{"id":16619,"date":"2024-05-20T09:35:51","date_gmt":"2024-05-20T07:35:51","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=16619"},"modified":"2024-05-20T09:39:38","modified_gmt":"2024-05-20T07:39:38","slug":"somnis-educatius-i-malsons-pedagogics","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/somnis-educatius-i-malsons-pedagogics\/","title":{"rendered":"Somnis educatius i malsons pedag\u00f2gics"},"content":{"rendered":"<h1>Somnis educatius i malsons pedag\u00f2gics<\/h1>\n<p>El pedagogisme no \u00e9s la soluci\u00f3, sin\u00f3 el problema<\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_16654\" aria-describedby=\"caption-attachment-16654\" style=\"width: 900px\" class=\"wp-caption aligncenter\"><img fetchpriority=\"high\" decoding=\"async\" class=\"size-full wp-image-16654\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/cover-Xavier.jpg\" alt=\"\" width=\"900\" height=\"506\" srcset=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/cover-Xavier.jpg 900w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/cover-Xavier-300x169.jpg 300w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/cover-Xavier-768x432.jpg 768w\" sizes=\"(max-width: 900px) 100vw, 900px\" \/><figcaption id=\"caption-attachment-16654\" class=\"wp-caption-text\">\u611a\u6728\u6df7\u682a Cdd20. \/ Pixabay<\/figcaption><\/figure>\n<p><a style=\"display: inline-block;\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/deed.ca\" target=\"_blank\" rel=\"license noopener noreferrer\">Llic\u00e8ncia Creative Commons<img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/cc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/by.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nd.svg?ref=chooser-v1\" \/><\/a><\/p>\n<p><strong><img decoding=\"async\" class=\"alignleft wp-image-8678\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/05\/Xavier-150x150.jpg\" sizes=\"(max-width: 70px) 100vw, 70px\" srcset=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/05\/Xavier-150x150.jpg 150w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/05\/Xavier-100x100.jpg 100w\" alt=\"\" width=\"70\" height=\"70\" \/><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/twitter.com\/XmaSecundaria\" target=\"_blank\" rel=\"noopener\"><strong>Xavier Mass\u00f3<\/strong><\/a><\/p>\n<p>&nbsp;<\/p>\n<p>A la seva obra \u2018<em>Els somnis d\u2019un visionari. Explicats pels somnis de la Metaf\u00edsica<\/em>\u2019 (1766), <strong>Kant<\/strong> ens descrivia el viatge de tornada de la ra\u00f3, des de la racionalitat i el coneixement, cap a una quim\u00e8rica \u00cdtaca al port de la qual hem d\u2019evitar d\u2019arribar sigui com sigui. Quinze anys despr\u00e9s, a la \u2018<em>Cr\u00edtica de la Ra\u00f3 Pura\u2019 <\/em>(1781), en feia la tematitzaci\u00f3 filos\u00f2fica amb l\u2019exposici\u00f3, el diagn\u00f2stic i el remei contra els deliris de la ra\u00f3 per tal de, fins i tot al preu d\u2019assumir les nostres limitacions, no acabar racionalment folls i empresonats per\u00a0 l\u2019Ideal d\u2019una Ra\u00f3 Pura de puresa f\u00e0cilment adulterable.<\/p>\n<p>Una obra, la del \u00abvisionari\u00bb, inspirada directament en un personatge hist\u00f2ric i coetani de Kant: <strong>Emanuel Swedenborg<\/strong> (1688-1772), matem\u00e0tic, f\u00edsic, astr\u00f2nom i reputat inventor, a m\u00e9s de c\u00e8lebre i viatjat cient\u00edfic que, aix\u00f2 no obstant, va passar a la hist\u00f2ria per les seves obres sobre el cel, l\u2019infern, els \u00e0ngels i els dimonis, que va descriure amb tota mena de detalls i minucioses observacions \u00abemp\u00edriques\u00bb sobre aquests espais i \u00e9ssers.