{"id":10679,"date":"2024-04-30T08:50:22","date_gmt":"2024-04-30T06:50:22","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=10679"},"modified":"2024-04-11T20:18:07","modified_gmt":"2024-04-11T18:18:07","slug":"lenganyifa-de-la-transversalitat","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/lenganyifa-de-la-transversalitat\/","title":{"rendered":"L’enganyifa de la transversalitat"},"content":{"rendered":"

LA GRAN ESTAFA. Secci\u00f3 d’opini\u00f3 a c\u00e0rrec de David Cerd\u00e0<\/span><\/p><\/blockquote>\n

L’enganyifa de la transversalitat<\/h1>\n

Anys de \u00abtransversalitat\u00bb han donat per resultat l’abandonament de sabers pr\u00e0ctics fonamentals<\/p>\n

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Imagen de Gerd Altmann en Pixabay<\/figcaption><\/figure>\n

Llic\u00e8ncia Creative Commons<\/a><\/p>\n

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David Cerd\u00e1<\/strong><\/a><\/p>\n

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Anys de \u00abtransversalitat\u00bb han donat per resultat l’abandonament de sabers pr\u00e0ctics fonamentals <\/strong>per al desenvolupament personal del car\u00e0cter i el judici, la llibertat i independ\u00e8ncia del ciutad\u00e0 i l’acompliment professional d’altura. \u00c9s hora d’abandonar aquest engany\u00f3s subterfugi i elevar el nivell de l’educaci\u00f3 secund\u00e0ria, pe\u00e7a crucial de l’edifici educatiu.<\/p>\n

\u00abUn fantasma recorre Europa<\/strong>\u00bb: aix\u00ed comen\u00e7aven\u00a0Engels\u00a0i Marx el Manifest comunista<\/em>; el mateix podria dir-se avui a prop\u00f2sit de l’ensenyament<\/strong>, per\u00f2 aquest fantasma no \u00e9s el comunisme, sin\u00f3 la \u00abtransversalitat<\/strong>\u00bb. He perdut el compte de les vegades que vaig escoltar en els \u00faltims quinze anys referir que aquest o aquell aprenentatge fonamental els cobria el sistema educatiu \u00abtransversalment\u00bb. Especialment quant a dues mat\u00e8ries essencials, l’\u00c8tica i el Pensament cr\u00edtic<\/strong>, la lamentable abs\u00e8ncia del qual en els egressats de la Secund\u00e0ria he pogut constatar de primera m\u00e0.<\/p>\n

Em referir\u00e9 en el que segueix a la classe mitjana, evitant, per sota, als qui van descarrilar del sistema, i per damunt als molt brillants. No se’ls ha ensenyat l\u00f2gica, dial\u00e8ctica ni ret\u00f2rica<\/strong>. Per a qui sospiti que parlo del trivium<\/em> o el quadrivium<\/em>, puntualitzo que em refereixo a una cosa tan elemental com construir un argument raonable<\/strong> (premisses i conclusions; idees i fets), saber debatre-ho ordenadament i obrint-se a la cr\u00edtica buscant cooperativament la veritat i exposar a una audi\u00e8ncia una postura amb un m\u00ednim d’ordre, solidesa i estil. O si m\u00e9s no saber qu\u00e8 \u00e9s la veritat<\/strong>, ja que hi som, saber que existeix i per qu\u00e8 cal perseguir-la. En segon lloc, l’\u00c8tica. Ho ignoren tot sobre aquesta mat\u00e8ria. Venen desconstruits i en blanc, relativistes purs, i sense \u00e0nim ni intenci\u00f3 per a \u00abficar-se en problemes\u00bb, aix\u00f2 \u00e9s, desanimats de lluitar per la just\u00edcia despr\u00e9s de determinar en qu\u00e8 consisteix, en consci\u00e8ncia.<\/p>\n

Si aix\u00f2 passa, malgrat que aquests sabers pr\u00e0ctics de primera necessitat se’ls van ensenyar \u00abtransversalment\u00bb, \u00e9s perqu\u00e8 els alumnes han vist mortalment redu\u00efda i alleugerida la seva c\u00e0rrega de Filosofia i les seves exig\u00e8ncies de lectura<\/strong>. Condemnats a un analfabetisme funcional acusat, manquen en general de la capacitat per a entendre textos mitjanament substanciosos<\/strong>. Tampoc coneixen l’elemental sobre la cognici\u00f3 humana i els seus biaixos, ni se’ls ensenya que hi ha coses que estan b\u00e9 i malament i que poden fer servir el judici per a raonar-les, ni el cam\u00ed que la humanitat ha seguit per a descobrir-les. Amb prou feines poden explicar com funcionen els seus cervells<\/strong>. Ni m\u00e9s ni menys que els seus cervells: l’\u00fanic instrumental que tenen per a construir una vida honesta i llan\u00e7ada en la polis i doblegar en el mercat laboral a la IA.<\/p>\n

