Bad Bunny is a controversial pick for the Super Bowl – and that’s the point

Source: The Conversation – UK – By Belinda Zakrzewska, Assistant Professor of Marketing, University of Birmingham

After the NFL chose triple Grammy winner Bad Bunny as the halftime headliner for the upcoming Super Bowl on February 8, a backlash erupted among Donald Trump supporters and conservative commentators. The president criticised the entertainment lineup last week and said he would not attend the event.

Much of the backlash focused on the Puerto Rican rapper’s identity and politics. As the first solo Latino artist set to headline the Super Bowl halftime show, he was accused by critics of “not being an American artist” despite Puerto Rico being a US territory. Others took aim at his outspoken criticism of the Trump administration, arguing that such views had no place at this prestigious occasion.

The Super Bowl functions as a spectacle to promote ideas of US unity and patriotism through ritualised displays such as the national anthem, military flyovers and televised tributes to troops, visually linking sport to nationhood. Set against this backdrop, Bad Bunny’s selection becomes even more striking. Why would the US’s most important stage give space to an artist who so directly questions its dominance?

Bad Bunny made history with his recent album Debí Tirar Más Fotos which became the first predominantly Spanish-language release to win album of the year at the 68th Grammy Awards. He is also Spotify’s most streamed global artist for the fourth time in five years.

Bad Bunny’s rise is inseparable from his activism, which is woven into his artistic choices, television appearances and live performances. This commitment was on full display last Sunday at his most recent Grammy appearance, where he took the stage with the message “ICE out”.

His Debí Tirar Más Fotos album addresses Puerto Rico’s colonial history and ongoing struggles, a direct critique of US imperial power. The song Lo Que Pasó en Hawaii draws parallels between Puerto Rico and Hawaii, another land colonised by the US. These lyrics refuse to treat colonial harm as historical and instead frame it as ongoing and systemic.

Likewise, his NUEVAYoL music video stands as one of his most direct pro-immigrant provocation. Released on July 4 last year – Independence Day – it reimagines the Statue of Liberty draped in a Puerto Rican flag, recasting the monument as a site where liberation is actively reclaimed rather than merely symbolised. A Trump-like voiceover apologising to Latinos and recognising America as a continent, further sharpens the critique of the ongoing immigration crackdown, exposing the gap between US ideals and people’s realities.

More fundamentally, Debí Tirar Más Fotos grounds its anticolonial message in historically marginalised musical traditions. Bomba, plena, and salsa are genres rooted in Afro-Caribbean struggles and Black cultural traditions, but for a long time they were dismissed due to colonial attitudes. By putting these genres at the centre of his work, Bad Bunny protects Puerto Rican culture and reclaims its history, making it visible to the world.

Bad Bunny further intensified controversy recently by excluding the US from his world tour. He cited concerns about immigration enforcement around venues, particularly the risk posed to undocumented fans.

The decision framed safety as more important than profit. Critics questioned why he would play the Super Bowl while skipping US tour dates, while supporters argued the broadcast lets Latino people watch safely from home without risking detention or harassment.

Why is the NFL choosing BB?

Super Bowl entertainment decisions ultimately serve a clear goal: maximising profit and viewership. The NFL understands that controversy fuels conversation, and conversation fuels ratings. This strategy is not new.

Beyoncé’s 2016 performance referenced the Black Panthers and Black Lives Matter, igniting a backlash while dominating media coverage. Kendrick Lamar’s 2025 halftime show similarly confronted themes of systemic oppression and racial injustice.

Looking at the broader 2026 lineup, the NFL has paired Bad Bunny with Green Day, a pointed choice given conservative calls for an “All American” alternative. Green Day, in contrast, fit comfortably within the US cultural canon: white, English-speaking punk veterans embedded in rock history. Yet their recent performances, such as Coachella 2025, included overt political jabs at Trump and Maga.

Last week, Trump publicly criticised the lineup stating: “I think it’s a terrible choice. All it does is sow hatred. Terrible.”

Overall, selecting artists who generate cultural debate helps the NFL reach younger, more diverse audiences while dominating media cycles for months. This strategy acknowledges demographic shifts in US culture: the growing political and economic importance of Latino audiences, the changing nature of patriotism itself, and the reality that not all Americans view the Super Bowl through the same lens of national unity.

Risky business

When artists take clear political stances, they risk alienating segments of their audience. Public opposition to Trump, for example, frequently triggers coordinated boycotts, social media backlash, and online harassment. But late-night hosts like Jimmy Kimmel have shown how political commentary can ignite national debates while boosting attention and ratings.

For Bad Bunny, these risks appear deliberate, reflecting an authenticity that aligns his political stances with his artistic vision and public persona. His critiques of US colonialism, immigration policy and cultural erasure are inseparable from his music and performances, making his activism a central part of his identity rather than a marketing tactic.

By embracing these positions on the Super Bowl stage, he challenges traditional expectations of entertainment neutrality while amplifying underrepresented voices, particularly within the Latino community. This approach underscores a commitment to cultural and political truth, even when it invites controversy and threatens mainstream approval.

The Conversation

Flavia Cardoso received funding from the Chilean Government (Fondecyt 2016) and the Luksic Foundation in 2022.

Belinda Zakrzewska and Jannsen Santana do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

ref. Bad Bunny is a controversial pick for the Super Bowl – and that’s the point – https://theconversation.com/bad-bunny-is-a-controversial-pick-for-the-super-bowl-and-thats-the-point-274477

Riz Ahmed’s British south-Asian Hamlet is a moody tale of grief and shady family business

Source: The Conversation – UK – By Elizabeth Schafer, Professor of Drama and Theatre Studies, Royal Holloway, University of London

For Shakespeare’s Hamlet “the world is out of joint”. In screen writer Michael Lesslie’s collage of Shakespeare’s play, directed by Aneil Karia, Riz Ahmed’s intense, grief-wrecked Hamlet pays a high price as he tries to “set it right” in a corrupt corporate world.

This Hamlet is a radical adaptation that mostly uses Shakespeare’s words but relocates to contemporary, uber-wealthy south-Asian London. Hamlet has had a south-Asian makeover before now, most famously in Haider; a 2014 action packed Hindi film set in 1990s Kashmir. Karia’s Hamlet, however, is far moodier, more muted and uneven. Some of it is brilliant, some less so. But there is a stunning pay off at the end.

The recent film Hamnet repositioned Hamlet as a response to Shakespeare’s son’s death. Ahmed’s prince also returns the focus to fathers – after all Shakespeare’ father died around the time Hamlet was written. The film asks the audience: whom can we trust?

The opening has Hamlet performing Hindu funeral rites on his father’s body, guided by his concerned uncle Claudius (Art Malik).

Within moments of the coffin going into the furnace and the lavish wake beginning, Hamlet is taken into a side room where Claudius announces he will marry his brother’s poised and pragmatic widow, Gertrude (Sheeba Chadha). This will protect Elsinore, the ruthless family business of developers and builders.

With Hamlet in shock from this announcement, his friend Laertes (Joe Alwyn) takes him off to the drug-fuelled sensory overload of a night club. Laertes and his sister Ophelia (Morfydd Clark) in this film take on the role traditionally played by Horatio, becoming close friends and confidantes.

Ophelia, like Hamlet, is disgusted by corporate corruption although, as the daughter of Claudius’s chief adviser, Polonious (Timothy Spall), she benefits from Elsinore’s rapacious deals. But as Laertes tells the pair, she is no bride for the future head of Elsinore. An arranged marriage within his culture and one that is advantageous for Elsinore is assumed to be in store for Hamlet.