<\/p>\n<figure id=\"attachment_16644\" aria-describedby=\"caption-attachment-16644\" style=\"width: 300px\" class=\"wp-caption alignleft\"><img decoding=\"async\" class=\" wp-image-16644\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/Kant_gemaelde_3-785x1024.jpg\" alt=\"\" width=\"300\" height=\"391\" srcset=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/Kant_gemaelde_3-785x1024.jpg 785w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/Kant_gemaelde_3-230x300.jpg 230w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/Kant_gemaelde_3-768x1002.jpg 768w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/Kant_gemaelde_3.jpg 800w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-16644\" class=\"wp-caption-text\">Immanuel Kant. \/ De Johann Gottlieb Becker (1720-1782).<\/figcaption><\/figure>\n<p>El que sorprenia a Kant no era que Swedenborg es cregu\u00e9s al peu de la lletra aquestes ximpleries; al capdavall, tamb\u00e9 avui en dia el terraplanisme segueix existint i hi ha gent que segueix creient en l\u2019astrologia, l\u2019homeopatia o les \u00abnoves\u00bb pedagogies. No, el que era sorprenent \u00e9s que unes aitals \u00abveritats\u00bb procedissin d\u2019un prestigi\u00f3s cient\u00edfic que\u00a0 exposava els continguts de les seves visions com a veritats cient\u00edfiques. Si hagu\u00e9s pogut llegir el \u2018<em>Doktor Faustus<\/em>\u2019 de <strong>Thomas Mann<\/strong>, de ben segur que Swedenborg s\u2019hauria entusiasmat amb el que Mefist\u00f2fil li diu a Adrian Leverk\u00fchn: \u00abQue tu nom\u00e9s en vegis durant les teves visions, no significa que nom\u00e9s existeixi mentre tu les tens\u00bb.<\/p>\n<p>Aix\u00f2 no significa que no hi pugui haver cient\u00edfics creients. \u00c9s clar que no. El que passa \u00e9s que un cient\u00edfic creient sap, per regla general, <strong>discriminar entre coneixement i creen\u00e7a<\/strong>; Swedenborg, en canvi, no. Que tot el nostre coneixement comenci amb l\u2019experi\u00e8ncia, malgrat que no tot ell en provingui, com ens recordava Kant, no ens autoritza pas a pensar que qualsevol infer\u00e8ncia sigui v\u00e0lida; ni tan sols que ho sigui tota \u00abevid\u00e8ncia\u00bb, perqu\u00e8 el que considerem evid\u00e8ncia quant a tal, tamb\u00e9 est\u00e0 subjecte a uns criteris de validesa. Swedenborg se\u2019n va oblidar i va transgredir els seus propis l\u00edmits, al preu d\u2019inc\u00f3rrer en els deliris de la ra\u00f3.<\/p>\n<p>L\u2019inter\u00e8s de Kant tampoc provenia de les eventuals peculiaritats ps\u00edquiques del personatge, sin\u00f3, tot al contrari, de la seva universalitat en all\u00f2 que concerneix al procedir de la ra\u00f3, que sovint ens para aquest tipus de trampes en tota mena d\u2019\u00e0mbits. En altres paraules, en el llenguatge kanti\u00e0 de les facultats i les representacions, la sensibilitat produeix intu\u00efcions, l\u2019enteniment, conceptes, i la ra\u00f3, idees. Per\u00f2 les idees no s\u00f3n coneixement, nom\u00e9s l\u2019organitzen i acompanyen; s\u00f3n regulatives. Si anem m\u00e9s enll\u00e0 d\u2019aquesta funci\u00f3 regulativa de les idees i les confonem amb coneixement, aleshores ens endinsem en el truculent i procel\u00b7l\u00f3s oce\u00e0 dels deliris de la ra\u00f3. I alguna cosa d\u2019aquestes s\u2019esdev\u00e9 tamb\u00e9 amb el salt <strong>de la pedagogia al pedagogisme<\/strong>.