{"id":11624,"date":"2024-04-30T08:10:09","date_gmt":"2024-04-30T06:10:09","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=11624"},"modified":"2024-04-11T09:38:11","modified_gmt":"2024-04-11T07:38:11","slug":"un-apunt-sobre-hannah-arendt-i-la-responsabilitat-col%c2%b7lectiva","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/un-apunt-sobre-hannah-arendt-i-la-responsabilitat-col%c2%b7lectiva\/","title":{"rendered":"Un apunt sobre Hannah Arendt i la responsabilitat col\u00b7lectiva"},"content":{"rendered":"

Un apunt sobre Hannah Arendt i la responsabilitat col\u00b7lectiva<\/h1>\n

Arendt explica que, en la seva joventut, cap professor estava interessat en cap mena d\u2019entrenament moral<\/p>\n

\"\"
Hannah Arendt. \/ Imatge: Flickr. Autor: Levan Ramishvili<\/figcaption><\/figure>\n

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

\"\"<\/p>\n

 <\/p>\n

Andreu Navarra<\/strong><\/a><\/p>\n

 <\/p>\n

Els qui pensem que les reformes educatives competencials s\u00f3n un atac de classe, \u00e9s a dir, un dispositiu de domini burocr\u00e0tic i control social de qu\u00e8 s\u2019ha valgut l\u2019emocapitalisme per desmantellar la democr\u00e0cia social, \u00e9s a dir, que s\u00f3n un entramat immoral i, en \u00faltima inst\u00e0ncia, un crim abstracte, una mena d\u2019assassinat indirecte per mitj\u00e0 de la supressi\u00f3 de milers de futurs personals, hem d\u2019enfrontar-nos al problema de qui \u00e9s el responsable de tot aquest desori.<\/p>\n

En un text de 1964, \u201cResponsabilitat personal sota una dictadura\u201d, Hannah Arendt<\/strong> va haver de sortir al rescat dels seus escrits sobre l\u2019assass\u00ed nazi Eichmann<\/strong>, per a defensar-se de les fake news <\/em><\/strong>que propagava tota una patuleia de pseudomoralistes i sicofantes, que no els havien pas llegit. Les hip\u00f2tesis de Hannah Arendt sobre el terror que es va desencadenar entre 1933 i 1945 s\u00f3n b\u00e0sicament tres. Si s\u2019acceptava que la culpable era la naci\u00f3 alemanya, sorgia un problema: els innocents o els menys implicats en reconeixien la seva culpa, una culpa fantasmal, s\u00ed, per\u00f2 aleshores els assassins se\u2019n sortien indemnes; la segona hip\u00f2tesi: nom\u00e9s Hitler i el seu cercle m\u00e9s proper n\u2019eren culpables, at\u00e8s que la resta de quadres o la ciutadania nom\u00e9s \u00abobe\u00efen ordres\u00bb o procuraven sobreviure; en tercer lloc, Arendt afirma que ha d\u2019existir un espai per a l\u2019esfor\u00e7 moral personal, una disciplina racional o del judici que ens impedeixi afegir-nos a les orgies del mal; en aquest cas, Eichmann va tenir alternatives i hauria pogut obrar de forma diferent a com ho va fer.<\/p>\n

\u00c9s evident que Arendt examinava un tema que llindava amb l\u2019horror final. A la nostra \u00e8poca li ha tocat tornar a conviure amb l\u2019horror extrem i inexplicable: la massacre de Butxa<\/em> no est\u00e0 pas llunyana, i els atacs i bombardejos que protagonitzen Hamas i el govern israeli\u00e0 ens recorden que no estem a resguard de les idees de destrucci\u00f3 fren\u00e8tica, revenja i genocidi de la primera meitat del segle XX<\/strong>. Si reprenem la q\u00fcesti\u00f3 que ens ocupava (qui ordena o qui desencadena la refeudalitzaci\u00f3 massiva d\u2019Europa, i qui converteix en una ideologia obligat\u00f2ria i indiscutida el solucionisme digital<\/strong>?) podem adonar-nos de la relaci\u00f3 entre la destrucci\u00f3 dels sistemes educatius occidentals i el renaixement dels dispositius que inciten a l\u2019agressi\u00f3.<\/p>\n