Overwhelmed by the nightclub music, dance and drugs, Hamlet flees out into the night and a decaying London, with skyscrapers on the horizon and walls graffitied with anti-Elsinore slogans. It is here that Hamlet encounters the ghost of his father, King Hamlet (Avijit Dutt).

The existence of the ghost of King Hamlet is witnessed in Shakespeare’s play by several characters other than Hamlet, including the sensible Horatio. However, in this film only Ahmed’s Hamlet sees this ghost. Is the ghost real?

Hamlet follows his father to the top of a half-built skyscraper. Speaking in Hindi, with no subtitles provided, King Hamlet tells his son that he was murdered by his brother, Claudius. Or at least that is what audiences familiar with the play might infer.

The play-within-a-play, The Murder of Gonzago, which Hamlet stages in order to confirm his uncle’s guilt is here presented as a blistering south-Asian dance at Gertrude and Claudius’s splendid wedding banquet. The dance depicts Gonzago’s murder by poison, leading to his wife’s hasty remarriage – a clear parallel to Hamlet’s situation. As in Shakespeare’s play, Ahmed’s Hamlet believes that Claudius’s reaction proves he murdered his father. However, this where the film begins to diverge from Shakespeare’s story.

The brilliant choreography (by classical Kathak dancer Akram Khan) reads, within the logic of this film’s narrative, as a direct threat of violence towards Claudius. The dancers’ fists create a funnel for poisoned wine to be tipped into the dancer Gonzago’s ear while Hamlet, apparently deranged by grief, watches eagerly.

After his nephew has caused maximum embarrassment at the wedding, Claudius’s subsequent attempts to dispose of Hamlet make sense. The dance delivered a warning to Claudius and the long term future of Elsinore is at stake. But crucially, while Shakespeare shows Claudius subsequently trying to pray, and explicitly acknowledging his guilt, Karia’s film cuts this confession.

The risk to others as Hamlet works through his grief is clear. “To be or not to be” is delivered as Hamlet drives at manic speed in a high-performance car on the wrong side of the road towards an oncoming lorry, briefly lifting both hands off the steering wheel. While the audience may still believe in Hamlet, mesmerised by the intense closeups on Ahmed’s anguished face, they might also start questioning his judgment as he enacts his revenge.

Spurts of blood fly everywhere as Timothy Spall’s Polonius has his throat slashed after responding to Gertrude’s cries for help when a manic Hamlet corners her. Disposing of the body, Hamlet encounters a statue of Ganesh, the remover of obstacles.

It seems, however, that the god might not be totally on his side when one of Claudius’s thugs attempts to dispose of Hamlet by staging his suicide, forcing him to slash his own wrists. Luckily, he is rescued by Fortinbras, the leader of a band of homeless tent-dwellers, all dispossessed by Elsinore. Shocked by their misery, Hamlet decides to give it all away and signs over his shares in Elsinore to Fortinbras.

After divesting himself of his stake in the business, Hamlet heads home seeking revenge. When Claudius flees into the garden of the palatial family residence, he stops and waits for a dying Hamlet to catch him up. This is puzzling.

As his nephew sticks a broken bottle into his guts, Claudius states with his very last breath, “I loved my brother”. Prince Hamlet unravels. The ghost is, like the witches in Macbeth, untrustworthy. In grief, Hamlet has, he acknowledges, become “bewitched”. King Hamlet was part of the corruption and so now is his son.


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The Conversation

Elizabeth Schafer does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

ref. Riz Ahmed’s British south-Asian Hamlet is a moody tale of grief and shady family business – https://theconversation.com/riz-ahmeds-british-south-asian-hamlet-is-a-moody-tale-of-grief-and-shady-family-business-275056

Victims have told us the worst of Epstein’s crimes for decades – and they are still being ignored

Source: The Conversation – UK – By Lindsey Blumell, Lecturer in Journalism, City St George’s, University of London

As the US Department of Justice published 3.5 million pages of the Epstein files, deputy US attorney Todd Blanche indicated that the deluge of documents wouldn’t lead to additional criminal charges. Victims want “to be made whole”, he said, but that “doesn’t mean we can just create evidence or that we can just kind of come up with a case that isn’t there”.

Given the scale of the revelations, and the fact that millions of files haven’t been released, that statement seems incredible. But beyond this, survivors of Jeffrey Epstein’s abuse have come forward for years to tell their stories, and have not received justice.

In an interview in September 2025, six Epstein survivors stated that the Department of Justice had not contacted them in the process of reviewing the files.

Not only have Epstein survivors been shut out from the process, the department revealed the identities and personal information of survivors in the publicly released 3.5 million pages. Survivor Danielle Bensky told news outlets she found her name and personal information in the files. Such an error is gross negligence and incompetence that silences and endangers victims.

Of course, not all people named in the files sexually abused or were complicit in the sexual abuse of girls and young women. But this moment is an echo of how authorities have reacted to Epstein’s survivors for 30 years.

As the political and financial scandals emerge, politicians have called for a “victim-centred” approach. But as people react with shock to the revelations in the files, it’s clear that the voices and experiences of the victims are still being ignored.

Decades of evidence

Survivors of Epstein’s abuse had been speaking out for years before the public became fascinated by Epstein’s crimes and the famous men in his network.

In 1996, Maria Farmer reported to the New York Police Department and the FBI that Epstein and Ghislaine Maxwell had violently groped her. She was 25 at the time, and later found out her 16-year-old sister Annie had also been violated by Epstein. The FBI failed to investigate, and abuse of girls continued.

Victims’ rights lawyer Brad Edwards has represented over 200 of Epstein’s survivors. In 2008, Edwards told a federal judge that Epstein might be the “most dangerous sexual predator in US history”.

That same year, Epstein was handed a sweetheart deal of being charged with solicitation of prostitution only, instead of child sexual abuse or trafficking. This resulted in a 13-month stint at a minimum security facility, which he left 12 hours per day on most days to “work” at his foundation. He was required to register as a sex offender, though not tried as one.

In Florida, child sexual abuse cases can recommend up to life imprisonment for guilty convictions. Human sex trafficking in Florida can result in up to 30 years imprisonment. Of course, convictions can be complicated – but both child sexual abuse and human sex trafficking are serious crimes associated with extended prison sentences.

The latest files showed that many powerful people in Epstein’s network – Peter Mandelson, for example – were not deterred by him registering as a sex offender in 2008.

At the time, the New York Times headlined its story “Financier Starts Sentence in Prostitution Case”. While factually correct, such an approach arguably downplayed Epstein’s sexual abuse of girls and young women.

Few journalists were courageous enough to explicitly name Epstein’s crimes for what they were. One exception was a 2006 opinion piece by journalist Eliza Cramer of The Palm Beach Post, who wrote: “He was over 50. And they were girls. 14, 15, 16, 17-year-old-girls. That should count for something – the difference between prostitution and pedophilia.”

By 2009, at least a dozen civil lawsuits had been filed against Epstein. In 2010, flight logs obtained through the suits showed several high-powered men, including politicians, celebrities, academics and CEOs, flying on Epstein’s jets.

Justice denied

It took another nine years and many more civil suits before Epstein was arrested on July 6 2019 for sex trafficking and sex trafficking conspiracy. He faced up to 45 years in prison if convicted.

Survivors again came forward publicly to tell their stories, like Courtney Wild, Virginia Roberts Giuffre and Jennifer Araoz, who were 14 and 15 when first recruited to “massage” Epstein. All three came from difficult backgrounds, and all three claimed to have eventually been raped by Epstein. They were adults by the time they finally saw their abuser behind bars.

