{"id":15441,"date":"2024-05-03T08:00:35","date_gmt":"2024-05-03T06:00:35","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=15441"},"modified":"2024-05-03T08:53:40","modified_gmt":"2024-05-03T06:53:40","slug":"mal-va-qui-no-pensa-per-lendema","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/mal-va-qui-no-pensa-per-lendema\/","title":{"rendered":"Mal va qui no pensa per l’endem\u00e0"},"content":{"rendered":"

Mal va qui no pensa per l’endem\u00e0<\/h1>\n

L’objectiu de l’educaci\u00f3 no hauria de ser de contenci\u00f3 sin\u00f3 d’expansi\u00f3<\/p>\n

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Imatge: Pixabay. Autor: cat6719<\/figcaption><\/figure>\n

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

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Myriam Gallego Rodr\u00edguez<\/strong><\/div>\n<\/div>\n
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\u00c9s tan c\u00f2mode ser menor d’edat! \u2013 Ens adverteix ja\u00a0Immanuel\u00a0Kant<\/strong> en el segle XVIII, alhora que ens insta encaridament que fem un pas cap endavant i superem aquesta minoria d’edat en la qual molts romanen instal\u00b7lats al llarg de les seves vides- I \u00e9s que aquesta minoria prolongada en el temps no fa res m\u00e9s que restar-nos autonomia i, per tant, llibertat, perqu\u00e8 mentre sigui un altre el que faci i desfaci per nosaltres, la possibilitat de ser lliures quedar\u00e0 redu\u00efda a la m\u00ednima expressi\u00f3.<\/p>\n

Deia Kant que el responsable de romandre en aquest estat d’immaduresa permanent \u00e9s un mateix, no obstant aix\u00f2, ens preguntem de quina manera, com a docents, podem revertir aquesta situaci\u00f3 perqu\u00e8 la proposta kantiana es dugui a terme, \u00e9s a dir, perqu\u00e8 els nostres joves decideixin per ells mateixos sortir de la seva minoria d’edat i comencin a gaudir d’una vida aut\u00f2noma i independent molt m\u00e9s rica en la qual les seves condicions de possibilitat es multipliquin.<\/p>\n

Hem d’educar per al futur \u2013 ens diu -. Per a aix\u00f2 cal fer un pas enrere. Tornar i regirar a Kant. No perqu\u00e8 ens envaeixi la nost\u00e0lgia ni el romanticisme, sin\u00f3 perqu\u00e8 la realitat d’avui, aquesta en la qual els estudiants de secund\u00e0ria es comporten cada vegada m\u00e9s com a nens malgrat haver esgotat ja aquesta etapa biol\u00f2gica de les seves vides, apunta a una encara m\u00e9s dist\u00f2pica en la qual la comoditat ni tan sols \u00e9s la fi, perqu\u00e8 es parteix ja d’una comoditat donada en la qual l’esfor\u00e7 no t\u00e9 cabuda ni ra\u00f3 de ser, \u00e9s m\u00e9s, \u00e9s alguna cosa a evitar per tots els mitjans, d’aqu\u00ed ve que no calgui treballar intensament per a passar de curs, perqu\u00e8 de totes maneres t’acabaran aprovant sense la necessitat d’haver adquirit uns coneixements m\u00ednims, i tot per a no pertorbar el seu estat d’absoluta comoditat i provocar en tu cap frustraci\u00f3.<\/p>\n

Si releguem l’educaci\u00f3 a una simple funci\u00f3 assistencial farem que es compleixi \u00edntegrament aquest popular \u201cMal va qui no pensa per l’endem\u00e0\u201d, perqu\u00e8 estarem privant a l’estudiant d’avui del seu propi endem\u00e0<\/strong>, ja que no haur\u00e0 adquirit els mitjans necessaris per a afrontar les vicissituds de la vida adulta. L’objectiu de l’educaci\u00f3 no hauria de ser de contenci\u00f3 sin\u00f3 d’expansi\u00f3 de les seves pr\u00e0cticament inesgotables condicions de possibilitat.<\/p>\n

No obstant aix\u00f2, no \u00e9s gens encoratjador veure com els nostres estudiants esdevenen cada vegada\u00a0subjectes menys capa\u00e7os i menys h\u00e0bils per a fer-se c\u00e0rrec de si mateixos<\/strong>, perqu\u00e8 malgrat que les noves lleis educatives parlin cont\u00ednuament de compet\u00e8ncies i situ\u00efn a l’alumne en el centre del seu propi proc\u00e9s d’aprenentatge, la veritat \u00e9s que paradoxalment a aquest alumne no se li assigna un professor, sin\u00f3 un guia acompanyant<\/strong>, que ve a ser el m\u00e9s semblant a un pastor, convertint, en conseq\u00fc\u00e8ncia, al grup classe en un ramat.<\/p>\n

Si convertim al professor en un guia entenem que l’alumne ha de ser guiat i deixem de concebre-li per tant com un subjecte que, a trav\u00e9s del seu intel\u00b7lecte, pot guiar-se a si mateix servint-se del seu propi enteniment. Si per contra, el professor el que fa \u00e9s dotar de coneixements a l’alumne, aquest podr\u00e0 actuar de manera aut\u00f2noma i racional.<\/p>\n

El que necessita, per\u00f2, \u00e9s ampliar els seus coneixements i aqu\u00ed \u00e9s on t\u00e9 sentit la figura del professor, no obstant aix\u00f2, sembla que avui aquests coneixements han de ser administrats en dosis molt baixes, com si massa poguessin causar un mal irreversible, tal vegada el de pensar massa en l’era en la qual el que m\u00e9s importa \u00e9s sentir.<\/p>\n

Cada vegada s’est\u00e0 deixant m\u00e9s de costat la ra\u00f3, perqu\u00e8\u00a0el sentiment \u00e9s molt menys tedi\u00f3s i elaborat que el pensament<\/strong>\u00a0i a m\u00e9s un no pot equivocar-se quan sent pel que la possibilitat de l’error desapareix, perqu\u00e8 fins i tot el sentiment que\u00a0a priori<\/em>\u00a0semblaria erroni s’acaba disculpant i edulcorant. Aix\u00f2 t\u00e9 com a conseq\u00fc\u00e8ncia una major facilitat per a la manipulaci\u00f3 i l’adoctrinament i una menor capacitat cr\u00edtica i de reflexi\u00f3 pr\u00f2pia.<\/p>\n

Aquesta sobrevaloraci\u00f3 de l’emocional ho veiem en diferents \u00e0mbits de la vida. En l’\u00e0mbit pol\u00edtic \u00e9s f\u00e0cil manipular des de les emocions, d’aqu\u00ed l’augment de discursos reaccionaris que apel\u00b7len cont\u00ednuament als sentiments i que acaben recorrent a la desqualificaci\u00f3, a l’insult i al hooliganisme. En l’\u00e0mbit de la publicitat \u00e9s igualment notable les al\u00b7lusions a la part emocional de l’individu per a conv\u00e8ncer-nos que aquest producte \u00e9s necessari en les nostres vides. L’\u00e0mbit educatiu tampoc s’escapa a aquesta f\u00f3rmula i ara el prioritari resideix en el mal anomenat benestar emocional, a saber, comoditat emocional.<\/p>\n

Som molt lluny que aquest sigui el nou segle de les llums<\/strong>, per\u00f2 com a m\u00ednim treballem per a no viure per sempre a les fosques.<\/p>\n

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

Drets:\u00a0Creative Commons<\/strong><\/p>\n<\/div>\n

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