La\u00a0LOMLOE\u00a0\u00e9s nom\u00e9s un altre clau en el ta\u00fct d’aquesta estafa<\/strong>. La llei cita la transversalitat fins a sis vegades, esmentant que cobrir\u00e0 les seves molt nobles intencions \u00abtant a trav\u00e9s de continguts espec\u00edfics com en una perspectiva transversal\u00bb, esmentant, quant al curr\u00edculum, que incorporar\u00e0 \u00abels continguts de car\u00e0cter transversal a totes les \u00e0rees, mat\u00e8ries i \u00e0mbits\u00bb, etc\u00e8tera. Perqu\u00e8 aix\u00ed funciona el buidatge pol\u00edtic de l’educaci\u00f3, com una cullera amb la qual es treu la carn a un alvocat, despr\u00e9s d’obrir-lo en dos i retirar-li l’os: retirant la carn dels continguts a canvi de plantejar en les lleis bell\u00edssimes intencions, i infradotant, despr\u00e9s, als qui hauran d’implementar-les. Es tracta de negar espai curricular all\u00f2 que no conv\u00e9 a la casta<\/strong>; per exemple, que hi hagi moltes persones amb capacitat de pensar per si mateixes i una consci\u00e8ncia forta i valerosa, gent capa\u00e7 i honestament interessada en la seva comunitat i el seu pro\u00efsme; no vagi a aixercar-se aquesta gent i arraconar als poderosos.<\/p>\n

\u00abTamateix\u00bb \u2014diu l’article 19 de la LOMLOE\u2014 \u00abes posar\u00e0 especial atenci\u00f3 a l’educaci\u00f3 emocional i en valors i a la potenciaci\u00f3 de l’aprenentatge significatiu per al desenvolupament de les compet\u00e8ncies transversals que promoguin l’autonomia i la reflexi\u00f3\u00bb. No \u00e9s casualitat que dos ensenyaments fake<\/em> \u2014educaci\u00f3 emocional i en valors\u2014<\/strong> encap\u00e7alin una frase en la qual es confirma en qu\u00e8 consisteix educar \u00abtransversalment\u00bb: a fer com que s’ensenyar\u00e0 per a no fer res. I en aix\u00f2 han transformats els pol\u00edtics de tot signe l’Educaci\u00f3: en un mas m\u00e9s per a les seves guerres ideol\u00f2giques, fent de totes les seves lleis declaracions d’intencions<\/strong> per a, per torns, desdir-se m\u00fatuament, en perjudici de tots.<\/p>\n

La idea \u00e9s, a l’hora de menjador, passar una rodanxa de pernil per la cara de tots, perqu\u00e8 fora, i qui pugui, la hi pagui. Perqu\u00e8 com el m\u00f3n avan\u00e7a, i molt leg\u00edtimament l’educaci\u00f3 privada \u00e9s conscient del que falta, aquests continguts, m\u00e9s tard, els ofereix. I \u00e9s aix\u00ed com sense importar la consci\u00e8ncia social que declarin, tots els governs dels \u00faltims trenta anys han contribu\u00eft a eixamplar la desigualtat social<\/strong>, que ja aconsegueix nivells rampants. Seria un gran pas que la comunitat educativa \u2014professors, gestors de centres i pares\u2014 es negu\u00e9s a rebre ni una sola cullerada de transversalitat m\u00e9s, que digu\u00e9s prou al tripijoc pol\u00edtic-educatiu i afirm\u00e9s d’una vegada per sempre que el que no s’ensenya en assignatures de veritat, no succeix.<\/p>\n

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Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

Drets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Anys de \u00abtransversalitat\u00bb han donat per resultat l’abandonament de sabers pr\u00e0ctics fonamentals per al desenvolupament personal del car\u00e0cter i el judici, la llibertat i independ\u00e8ncia del ciutad\u00e0 i l’acompliment professional d’altura. \u00c9s hora d’abandonar aquest engany\u00f3s subterfugi i elevar el nivell de l’educaci\u00f3 secund\u00e0ria, pe\u00e7a crucial de l’edifici 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