Survivors were denied justice once again when Epstein was found dead in his jail cell in August 2019. But that didn’t stop them from speaking out in 2021 during Ghislaine Maxwell’s trial, which ended in a 20-year sentence for sex trafficking girls.

The fallout from the latest revelations has again put survivors secondary to the actions of powerful men. Mandelson, who maintained a friendship with Epstein after his 2008 conviction, initially declined to apologise to Epstein’s victims and distance himself from any knowledge of the financier’s sex crimes.

Andrew Mountbatten-Windsor, who in 2022 settled a civil sexual assault case from Giuffre without an admission of liability, has only in the last few months lost his royal titles. And only with this latest batch of revelations has finally left his royal residence.

Giuffre’s memoir was released October 2025, months after she died. A line in her book sums up our responsibility to stop ignoring the survivors: “I know this is a lot to take in. The violence. The neglect. The bad decisions. The self-harm. Imagine if a trauma reel like this played in your head all the time, as it does mine … but please don’t stop reading.”

The sexual abuse and sex trafficking of girls and young women detailed by the survivors is harrowing. Removing a few titles or losing a job will never be adequate justice for the crimes committed, nor for the sidelining of victims for so many years.

The Conversation

Lindsey Blumell does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

ref. Victims have told us the worst of Epstein’s crimes for decades – and they are still being ignored – https://theconversation.com/victims-have-told-us-the-worst-of-epsteins-crimes-for-decades-and-they-are-still-being-ignored-275137

George Orwell called for a new way of thinking about science

Source: The Conversation – UK – By Robert Colls, Professor Emeritus of History, De Montfort University

In October 1945, George Orwell responded to a letter from Mr J. Stewart Cook in the leftwing weekly newspaper Tribune calling for more science education.

The call can hardly have come as a surprise. War had brought science and engineering to the fore – from the Spitfire fighter plane and radar to Bletchley Park’s codebreakers – and now that war was over, many thought it was time to build a brave new world. Science had won the war; the view was that it should build the peace.

Only the week before, in the same newspaper, Orwell had warned of the dangers posed by the atomic bomb. He was not a pacifist – far from it. But he started off by saying how likely it was that the world would “be blown to pieces by it within the next five years”, and ended with a stark warning against big science.

The bigger and more scientific the weapons, Orwell argued, the bigger and more authoritarian the state. And the bigger and more authoritarian the states that held those weapons, the greater the likelihood that an unstable stand-off between them would run and run, until the unthinkable happened.

Given this scenario, which he was the first to call a “cold war”, Orwell wanted to know exactly what Mr Cook meant by asking for more science education: did he want more scientists in laboratories, or did he want more people in general trained to think more scientifically?

If it was a call for more scientists in lab coats, Orwell pondered whether there was any plausible reason for expecting it to be in the public interest. Chemists might think so, clearly, but what about the rest of us? Why more chemists over more historians, say, or more writers, or philosophers, or economists?

In Orwell’s view, scientists at war had shown themselves to be just as self-interested, just as nationalist, just as Nazi, and just as politically illiterate and mistaken as everybody else. A few million more was not going to make things better – and maybe worse.

He wrote: “The fact is that a mere training in one or more of the exact sciences, even combined with very high gifts, is no guarantee of a humane or sceptical outlook. The physicists of half a dozen great nations, all feverishly working away at the atom bomb, are a demonstration of this.”

On the other hand, more science as a way of thinking had Orwell’s full support. In his Tribune response (republished in the third volume of his collected essays), he defined this as “a rational, sceptical, experimental habit of mind”.

Only, Orwell averred, you don’t have to be a scientist to think like this. And away from the test tubes and reactors, a scientist might not think like this. An illiterate peasant could be just as rational, just as sceptical and just as experimental, in his own domain at least. Yet no one, least of all a fellow of the Royal Society, was going to call him a “scientist”.

The whole argument, Orwell feared, might end up dropping the notion of more scientific thinking across the population, and “simply boil down to” more physics, less literature, and a narrowing of thought all round.

Orwell leaves it there. Not very profound, you might think, but in the best Orwellian manner, designed to catch your sleeve and make you think.

The blessings of science

When he was at Eton, Orwell wrote a short story for the school magazine called A Peep into the Future. In it, a mad professor takes over the school to impose a reign of terror based on the “blessings of science”.

Until, that is, one Sunday morning in chapel, a mighty proletarian woman – “massive hands on her hips” – comes striding down the aisle to take a swipe that relieves the professor of his dignity and his position. “A good smackin’ is what you want,” she said. And a good smackin’ is what he got. “He was never seen again … the reign of science was at an end.”

There might be shades of Big Brother in this schoolboy story, except that Orwell’s novel Nineteen Eighty-Four, published in 1949, is not about the reign of science but a reign of terror devoted to the complete eradication of science.

The whole point of the ruling party “Ingsoc” (a left-fascist totalitarian regime) is the destruction of the concept of objective truth, discoverable in nature. Instead of experimentation, there is only manipulation. Instead of reasoning, there is only fear. Instead of facts, there are only lies. It is axiomatic that two plus two equals five and always will, so long as the party says so.

Winston Smith’s interrogator, an intelligent man by most other measures, tells Winston that he (the interrogator) could identify as a soap bubble if he wanted to, and float off. And nobody was going to say he couldn’t. Winston tries and has his brain reprogrammed for the effort.

Seeing things ‘as they are’

Orwell’s fiction was more concerned with essences than probabilities. As for his non-fiction, although he rarely invoked statistics or empirical research, he operated as near to the general scientific method as possible, given the human condition.

Getting it right, seeing things “as they are”, was one of his four reasons for writing. Orwell is forever at pains to establish the facts, to reason in plain sight, to show due caution, and to experiment in the only way politico-literary criticism can experiment – by imagining the alternatives.

With or without Donald Trump, there are always alternative facts, and writers must search them out. Thomas Hobbes’s view of man in a state of nature is not the same as fellow philosopher Jean-Jacques Rousseau’s, and the facts are legion on both sides.

Orwell’s personal library contained a few popular science volumes but was mainly literary. He adhered to the scientific method like the “illiterate peasant” he was at heart – a man who was at his happiest in his garden, eyeing the weather and measuring the soil by instinct and experience.

Let Orwell find a problem, and he would bring the full width of his reasoning to bear. But in the end, words are an art not a science, and there are no rules except a pitch for the truth.

This article includes references to books included for editorial reasons, and links to bookshop.org. If you click a link and go on to buy something from bookshop.org, The Conversation UK may earn a commission.

The Conversation

Robert Colls does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment. His new book, George Orwell: Life and Legacy, is published by Oxford University Press.

ref. George Orwell called for a new way of thinking about science – https://theconversation.com/george-orwell-called-for-a-new-way-of-thinking-about-science-274447

PE can boost children’s health and education – let’s make it central to the curriculum

Source: The Conversation – UK – By David Grecic, Professor of Sport and Physical Education, University of Lancashire

BearFotos/Shutterstock

The benefits of physical activity for children are enormous. As researchers of physical education (PE) – and ex-PE teachers – we know evidence shows it can have a positive impact on mental and physical health, social relationships, emotional control and confidence, as well as on academic performance. Why not make movement the framework that the rest of the school day is built upon?

But funding PE in England’s schools remains a low priority, it seems, after a report emerged that two government departments – the Department of Health and Social Care and the Department for Education – had both proposed cutting the money allocated to school physical education.

