l’éducation comme chemin et comme art, repenser l’éducation de et pour la Complexité, se transforment en tâches urgentes pour les éducateurs du 21ème siècle.Within the context of Complexity’s Emerging Paradigm, education acquires a new meaning. Postulating new visions on the educational phenomena that transcends disciplinary conceptions becomes necessary, that is to say, a quest for a more sensitive and exhaustive educational practice, its axis being teaching how to research, integrating social and humanistic sciences, fomenting autonomous knowledge and producing citizens furnished with tools enabling them to interact with their environment in a creative manner as knowledge builders. Thinking on education as a path and as an art, and rethinking education from and for Complexity becomes an urgent task for XXI century educators

Re-pensando la Educación desde la Complejidad

En el marco del Paradigma Emergente de la Complejidad, la educación cobra un nuevo significado. Emerge la necesidad de postular nuevas visiones acerca del fenómeno educativo que trasciendan la concepción disciplinar.  Ir a la búsqueda de una práctica educativa más sensible,  exhaustiva, cuyo eje sea enseñar a investigar, integradora de las ciencias sociales con las humanísticas, fomentadora de un conocimiento autónomo, formadora de ciudadanos provistos de los instrumentos que les permitan interaccionar con el entorno de una manera creativa como constructores de saberes. Reflexionar sobre la educación como camino y como arte, repensar la educación desde y para la Complejidad, se transforman en tareas urgentes para los educadores del Siglo XXI.Dans le cadre du Paradigme Emergent de la Complexité, l’éducation est dotée d’un nouveau sens. Laisser place à de nouvelles visions de l’éducation transcendant la conception disciplinaire devient un impératif. Rechercher une pratique éducative plus sensible, exhaustive, dont l’axe central est enseigner à rechercher, intégrant les sciences sociales et les sciences humaines, incitant au développement de savoirs autonomes, formatrice de citoyens pourvus des instruments leur permettant d’interagir avec leur entourage de manière créative en tant que constructeurs de savoirs. Réfléchir sur l’éducation comme chemin et comme art, repenser l’éducation de et pour la Complexité, se transforment en tâches urgentes pour les éducateurs du 21ème siècle.Within the context of Complexity’s Emerging Paradigm, education acquires a new meaning. Postulating new visions on the educational phenomena that transcends disciplinary conceptions becomes necessary, that is to say, a quest for a more sensitive and exhaustive educational practice, its axis being teaching how to research, integrating social and humanistic sciences, fomenting autonomous knowledge and producing citizens furnished with tools enabling them to interact with their environment in a creative manner as knowledge builders. Thinking on education as a path and as an art, and rethinking education from and for Complexity becomes an urgent task for XXI century educators

Search for the standard model Higgs boson in the H to ZZ to 2l 2nu channel in pp collisions at sqrt(s) = 7 TeV

A search for the standard model Higgs boson in the H to ZZ to 2l 2nu decay channel, where l = e or mu, in pp collisions at a center-of-mass energy of 7 TeV is presented. The data were collected at the LHC, with the CMS detector, and correspond to an integrated luminosity of 4.6 inverse femtobarns. No significant excess is observed above the background expectation, and upper limits are set on the Higgs boson production cross section. The presence of the standard model Higgs boson with a mass in the 270-440 GeV range is excluded at 95% confidence level.Comment: Submitted to JHE

Combined search for the quarks of a sequential fourth generation

Results are presented from a search for a fourth generation of quarks produced singly or in pairs in a data set corresponding to an integrated luminosity of 5 inverse femtobarns recorded by the CMS experiment at the LHC in 2011. A novel strategy has been developed for a combined search for quarks of the up and down type in decay channels with at least one isolated muon or electron. Limits on the mass of the fourth-generation quarks and the relevant Cabibbo-Kobayashi-Maskawa matrix elements are derived in the context of a simple extension of the standard model with a sequential fourth generation of fermions. The existence of mass-degenerate fourth-generation quarks with masses below 685 GeV is excluded at 95% confidence level for minimal off-diagonal mixing between the third- and the fourth-generation quarks. With a mass difference of 25 GeV between the quark masses, the obtained limit on the masses of the fourth-generation quarks shifts by about +/- 20 GeV. These results significantly reduce the allowed parameter space for a fourth generation of fermions.Comment: Replaced with published version. Added journal reference and DO

Search for a W' boson decaying to a bottom quark and a top quark in pp collisions at sqrt(s) = 7 TeV