Tamb\u00e9 ho apunta Arendt: explica que, en la seva joventut, cap professor estava interessat en cap mena d\u2019entrenament moral<\/strong>: hi havia una certa in\u00e8rcia que garantia que el patriotisme i la pulsi\u00f3 de mort fossin coses acceptables per si mateixes. Alguna cosa aix\u00ed s\u2019est\u00e0 esdevenint al nostre pa\u00eds i els del nostre entorn: un proc\u00e9s previ a l\u2019esclat de la viol\u00e8ncia simb\u00f2lica i l\u2019agressivitat pol\u00edtica n\u2019\u00e9s l\u2019abandonament dels nostres deures p\u00fablics amb la nostra joventut<\/strong>.<\/p>\n

Jo tamb\u00e9 penso que alguns quadres pol\u00edtics s\u00f3n responsables d\u2019aquest proc\u00e9s criminal de degradaci\u00f3 dels serveis p\u00fablics. No podem quedar-nos en expressions buides que condueixen a la inacci\u00f3 i l\u2019acceptaci\u00f3 d\u2019una in\u00e8rcia<\/strong> que ens porta a l\u2019arraconament de tota \u00e8tica, a l\u2019auto-colonialisme. Expressions com \u00abtots en som responsables\u00bb o \u00abla culpa \u00e9s d\u2019Europa\u00bb, o la m\u00e9s infame de totes, \u00abel futur ja est\u00e0 aqu\u00ed\u00bb, s\u00f3n simptom\u00e0tiques d\u2019un estat civil conformista fins la n\u00e0usea i certament perill\u00f3s. El Realisme Capitalista s\u2019ha degradat en solucionisme digital, el substitut fraudulent de l\u2019estat del benestar<\/strong>, i davant d\u2019aix\u00f2 cal tornar a pensar amb autonomia, cal desactivar l\u2019hiperpartidisme per impedir el triomf d\u2019una deseducaci\u00f3 que pugui fer possible novament aquell malson implantat per la deixadesa i la manca de reflexi\u00f3<\/strong>.<\/p>\n

Tots sabem d\u2019on procedeixen les reformes competencials<\/strong>: de les raneres del maccarthisme, de la confusi\u00f3 entre progressisme i burocratisme neoliberal, i de les reunions de Lisboa de l\u2019any 2000. Sabem que recuperen formes ocultes de determinisme social i de conductisme pedagogista<\/strong>. Per\u00f2, qui tenia alternatives i, tanmateix, va preferir mirar cap a l\u2019altre costat? Qui nega les situacions reals que s\u2019esdevenen ales aules i segueix impulsant propagandes libidinals immorals? La pol\u00edtica que s\u2019ha convertit \u00fanicament en una promoci\u00f3 de si mateixa prefigura un futur proper antidemocr\u00e0tic. Totes aquestes confusions i prestidigitacions les pagaran els nostres alumnes<\/strong> en forma de futurs cancel\u00b7lats i salut mental destru\u00efda per la precarietat, si no assenyalem els responsables i constru\u00efm una alternativa educativa neohumana, com a primer pas per a redefinir les nostres cultures laborals. Un primer pas ineludible passaria per habilitar espais lliures de consum addictiu a l\u2019interior de les escoles. El sistema educatiu s\u2019hauria de convertir en un santuari inici\u00e0tic<\/strong> on les relacions pr\u00f2pies de l\u2019empresa i la capitalitzaci\u00f3 de la ment i del cos, redu\u00efts a dades, no es produ\u00eds. Un lloc de desconnexi\u00f3 per a la reconnexi\u00f3 amb els h\u00e0bits reflexius<\/strong>. L\u2019escola entesa com a for\u00e7a de biopoder estandaritzat no s\u2019hauria d\u2019eternitzar entre nosaltres, perqu\u00e8 es font d\u2019ansietats, frustracions i a\u00efllament individual patol\u00f2gic. Est\u00e0 dissenyada per sotmetre, tot valent-se de la degradaci\u00f3 de la salut mental.<\/p>\n

Amb una complicitat espaordidora, estem dissenyant una escola que s\u2019anuncia com una soluci\u00f3 llibert\u00e0ria i anarco-capitalista, per\u00f2 que no anir\u00e0 m\u00e9s enll\u00e0 de ser una pres\u00f3 recreativa, fortament burocratitzada i tecnovigilada, un abocador d\u2019\u00e9ssers humans estandarditzats a la for\u00e7a. Una zona apart fora de l\u2019espectre de les c\u00e0meres, dedicada a l\u2019exili de la cultura lletrada, inacceptable des de qualsevol punt de vista m\u00ednimament assenyat.<\/p>\n

\n

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

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

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