The Department for Health and Social Care has now reportedly walked back on this plan. The Department of Education’s cuts were intended to come in before a new system comes into force, which will establish links between schools and expert sports organisations, and introduce a national requirement for two hours of physical activity per week.

For those familiar with the recent history of PE, though, this is hardly revolutionary. It very closely resembles the school sport partnerships of old.

PE could be so much more than two hours wrenched from a curriculum focused on meeting academic milestones.




Read more:
London’s Olympic legacy: research reveals why £2.2 billion investment in primary school PE has failed teachers


Other countries, such as Canada, China, Germany, Denmark, Finland and Turkey, are placing much more importance upon PE’s role under the United Nations’ umbrella of Quality Physical Education. Their intention is to holistically develop physically literate children who have the competence, confidence, knowledge and motivation to take ownership over their lifelong physical activity and wellbeing.

Despite the research evidence on the benefits PE can have – including setting children up for a lifetime of healthy physical activity – the subject, in its current format in England, is not having the impact on the lives of children that it could.

So, what is needed? Firstly, we need a new visionary aspiration to change society for the better, one that places children’s voices at the heart. Their experiences at school are critical. PE and physical movement at school should be something that brings children joy and helps them learn. This means it’s important to hear what they like and don’t like about school PE, and what they would want it to be in the future.

Changing the game

Physical activity could be placed at the centre of the timetable, with all other subjects arranged around around it. Children would take part in physical education every day, with additional optional opportunities before and after school and at break times.

These activities would be delivered by qualified PE specialists at every education level who are respected and supported by pupils, parents and fellow teachers. PE should be meaningful to children, individual to their needs, and help them develop the skills and motivation to be physically active for life – as well as bring them cognitive and social benefits.

Children would be empowered to choose activities that enable them to learn the knowledge and skills to make healthy life choices. A multitude of activities would be available for every child in every school, and all would be valued equally and equally resourced.

This vision of course would need to be appropriately funded at a level representative of importance placed upon it by the government. And the school day as a whole could value physical activity – with opportunities for movement during lessons, or in between, as students transfer from one subject to another.

Children doing stretching exercises in class
The school day could be arranged around movement.
BearFotos/Shutterstock

Some children may only get the opportunity to be active while at school due to demands beyond their control, such as poverty and caring duties.

Many theories, concepts and frameworks are available for teachers to follow.

PE as it is, though, is simply not working. The current sport-based curriculum offers a narrow vision for what PE could be. It reduces its appeal for the many children who are not interested in competitive sport. Issues such as limited resources, poor subject status, and a lack of respect for PE teachers also need to be addressed.

The proposed funding, strategy and curriculum review do not go far enough. PE must permeate every day of a child’s school life.

As adults we may look back on our own experiences of PE, or listen to the stories our children bring back from school and form a very negative view of the subject. We need to stop thinking of PE as it was or is, but rather of what PE can be, and how it could empower future generations.

The Conversation

The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

ref. PE can boost children’s health and education – let’s make it central to the curriculum – https://theconversation.com/pe-can-boost-childrens-health-and-education-lets-make-it-central-to-the-curriculum-274642

Twinless: a sweet, funny and uplifting portrayal of male friendship

Source: The Conversation – UK – By Louis Bayman, Associate Professor in Department of Film Studies, University of Southampton

Twinless is a classic comedy, in that no matter how much you laugh, you can never shake the feeling that the essence of the situation is tragic.

Roman is grieving the death of his identical twin brother Rocky in a traffic accident. He finds solace in a new friend, Dennis, whom he meets at a support group for people whose twin has died. Dennis provides the missing half Roman grieves for, and accompanies him as he shops for groceries, folds laundry and goes to hockey games.

Roman is stereotypically straight, and is also drawn to Dennis because, like Rocky, Dennis is gay. Dennis is talkative where Roman is taciturn, worldly where Roman is naive, and seems to have been able to move on while Roman remains grief-stricken. But Dennis harbours a shameful secret that threatens not only his friendship with Roman, but his own safety.

Twinless is likely to be the sleeper hit of the year, a great piece of entertainment that takes on life’s absurdities and its mundanities.

Not a single detail is out of place in its observational humour, from the grief support group leader who yearns to do stand-up, to the defensive office manager whose response to receiving a surprise birthday cake is to complain that her workmates have brought her personal life into the workplace.

It is the latest in a spate of films that includes Saltburn, Friendship and Lurker, which depict male friendship as at once intense and alienating. In each of these films, the protagonist’s attraction to his potential friend is motivated more by a need for self-validation than genuine interest in the other person. Friendship here becomes narcissistic, and is won through deception rather than a desire for genuine connection.

What gives these films their pathos is the context of the so-called epidemic of male loneliness. US data show that the number of men with six close friends or more has dropped from 40% in 1990 to 15% in 2021, while the number of men who report no close friends at all rose in the same period from 3% to 15%.

Such loneliness can be exploited by misogynists such as Andrew Tate, whose fantasies of domination present masculinity as a rigid hierarchy.

This finds its alternative in the so-called incel community, an identity whose novelty is its own definition as unwanted. Donald Trump won a majority of males in the 2024 US presidential election not through conventional campaign methods of slick messaging, but by showing them he had time for them, in events like his three-hour podcast “hang” with Joe Rogan.

Exploring masculinity in film

There is nothing new in saying that ideas of masculinity sit uneasily with those of friendship. Competition, self-reliance and – horror! – the implication of homosexuality load male relationships with the potential for anxiety. One way of overcoming these anxieties is found in the buddy movie, a genre in which the joyous energies of comedy-action provide a licence for regression to boyhood.

The buddy movie’s negative counterpart is the gothic figure of the double or doppelganger, whose terror is that the masculine virtues of individualism may be less stable than they seem. What these twin possibilities leave out is any positive model of what it looks like to be adult, male and friends.

This more recent spate of films combines comedy and threat, buddy and double. Rather than contrast joyous sociability with anxious individuality, it is sociability itself that is the source of anxiety. This speaks perhaps to a more insecure contemporary desire, one where self-affirmation is achieved by gaining a public. We are already long past the point where social media redefined the very meaning of the word “friend”.

Such distanced intimacy offers the classic comic potential of incongruity, between an image of suave assurance and a reality of bumbling pettiness. But it also foreshadows a tragic fate that our contemporary times might hold up as especially acute: that one might simply be a nobody.

Where Twinless differs from Saltburn, Friendship and Lurker is that its combination of comic absurdities and potential danger contains also a deep heart. In his friendship with Dennis, grief-stricken Roman depicts something that our culture usually finds very difficult to imagine: an image of straight masculinity that is actually lovely.

Roman may be monosyllabic, reactive, basic and naive – but he is also caring, uncritical, open and warm. Most exceptionally of all for a depiction of masculinity, he listens to others, and this listening helps him grow.

This recent cycle of black comedies dramatises how dangerous it can be when masculinity remains stuck in the view that social validation means winning a fight. Twinless touchingly, funnily and even beautifully at times demonstrates the transformative potential of what it might mean if masculinity were also to be seen as being a friend.


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The Conversation

Louis Bayman does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

ref. Twinless: a sweet, funny and uplifting portrayal of male friendship – https://theconversation.com/twinless-a-sweet-funny-and-uplifting-portrayal-of-male-friendship-274674

¿Cómo puedo saber que la realidad no es un sueño creado por mi mente?

