This text presents a reflection on the relationship between children and technology, possibly serving as an introduction to a longer article or an opinion piece.
The title suggests there is a widespread reluctance to allow children to think freely and autonomously, particularly in the digital context.
The central argument raises the concern that adults are so focused on protecting young people from the dangers of technology that they may be neglecting a fundamental function of education: teaching children to think for themselves.
The text suggests that, regardless of technological advances, the capacity to think remains a competence that no digital tool can replace, and that this should be a priority in the education of new generations.