Results are presented from a search for a W' boson using a dataset corresponding to 5.0 inverse femtobarns of integrated luminosity collected during 2011 by the CMS experiment at the LHC in pp collisions at sqrt(s)=7 TeV. The W' boson is modeled as a heavy W boson, but different scenarios for the couplings to fermions are considered, involving both left-handed and right-handed chiral projections of the fermions, as well as an arbitrary mixture of the two. The search is performed in the decay channel W' to t b, leading to a final state signature with a single lepton (e, mu), missing transverse energy, and jets, at least one of which is tagged as a b-jet. A W' boson that couples to fermions with the same coupling constant as the W, but to the right-handed rather than left-handed chiral projections, is excluded for masses below 1.85 TeV at the 95% confidence level. For the first time using LHC data, constraints on the W' gauge coupling for a set of left- and right-handed coupling combinations have been placed. These results represent a significant improvement over previously published limits.Comment: Submitted to Physics Letters B. Replaced with version publishe

Measurement of the t t-bar production cross section in the dilepton channel in pp collisions at sqrt(s) = 7 TeV

The t t-bar production cross section (sigma[t t-bar]) is measured in proton-proton collisions at sqrt(s) = 7 TeV in data collected by the CMS experiment, corresponding to an integrated luminosity of 2.3 inverse femtobarns. The measurement is performed in events with two leptons (electrons or muons) in the final state, at least two jets identified as jets originating from b quarks, and the presence of an imbalance in transverse momentum. The measured value of sigma[t t-bar] for a top-quark mass of 172.5 GeV is 161.9 +/- 2.5 (stat.) +5.1/-5.0 (syst.) +/- 3.6(lumi.) pb, consistent with the prediction of the standard model.Comment: Replaced with published version. Included journal reference and DO

Search for the standard model Higgs boson decaying into two photons in pp collisions at sqrt(s)=7 TeV

A search for a Higgs boson decaying into two photons is described. The analysis is performed using a dataset recorded by the CMS experiment at the LHC from pp collisions at a centre-of-mass energy of 7 TeV, which corresponds to an integrated luminosity of 4.8 inverse femtobarns. Limits are set on the cross section of the standard model Higgs boson decaying to two photons. The expected exclusion limit at 95% confidence level is between 1.4 and 2.4 times the standard model cross section in the mass range between 110 and 150 GeV. The analysis of the data excludes, at 95% confidence level, the standard model Higgs boson decaying into two photons in the mass range 128 to 132 GeV. The largest excess of events above the expected standard model background is observed for a Higgs boson mass hypothesis of 124 GeV with a local significance of 3.1 sigma. The global significance of observing an excess with a local significance greater than 3.1 sigma anywhere in the search range 110-150 GeV is estimated to be 1.8 sigma. More data are required to ascertain the origin of this excess.Comment: Submitted to Physics Letters

Search for anomalous t t-bar production in the highly-boosted all-hadronic final state

A search is presented for a massive particle, generically referred to as a Z', decaying into a t t-bar pair. The search focuses on Z' resonances that are sufficiently massive to produce highly Lorentz-boosted top quarks, which yield collimated decay products that are partially or fully merged into single jets. The analysis uses new methods to analyze jet substructure, providing suppression of the non-top multijet backgrounds. The analysis is based on a data sample of proton-proton collisions at a center-of-mass energy of 7 TeV, corresponding to an integrated luminosity of 5 inverse femtobarns. Upper limits in the range of 1 pb are set on the product of the production cross section and branching fraction for a topcolor Z' modeled for several widths, as well as for a Randall--Sundrum Kaluza--Klein gluon. In addition, the results constrain any enhancement in t t-bar production beyond expectations of the standard model for t t-bar invariant masses larger than 1 TeV.Comment: Submitted to the Journal of High Energy Physics; this version includes a minor typo correction that will be submitted as an erratu

Measurement of the Lambda(b) cross section and the anti-Lambda(b) to Lambda(b) ratio with Lambda(b) to J/Psi Lambda decays in pp collisions at sqrt(s) = 7 TeV

The Lambda(b) differential production cross section and the cross section ratio anti-Lambda(b)/Lambda(b) are measured as functions of transverse momentum pt(Lambda(b)) and rapidity abs(y(Lambda(b))) in pp collisions at sqrt(s) = 7 TeV using data collected by the CMS experiment at the LHC. The measurements are based on Lambda(b) decays reconstructed in the exclusive final state J/Psi Lambda, with the subsequent decays J/Psi to an opposite-sign muon pair and Lambda to proton pion, using a data sample corresponding to an integrated luminosity of 1.9 inverse femtobarns. The product of the cross section times the branching ratio for Lambda(b) to J/Psi Lambda versus pt(Lambda(b)) falls faster than that of b mesons. The measured value of the cross section times the branching ratio for pt(Lambda(b)) > 10 GeV and abs(y(Lambda(b))) < 2.0 is 1.06 +/- 0.06 +/- 0.12 nb, and the integrated cross section ratio for anti-Lambda(b)/Lambda(b) is 1.02 +/- 0.07 +/- 0.09, where the uncertainties are statistical and systematic, respectively.Comment: Submitted to Physics Letters