Source: The Conversation – (in Spanish) – By María del Carmen Sanjuan Artegain, Profesora de Atención y Percepción, Universidad del País Vasco / Euskal Herriko Unibertsitatea

Khosro/Shutterstock

Este artículo forma parte de la sección The Conversation Júnior, en la que especialistas de las principales universidades y centros de investigación contestan a las dudas de jóvenes curiosos de entre 12 y 16 años. Podéis enviar vuestras preguntas a tcesjunior@theconversation.com


Pregunta formulada por el curso de 3º de la ESO de Aranzadi Ikastola. Bergara (Gipuzkoa)


“¿Y si todo esto fuera un sueño?”

En algún momento, casi todos nos hemos hecho esta pregunta. Nace de una experiencia muy común: la mente es capaz de crear mundos completos sin que haya nada “ahí fuera”. Lo hace cuando soñamos, cuando imaginamos, cuando recordamos o cuando pensamos en algo que no está ocurriendo ahora mismo.

Todos hemos tenido sueños intensos en los que vemos lugares, hablamos con personas, sentimos miedo, alegría o sorpresa y hacemos cosas extraordinarias. Si mi mente puede crear experiencias que parecen reales mientras duermo, ¿cómo sé que ahora no está haciendo lo mismo?

Soñar es como cocinar un plato sin receta

Cuando dormimos, nuestro cerebro no recoge información constante del mundo exterior como ocurre cuando estamos despiertos, pero sigue activo y es capaz de crear experiencias completas y sofisticadas. Para hacerlo, utiliza los ingredientes que ya tiene: recuerdos, emociones, ideas aprendidas, imágenes vistas en películas o videojuegos, historias y conocimientos sobre cómo funciona el mundo.

Todos estos elementos se reorganizan y se combinan sin seguir una lógica racional, sino guiados sobre todo por emociones y asociaciones personales.

Podría decirse que es como cocinar sin receta: tengo muchos ingredientes, pero nadie me indica cuánto usar de cada uno. Así que los mezclo como me parece. El plato puede tener sabores extraños, como los sueños, que suelen ser raros, cambiantes y a veces extravagantes. Puedes soñar que tienes un encuentro con marcianos o escuchar música aunque tu habitación esté en silencio.

Incluso, si te duele la tripa, tal vez sueñes que alguien te ha dado un golpe: el cerebro también puede incorporar señales intensas del cuerpo o del exterior y transformarlas en parte de la historia.

Pero ¿qué sentido tiene? Los sueños no intentan representar la realidad. El neurocientífico Karl Friston propone que el cerebro siempre intenta adelantarse a lo que va a pasar. Durante el sueño, seguiría haciéndolo, pero sin información del exterior y sin correcciones. Esto le permitiría “ensayar” situaciones y ajustar lo que hemos aprendido hasta ese momento, lo que podría ayudar a prepararnos para el futuro.

¿Qué sucede cuando estamos despiertos?

Cuando estamos despiertos, el cerebro funciona de una manera distinta. Ahora la experiencia está constantemente influida por lo que ocurre a nuestro alrededor. Si alguien se cae cerca de ti, miras automáticamente.

Además, distintas regiones cerebrales, especialmente las relacionadas con el control y la atención, se activan de forma coordinada. La mente no solo genera la experiencia, sino que la supervisa y la ajusta cuando es necesario. Imagina que estás escribiendo un mensaje a un amigo y te das cuenta de que ibas a decirle algo que podría molestarle. Te detienes, piensas mejor la frase y la cambias. Ese control casi nunca ocurre en los sueños.

Cuando estamos despiertos, nuestros mecanismos perceptivos no se limitan a captar estímulos aislados, sino que construyen una representación coherente del mundo y de nosotros mismos. Así, no percibo que mi casa está colgando del cielo porque las leyes de la física no lo permiten.

Además, conservamos en la memoria lo experimentado y usamos esa información para decidir qué hacer después. Me acuerdo, por ejemplo, de que mi amigo va a estar fuera el fin de semana y, por tanto, no le pregunto si viene al cine. En los sueños, en cambio, las escenas cambian bruscamente, olvidamos lo que acaba de ocurrir y la historia da giros extraños sin que nos sorprenda.

La parálisis del sueño: cuando soñar y estar despierto se mezclan

¿Has despertado alguna vez y te has dado cuenta de que no podías moverte?
Intentas levantar un brazo o pedir ayuda… pero el cuerpo no responde. Aunque suele durar solo unos segundos, se siente como eterno. Se trata de una parálisis del sueño.

Lo que ocurre es que la parte del cerebro que te permite ser consciente de que estás en tu cama ya ha despertado, mientras que otras partes siguen funcionando como si siguieras en la fase del sueño REM (siglas en inglés de movimientos rápidos de los ojos), que es cuando se producen los sueños más intensos y vívidos.

Durante la etapa REM, el cerebro activa un sistema de seguridad llamado atonía muscular. Es como si bajara un “interruptor” que apaga casi todos tus músculos para que no saltes, corras o pegues a alguien mientras sueñas que estás huyendo o peleando. No afecta a músculos esenciales como los respiratorios; por eso seguimos respirando con normalidad.

En la parálisis del sueño, ese interruptor no se apaga a tiempo, aunque tu mente ya haya despertado. Tu cuerpo sigue en “modo sueño”. Ahora bien, como algunas áreas del cerebro que generan imágenes, emociones y escenas siguen activas, puede que veas sombras o monstruos u oigas ruidos extraños o pasos. Al no poder moverte, tu parte consciente detecta una situación potencialmente peligrosa y, todavía en modo sueño, produce imágenes que encajan con esa sensación.

Por tanto, la experiencia subjetiva no es todo o nada: a veces creemos estar plenamente despiertos y, sin embargo, parte de nuestro cerebro sigue soñando.

Entonces, ¿cómo sabemos que estamos despiertos y no soñando?

La ciencia no ofrece una prueba definitiva, pero muestra que la experiencia de estar despiertos es distinta: estable, continua y resistente a nuestros deseos. Podemos imaginar atravesar una pared, pero la pared no nos deja. Además, lo que ocurre a nuestro alrededor influye constantemente en cómo interpretamos la situación.

Imagina ahora que sueñas que suena el timbre del instituto y llegas tarde a un examen. Corres angustiado por los pasillos, buscas tu clase… De repente, abres los ojos. Sigues oyendo el sonido… pero ahora ves tu habitación. El ruido proviene de tu despertador. En ese instante, todo cambia: piensas: “Ah, vale… solo era un sueño. Todavía estoy en casa”. En la vida real, la experiencia se ajusta a lo que ocurre fuera. En los sueños, en cambio, eso no pasa: el cerebro sigue inventando una historia para que todo encaje.

Por eso, no sabemos que estamos despiertos porque lo demostremos, sino porque así es como se vive estar despiertos.

Y aunque la ciencia nos ayuda a entender cómo se construyen estas experiencias, no elimina del todo la pregunta. Esa duda ha acompañado a la humanidad durante siglos, como expresó Pedro Calderón de la Barca en su obra La vida es sueño.

Al fin y al cabo, soñar y estar despiertos son dos tipos de experiencia que cada persona vive y siente de manera personal. Y, para la ciencia, el problema de qué es realmente la experiencia consciente y cómo se explica sigue abierto. A esta cuestión se la conoce como el problema difícil de la consciencia.

Tal vez no podamos demostrar con absoluta certeza que la vida no es un sueño.
Pero cuanto más aprendemos sobre cómo funciona nuestra mente, mejor entendemos cómo vivimos, soñamos y somos conscientes del mundo que nos rodea.

Y todo ello nos ofrece la ocasión de disfrutar de la extraordinaria capacidad de la mente para soñar, imaginar y crear mundos.