<\/p>\n<p>Ning\u00fa pot negar que una pedagogia concebuda des d\u2019una perspectiva epag\u00f2gica i fenom\u00e8nica pugui ser una molt valuosa eina auxiliar per a l\u2019acci\u00f3 docent, en la tasca d\u2019ensenyar, de transmetre coneixements. Mentre es mantingui, \u00e9s clar, al servei de l\u2019ensenyament, la seva validesa (formal) estar\u00e0 en funci\u00f3 de la veritat (material) dels seus postulats degudament contrastats. El que <strong>Popper<\/strong> anomena falsabilitat, com a criteri de demarcaci\u00f3 del que \u00e9s i del que no \u00e9s ci\u00e8ncia. \u00c9s a dir, si els seus resultats a la pr\u00e0ctica s\u2019avenen amb els d\u2019all\u00f2 enunciat, la teoria queda provisionalment corroborada; i si no, llavors el que cal \u00e9s una reformulaci\u00f3 dels seus plantejaments, sense que tampoc aix\u00f2 signifiqui que la idea d\u2019una pedagogia concebuda des d\u2019aquesta perspectiva aix\u00ed hagi de quedar descartada com a possibilitat. Altrament dit, el problema no el t\u00e9 mai la realitat, sin\u00f3, en tot cas, el constructe te\u00f2ric de qu\u00e8 ens servim per apropar-nos-hi i entendre-la.<\/p>\n<p>Ara b\u00e9, qu\u00e8 passa quan els resultats pr\u00e0ctics refuten la meravellosa teoria que hav\u00edem constru\u00eft i de la qual tan cofois n\u2019est\u00e0vem? D\u2019entrada, hi hauria dues opcions: la primera, revisar els postulats, el model, i reformular-los o, si resulta que ens hem de rendir a l\u2019evid\u00e8ncia que la realitat funciona altrament, aleshores potser millor que abandonem aquesta teoria i, si de cas, en busquem una altra que s\u2019hi ajusti millor; la segona, no resignar-nos a acceptar uns resultats adversos perqu\u00e8, amb un model te\u00f2ric tan perfecte com el que hem ordit, si alguna cosa falla <strong>la culpa no pot ser sin\u00f3 de la realitat<\/strong>.<\/p>\n<p>Aquest enroc conceptual pot obeir a motius diferents; pot ser que considerem que l\u2019al\u00e7ada moral de les nostres intencions, esdevingudes un imperatiu moral incondicional, est\u00e0 per damunt dels resultats que obtinguem, tot incorrent aleshores en una inversi\u00f3 de l\u2019ordre epistemol\u00f2gic de les coses que situaria la teoria com anterior a la realitat i, per tant, entenguem que \u00e9s aquesta realitat la que s\u2019hi ha d\u2019adequar. I aleshores som de ple en la fal\u00b7l\u00e0cia idealista, amb \u00abl\u2019haver de ser\u00bb conjecturat imposant-se contuma\u00e7ment a la realitat sobre la qual l\u2019apliquem, tant si hi encaixa com si no. I si no hi encaixa, llavors \u00e9s culpa de la realitat o de qualsevol interfer\u00e8ncia extr\u00ednseca al nostre concepte \u00abideal\u00bb d\u2019ella. Un plantejament, per cert, al qual \u00e9s inherent l\u2019exist\u00e8ncia d\u2019algun <strong>culpable moral<\/strong>. No \u00e9s nom\u00e9s que els fets s&#8217;hagin d&#8217;encaixar en la idea, sin\u00f3, encara pitjor, que la idea se\u2019ls apropia sens retre\u2019n comptes sin\u00f3 en el marc d\u2019aquesta idea, com a mers moments del seu propi desplegament. Una dial\u00e8ctica, en definitiva, de la <strong>supressi\u00f3 per negaci\u00f3<\/strong>.<\/p>\n<figure id=\"attachment_16637\" aria-describedby=\"caption-attachment-16637\" style=\"width: 252px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-16637\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/Johann_Gottlieb_Fichte_by_Friedrich_Bury-252x300.jpg\" alt=\"\" width=\"252\" height=\"300\" srcset=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/Johann_Gottlieb_Fichte_by_Friedrich_Bury-252x300.jpg 252w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/Johann_Gottlieb_Fichte_by_Friedrich_Bury-768x915.jpg 768w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/Johann_Gottlieb_Fichte_by_Friedrich_Bury.jpg 800w\" sizes=\"(max-width: 252px) 100vw, 252px\" \/><figcaption id=\"caption-attachment-16637\" class=\"wp-caption-text\">Johann Gottlieb Fichte. \/ Albrecht F\u00fcrchtegott Schulthei\u00df &#8211; Wikimedia<\/figcaption><\/figure>\n<p>Per\u00f2 llavors ja no estem en una pedagogia al servei de l&#8217;ensenyament, sin\u00f3 \u00a0l\u2019ensenyament que ho est\u00e0 al de la pedagogia, supeditat