La Cátedra de Cultura Científica de la Universidad del País Vasco colabora en la sección The Conversation Júnior.


The Conversation

María del Carmen Sanjuan Artegain recibe para su investigación fondos del Ministerio de Ciencia, Innovación y Universidades (PID2023-149399NB-C22) y de la Universidad del País Vasco EHU (EHU-G24/05).

ref. ¿Cómo puedo saber que la realidad no es un sueño creado por mi mente? – https://theconversation.com/como-puedo-saber-que-la-realidad-no-es-un-sueno-creado-por-mi-mente-272525

Más allá del currículum: los migrantes altamente cualificados mejoran los procesos organizativos de las empresas

Source: The Conversation – (in Spanish) – By Miguel Morillas, Assistant professor of Management at ICADE School of Economics and Business Administration, Universidad Pontificia Comillas

Gorodenkoff/Shutterstock

Las nuevas políticas migratorias estadounidenses han alcanzado a los migrantes altamente cualificados. Desde otoño de 2025 el Gobierno de EE. UU. aplica fuertes restricciones sobre la visa de trabajo H-1B, destinada a graduados universitarios altamente especializados. Algunos advierten de que estas políticas podrían dañar la capacidad de innovación del país.

Este debate pone de relieve hasta qué punto el talento internacional se ha vuelto crucial en la innovación y el crecimiento económico de los países. Sin embargo, a los migrantes altamente cualificados a menudo se les reduce a sus credenciales formales, aunque sus aportaciones vayan mucho más allá de los títulos.

Conocimientos y habilidades

Cuando pensamos en migrantes altamente cualificados solemos imaginar científicos, ingenieros o expertos tecnológicos reclutados por sus cualificaciones formales. Nos imaginamos sus títulos, sus habilidades de programación y sus certificaciones, pero esa imagen es incompleta.

Analizamos la experiencia laboral cotidiana de 46 migrantes altamente cualificados en empresas multinacionales y hemos encontrado que estos profesionales contribuyen con mucho más de lo que revela su currículum. Aportan un conjunto amplio de habilidades tácitas: saberes prácticos, internalizados y experienciales, adquiridos al vivir y trabajar en distintos países y culturas.

Estas habilidades no aparecen en los currículos. Se aprenden durante años trabajando en entornos laborales complejos y diversos. Por ejemplo, aprenden a leer entre líneas en negociaciones interculturales, a percibir expectativas no dichas en colaboraciones internacionales o a detectar sutiles fallos de comunicación que, de otro modo, podrían pasar desapercibidos.

Sin embargo, las organizaciones rara vez reconocen estas contribuciones. Los sistemas de recursos humanos tienden a recompensar lo medible: títulos, cargos y certificaciones. Las habilidades tácitas, en cambio, pasan desapercibidas.

Cinco formas de fortalecer a las empresas

En nuestra investigación, encontramos cinco maneras en que las habilidades tácitas de los migrantes altamente cualificados moldean de manera silenciosa el funcionamiento de las empresas multinacionales:

  1. Ampliación de oportunidades de negocio. Los migrantes suelen tener una comprensión profunda de los mercados internacionales. Un especialista en biotecnología al que entrevistamos utilizó su conocimiento de las preferencias de los clientes, desarrollado a través de su trabajo en Alemania y otros lugares, para ayudar a su empresa a adaptar productos para clientes globales.

  2. Sostenimiento de la colaboración especializada entre departamentos. Las organizaciones complejas a menudo tienen un diseño de equipos cerrados. Los migrantes que han trabajado en equipos multidisciplinares desarrollan una intuición especial para tender puentes entre, por ejemplo, ingenieros, científicos y especialistas en finanzas. De este modo, facilitan los flujos de trabajo e impulsan soluciones más innovadoras.

  3. Mejoran los flujos de conocimiento informal entre departamentos. Con frecuencia, los migrantes internacionales crean nuevos espacios para compartir conocimiento. Un científico con el que hablamos organizó reuniones informales de intercambio de datos entre equipos de investigación, reduciendo barreras de información. Al hacerlo, actuó como un puente informal entre unidades que normalmente trabajan en compartimentos estancos, facilitando que el conocimiento circulara más allá de los canales formales.

  4. Superación de barreras de comunicación. El idioma y las normas culturales a menudo bloquean la colaboración en lugares de trabajo internacionales. La sensibilidad intercultural de los migrantes les permite reducir tensiones, adaptar nuevos estilos de comunicación y garantizar una coordinación más fluida entre equipos diversos.

  5. Detección de áreas ciegas en la inclusión en organizaciones. Muchos migrantes, a partir de sus experiencias personales al ser tratados como el otro, identifican dónde las culturas organizacionales excluyen por inercia. Algunos movilizaron esas experiencias para impulsar programas de diversidad e inclusión, presionando a las empresas para crear entornos más acogedores para el talento global.

Repensar qué significa ‘habilidad’

En una era de competencia global por el talento, reconocer las habilidades tácitas es crucial. Las multinacionales dependen de la innovación, pero a menudo infravaloran, precisamente, los recursos que la alimentan.

Si se ve a los migrantes altamente cualificados no solo como “talento importado”, sino como portadores de un conocimiento diverso y sensible al contexto, las organizaciones pueden desbloquear nuevas perspectivas de mercado, mejorar la colaboración entre departamentos y fomentar lugares de trabajo más inclusivos.

Más que “habilidades blandas” hablamos de habilidades tácitas, es decir, capacidades aprendidas en la experiencia y difíciles de convertir en credenciales. Cuando se activan en el día a día, refuerzan tres capacidades clave en multinacionales:

  1. Ganar ventaja en mercados globales.

  2. Compartir conocimiento entre equipos y filiales.

  3. Trabajar con fluidez en entornos multiculturales.

No decimos que por sí solas estas habilidades “garanticen” el éxito, sino que sostienen procesos organizativos que lo hacen posible: la innovación, la coordinación, el aprendizaje.

Para el liderazgo empresarial, los responsables de recursos humanos y los responsables políticos, esto implica replantearse cómo se define “habilidad”. Habilidad no es solo lo certificado o medible: también es lo vivido, internalizado y practicado. Al pasar por alto estas habilidades ocultas se corre el riesgo de desaprovechar un talento que impulsa silenciosamente la innovación cada día.

The Conversation

Durante el tiempo que duró este estudio Miguel Morillas trabajó como investigador postdoctoral en la Universidad de Copenhague.

ref. Más allá del currículum: los migrantes altamente cualificados mejoran los procesos organizativos de las empresas – https://theconversation.com/mas-alla-del-curriculum-los-migrantes-altamente-cualificados-mejoran-los-procesos-organizativos-de-las-empresas-274750

Redes sociales y adolescentes: prohibir no basta

Source: The Conversation – (in Spanish) – By David Bueno i Torrens, Profesor e investigador de la Sección de Genética Biomédica, Evolutiva y del Desarrollo. Director de la Cátedra de Neuroeducación UB-EDU1st, Universitat de Barcelona

shutterstock

En la última década, las redes sociales se han integrado de manera profunda en la vida cotidiana de los adolescentes. Y muy a menudo, también de los preadolescentes. Lejos de ser una moda pasajera, constituyen un entorno relacional, informativo y emocional que influye de forma directa en su desarrollo personal.

Ante esta realidad, algunos países, como Australia y Francia, y más recientemente España, han propuesto prohibir su uso a menores de 16 años.

Más allá de las posibilidades reales de éxito de estas prohibiciones, por limitaciones técnicas y por la falta de apoyo de las empresas que las crean y gestionan, desde una perspectiva neuroeducativa el debate no debería centrarse en la prohibición absoluta de su uso, sino en la necesidad de educarnos, colectivamente, en el buen uso de estos recursos, a cualquier edad.

Autogestión, emociones y conciencia crítica

Desde la neurociencia, existen argumentos sólidos para defender una regulación que promueva la autogestión, el acompañamiento adulto y el empoderamiento de los propios adolescentes. Una regulación que puede contener ciertas prohibiciones, pero que también debe contemplar de forma explícita la alfabetización digital.

Cabe puntualizar que la alfabetización digital no consiste únicamente en saber utilizar dispositivos, aplicaciones o plataformas, sino muy especialmente en desarrollar la capacidad de autogestionar la propia relación con el mundo digital. Implica comprender cómo los entornos digitales, y especialmente las redes sociales, están diseñados para captar la atención y activar los sistemas de recompensa, y cómo esto impacta en las emociones, el comportamiento y la construcción de la identidad.




Leer más:
Cómo desarrollar una mirada crítica hacia la tecnología desde las aulas


Alfabetizar digitalmente significa aprender a regular el tiempo de conexión, a identificar y gestionar las emociones que se activan, como por ejemplo la comparación social, la necesidad de validación o el miedo a quedar fuera de un grupo, a poner límites conscientes ya hacer un uso intencional y no automático de la tecnología. Esta competencia, que es especialmente relevante en la adolescencia, no se adquiere de forma espontánea, sino que requiere acompañamiento adulto, modelado y espacios de reflexión compartida para favorecer una relación más libre, crítica y emocionalmente saludable con el entorno digital.

Vínculos reales y la socialización presencial

Además, para que esta regulación sea útil también debe promover alternativas sólidas al uso de redes sociales, que puedan ser aprovechadas por los adolescentes. En este punto, resulta fundamental que la regulación no se limite al ámbito digital, sino que incluya de manera explícita la creación y el fortalecimiento de entornos de socialización presencial. El desarrollo saludable del cerebro adolescente requiere experiencias reales de interacción cara a cara, donde puedan ponerse en juego habilidades como la comunicación no verbal, la empatía, la gestión de conflictos, la cooperación y la construcción de vínculos significativos.




Leer más:
Redes sociales reales frente a las virtuales: cómo la participación protege el bienestar juvenil


Espacios como el deporte, el juego libre, las actividades artísticas, culturales o comunitarias, así como el encuentro informal entre iguales no son un complemento accesorio, sino un pilar esencial del bienestar emocional y social. Regular el uso de redes sociales digitales sin garantizar alternativas presenciales atractivas, accesibles y sostenidas puede generar un vacío relacional que incremente todavía más el aislamiento, o que refuerce la dependencia de lo digital.

El cerebro adolescente frente a los algoritmos de recompensa

Uno de los elementos clave para entender esta necesidad es la maduración del cerebro adolescente. El cerebro humano no alcanza su pleno desarrollo hasta bien entrada la veintena, y una de las últimas áreas en madurar es la corteza prefrontal. Esta región es fundamental para funciones ejecutivas como la planificación, el control de impulsos, la toma de decisiones, la autorregulación emocional y la evaluación de riesgos. En la adolescencia, esta corteza aún se encuentra en proceso de reorganización sináptica y mielinización, lo que implica que los jóvenes son especialmente sensibles a estímulos emocionales intensos y a recompensas inmediatas.

Los algoritmos que rigen las redes sociales están diseñados precisamente para activar los sistemas de recompensa del cerebro, en particular los circuitos dopaminérgicos. Los likes, los comentarios, las notificaciones y la validación social generan microdescargas de dopamina que refuerzan la conducta de conexión constante.

En un cerebro adulto, con mayor capacidad de autorregulación, estos estímulos pueden gestionarse con relativa eficacia. Sin embargo, en un cerebro adolescente, todavía inmaduro desde el punto de vista ejecutivo, el riesgo de uso compulsivo y de dependencia conductual es significativamente mayor.

Acompañamiento, límites y responsabilidad compartida

El aprendizaje de la autorregulación no se produce de manera espontánea, sino que requiere modelos, especialmente del entorno de adultos, límites claros y coherentes y oportunidades guiadas para practicarla. Regular el uso de redes sociales no significa necesariamente impedir el acceso, sino crear contextos en los que los adolescentes puedan desarrollar progresivamente habilidades de gestión del tiempo, pensamiento crítico, conciencia emocional y control de impulsos, bajo la guía de adultos que actúen de forma consciente. Estas competencias son tan importantes como los contenidos académicos y forman parte del desarrollo integral de la persona.




Leer más:
Evitar las ‘tecnoferencias’ en familia y fortalecer los vínculos afectivos, las claves de la crianza digital


Otro aspecto relevante es el impacto emocional y social de las redes en esta etapa vital. La adolescencia es un periodo de construcción de la identidad, de búsqueda de pertenencia y de alta sensibilidad a la mirada del otro. La exposición constante a ideales irreales, comparaciones sociales, métricas de popularidad o dinámicas de exclusión puede afectar a la autoestima, la autoconfianza, la autoimagen y el autoconcepto, aumentar la ansiedad y favorecer estados de malestar emocional.

La neurociencia ha demostrado que el cerebro adolescente es especialmente reactivo al rechazo social, activando circuitos similares a los del dolor físico. Por ello, una exposición no regulada a estos entornos puede amplificar vulnerabilidades preexistentes.

En este contexto, cabe tener presente que regular no es censurar, sino educar. Implica que la sociedad, en su conjunto, incluidos de forma especial progenitores y docentes, asuma que el desarrollo saludable de los menores requiere entornos digitales responsables, pero también entornos presenciales ricos en oportunidades de relación. Las plataformas tienen un papel importante, pero también lo tienen las familias, las escuelas y las comunidades.

Los progenitores, en particular, no solo deben establecer normas, sino también acompañar, dialogar y ofrecer un ejemplo coherente en el uso de la tecnología, al tiempo que facilitan y valoran espacios de encuentro fuera de las pantallas. La regulación eficaz se basa en la calidad del vínculo y en la coherencia educativa, no en el control estricto ejercido autoritariamente.

Impacto emocional, empoderamiento y salud mental

Empoderar a los adolescentes es otro eje fundamental. Tratarles como sujetos pasivos a los que hay que proteger, sin darles explicaciones ni implicarles, suele ser poco efectivo. En cambio, cuando se les ofrece información clara sobre cómo funciona su cerebro, por qué ciertas aplicaciones resultan tan atractivas y qué efectos nocivos puede tener un uso excesivo o acrítico e irreflexivo, se favorece un mayor empoderamiento y toma de conciencia.

Comprender que su dificultad para desconectarse no es un “fallo personal”, sino una consecuencia de un cerebro en desarrollo frente a estímulos muy potentes, puede ser liberador y motivar la adopción de estrategias de autogestión más saludables.

La regulación del uso de redes sociales antes de los 16 años debería entenderse, por tanto, como una inversión presente y futura en salud mental y en madurez. No se trata de prohibir de forma estricta el contacto con la tecnología, sino de acompasarlo al desarrollo neurobiológico y emocional, lo que puede implicar ciertas prohibiciones.

Igual que no se espera que un niño pequeño cruce solo una calle muy transitada, no es razonable esperar que un adolescente gestione sin apoyo entornos digitales diseñados por adultos con fines comerciales.