a la teoria. Talment amb <strong>l\u2019ensenyament convertit en una eina auxiliar<\/strong> encastada en una teoria global de l\u2019educaci\u00f3, o el que \u00e9s el mateix, un projecte d\u2019enginyeria social al propi desplegament del qual resta ara supeditada. Ja no \u00e9s la pedagogia la que est\u00e0 al servei de les matem\u00e0tiques, sin\u00f3 les matem\u00e0tiques al servei de la pedagogia. El model a la idea del qual els fets estan aprior\u00edsticament subordinats: la idea absoluta de l&#8217;idealisme de Fichte i la seva exig\u00e8ncia de g\u00e8nesi. I aix\u00f2 \u00e9s el que coneixem com a <strong>pedagogisme<\/strong>.<\/p>\n<p>I \u00e9s sota el marc filos\u00f2fic de l\u2019idealisme que la pedagogia \u2013en la seva versi\u00f3 fichteana avui hegem\u00f2nica- s\u2019ha transformat en pedagogisme i s\u2019ha imposat als nostres sistemes educatius. Un model que considera que la pedagogia \u00e9s ella mateixa la g\u00e8nesi, l&#8217;alfa i omega de l&#8217;educaci\u00f3, el centre de gravetat i columna vertebral, a la qual tot hi est\u00e0 subordinat. L&#8217;apropiaci\u00f3 de la realitat i la seva subsumpci\u00f3 a la idea; on el criteri de veritat \u00e9s la mateixa idea i amb la pr\u00f2pia validesa (formal) esdevinguda ella mateixa all\u00f2 v\u00e0lid (material): la certesa autoproclamada \u00e9s ella mateixa la veritat.<\/p>\n<p>El mateix salt a la totalitat donat per Swedenborg, que Kant delatava com a deliris de la ra\u00f3; el de la fal\u00b7la\u00e7 s\u00edntesi de contraris entre coses que no s\u00f3n ni contr\u00e0ries ni \u00absintetitzables\u00bb, sin\u00f3, simplement, fenom\u00e8nicament complementables i complement\u00e0ries. \u00a0No, <strong>el pedagogisme no \u00e9s la soluci\u00f3, sin\u00f3 el problema<\/strong>. Tot aix\u00f2 sense contemplar -seria endinsar-nos en un altre \u00e0mbit igualment procel\u00b7l\u00f3s i truculent-, l\u2019eventualitat que els objectius reals tal vegada no siguin els expl\u00edcitament proclamats. Per\u00f2 aix\u00f2 ho deixarem per a un altre article: A qui i a qu\u00e8 serveix el pedagogisme?<\/p>\n<hr \/>\n<p>Font:\u00a0<strong>educational EVIDENCE<\/strong><\/p>\n<p>Drets:\u00a0<strong>Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00c9s sota el marc filos\u00f2fic de l\u2019idealisme que la pedagogia \u2013en la seva versi\u00f3 fichteana avui hegem\u00f2nica- s\u2019ha transformat en pedagogisme i s\u2019ha imposat als nostres sistemes educatius. Un model que considera que la pedagogia \u00e9s ella mateixa la g\u00e8nesi, l&#8217;alfa i omega de l&#8217;educaci\u00f3, el centre de gravetat i columna vertebral, a la qual tot hi est\u00e0 subordinat.<\/p>\n","protected":false},"author":4,"featured_media":16654,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"1","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[240],"tags":[1115,1114,892,1113],"class_list":["post-16619","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-emanuel-swedenborg-ca","tag-idealisme","tag-immanuel-kant-ca","tag-pedagogisme"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Somnis educatius i malsons pedag\u00f2gics - Educational Evidence<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/educationalevidence.com\/ca\/somnis-educatius-i-malsons-pedagogics\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Somnis educatius i malsons pedag\u00f2gics - Educational Evidence\" \/>\n<meta property=\"og:description\" content=\"\u00c9s sota el marc filos\u00f2fic de l\u2019idealisme que la pedagogia \u2013en la seva versi\u00f3 fichteana avui hegem\u00f2nica- s\u2019ha transformat en pedagogisme i s\u2019ha imposat als nostres sistemes educatius. 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