Responsabilidad colectiva

En definitiva, la evidencia neurocientífica y neuroeducativa apunta a una idea clara: el cerebro adolescente necesita tiempo, acompañamiento, experiencias reguladas y vínculos reales para desarrollar plenamente su capacidad de autorregulación. Y las redes sociales no son neutrales.

Asumir esta complejidad y apostar por una regulación consciente, compartida y que incluya de forma explícita la promoción de la socialización presencial es una responsabilidad colectiva. Solo así podremos ayudar a los adolescentes a construir una relación sana, libre y consciente con un mundo digital que ya forma parte inseparable de sus vidas.

The Conversation

David Bueno i Torrens no recibe salario, ni ejerce labores de consultoría, ni posee acciones, ni recibe financiación de ninguna compañía u organización que pueda obtener beneficio de este artículo, y ha declarado carecer de vínculos relevantes más allá del cargo académico citado.

ref. Redes sociales y adolescentes: prohibir no basta – https://theconversation.com/redes-sociales-y-adolescentes-prohibir-no-basta-275234

El giro antivacunas de EE. UU. llega a los móviles

Source: The Conversation – (in Spanish) – By Alberto Nájera López, Profesor de Radiología y Medicina Física en la Facultad de Medicina de Albacete. Coordinador de la Unidad de Cultura Científica y de la Innovación (UCLMdivulga), Universidad de Castilla-La Mancha

Recientemente, el Gobierno de Estados Unidos ha anunciado que revisará la evidencia sobre los posibles efectos sobre la salud de la radiación emitida por los teléfonos móviles. Al mismo tiempo, han desaparecido o se han modificado páginas de la web oficial de la Administración de Alimentos y Medicamentos (FDA, por sus siglas en inglés) que recogían la evidencia más reciente y de mayor solidez científica, indicando que no existe riesgo para la salud.

Que se anuncie una nueva revisión científica, en sí mismo, no es un problema. Al contrario: revisar la evidencia es parte esencial del método científico. La preocupación surge por el historial de quien lo anuncia, el actual responsable de salud americano, Robert F. Kennedy Jr., adalid de una cruzada anticiencia. Y ahí es donde la preocupación deja de ser técnica o científica y pasa a ser política, basada en la desinformación a la que ya nos tiene acostumbrados.

Qué se ha borrado (y qué se ha dejado) en la web de la FDA

Durante años, la web de la FDA ha mantenido páginas divulgativas sobre teléfonos móviles y radiación de radiofrecuencia con un mensaje central muy claro: el conjunto de la evidencia científica disponible no ha vinculado el uso habitual del móvil con problemas de salud, incluido el cáncer.

Eran textos prudentes, basados en décadas de investigación, alineados con el consenso científico internacional y coherentes con lo que sostienen organismos como la Organización Mundial de la Salud (OMS), el Instituto Nacional del Cáncer de Estados Unidos o las agencias reguladoras europeas.




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Esos textos no han sido sustituidos por nuevos datos ni por resultados científicos actualizados: han desaparecido. Mientras la estructura general del sitio sigue existiendo, los enlaces que daban acceso a las diferentes secciones temáticas ahora redirigen a la página inicial, que muestra una fecha de actualización del 13 de mayo de 2021.

Esas secciones eliminadas, que pueden consultarse a través de web.archive.org incluían mensajes tan claros como: “el peso de casi 30 años de evidencia científica no ha vinculado la exposición a la radiación de los teléfonos móviles con problemas de salud, incluido el cáncer”; “la evidencia científica actual no muestra peligro alguno para los usuarios de teléfonos móviles, incluidos niños y adolescentes”; “las exposiciones a radiofrecuencia iguales o inferiores a los límites de seguridad no causan problemas de salud”, o que los límites actuales establecidos por la Comisión Federal de Comunicaciones (FCC) “siguen siendo aceptables para proteger la salud pública”. También ofrecían recomendaciones para reducir la exposición únicamente como medidas voluntarias y precautorias, no basadas en un riesgo demostrado.

Make America ¿Healthy? Again

Según la agencia Reuters y la web especializada Advisory Board, la explicación oficial del Departamento de Salud y Servicios Humanos (HHS, por sus siglas en inglés) no es que haya nueva ciencia que contradiga lo anterior, sino que se han retirado páginas con “conclusiones antiguas” mientras se impulsa un nuevo estudio para identificar lagunas de conocimiento, incluidas tecnologías más recientes. Esta retirada, además, está ligada al lema “Make America Healthy Again” (MAHA), y a declaraciones previas sugiriendo vínculos entre móviles, daño neurológico y cáncer, pese a la ausencia de pruebas sólidas.

Este matiz es crucial: no estamos ante una actualización científica transparente, con nuevas referencias y revisión externa, sino ante una decisión político-administrativa sobre qué se muestra y qué no en una web institucional.

El problema no es la revisión

En los últimos años, la OMS ha impulsado hasta 11 revisiones sistemáticas, en las que han participado más de 90 científicos y científicas independientes de múltiples países, que han examinado más de 100 000 artículos sobre posibles efectos de las radiaciones de los móviles sobre la salud. La conclusión es clara: a los niveles habituales de exposición no existe evidencia de una relación causal con efectos adversos.

Pero aquí el contexto importa, porque no parece apuntar a una actualización por la evidencia recopilada por la OMS. El responsable último de esta reorientación es el citado Robert F. Kennedy Jr. Su historial público de enfrentamiento con el conocimiento científico es bien conocido: ha cuestionado reiteradamente la seguridad y utilidad de las vacunas, ha vinculado paracetamol, embarazo y autismo, ha difundido mensajes alarmistas sin respaldo empírico y ha promovido narrativas que chocan frontalmente con décadas de investigación biomédica sólida. Recientemente ha presentado una nueva pirámide de los alimentos que choca con la evidencia científica y contiene contradicciones claras.

No hablamos de opiniones marginales. Hablamos de decisiones y discursos con impacto directo en políticas públicas y en la confianza de la población en la ciencia y en las instituciones que deben proteger su salud. La historia de la salud pública muestra que la siembra estratégica de duda allí donde existe un consenso científico ha acompañado de forma reiterada a momentos en los que la evidencia entraba en conflicto con agendas ideológicas o políticas.

El patrón se repite: se siembra duda donde hay consenso y se presenta como “revisión crítica” lo que en realidad es desinformación institucionalizada. Resultado: se quiebra la confianza en la ciencia y en las instituciones, lo que inevitablemente tendrá consecuencias sobre la salud pública.

Qué podemos esperar

Con este panorama, la retirada de contenidos de la FDA no se produce en un país que siempre apostó por la ciencia, sino en uno ya inmerso en una reacción política contra la ciencia. Aunque las motivaciones declaradas puedan ser otras, el mensaje que acaba calando es peligroso: “si lo han quitado, será porque algo ocultaban”.
El riesgo no está en un nuevo estudio sobre radiación, sino en convertir la duda infundada en política oficial. La ciencia no es infalible, pero tiene algo que la distingue de la ideología: se corrige con datos, no con consignas.

Cuando se eliminan textos basados en evidencia sin ofrecer nada a cambio, no se protege a la población, se la deja más expuesta. Y esta vez no a la radiación, sino a la desinformación.

The Conversation

Alberto Nájera López es Director Científico del Comité Científico Asesor en Radiofrecuencias y Salud (CCARS)

Jesús González Rubio es Vocal del Comité Científico Asesor en Radiofrecuencias y Salud (CCARS)

ref. El giro antivacunas de EE. UU. llega a los móviles – https://theconversation.com/el-giro-antivacunas-de-ee-uu-llega-a-los-moviles-275008