{"id":16870,"date":"2024-05-23T09:41:20","date_gmt":"2024-05-23T07:41:20","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=16870"},"modified":"2024-05-23T09:41:33","modified_gmt":"2024-05-23T07:41:33","slug":"lenfocament-psicoafectiu","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/lenfocament-psicoafectiu\/","title":{"rendered":"L’enfocament psicoafectiu"},"content":{"rendered":"

L’enfocament psicoafectiu: de la recerca de la veritat al perca\u00e7ament de la felicitat<\/strong><\/h1>\n

Queda lluny all\u00f2 que va fer possible el naixement de la filosofia a Occident, la necessitat de trobar el sentit racional de totes les coses<\/p>\n

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Tumisu. \/ Pixabay<\/figcaption><\/figure>\n

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

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.<\/span><\/div>\n
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Myriam Gallego Rodr\u00edguez<\/strong><\/a><\/div>\n
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El curr\u00edculum vigent, el de la LOMLOE<\/strong>, prioritza de manera absoluta l’enfocament competencial i psicoafectiu<\/strong> per sobre de qualsevol altre plantejament. Ens centrarem en aquest darrer.<\/p>\n

Per poc que un docent s’endinsi a la gola d’aquest nou curr\u00edculum i tracti de desxifrar-lo, n’advertir\u00e0 el seu car\u00e0cter prioritari.<\/p>\n

Aquesta aposta clara per all\u00f2 emocional acaba convertint les aules en gabinets de pseudo-psicologia improvisada en qu\u00e8 aviat els pupitres es veuran substitu\u00efts per divans. La conseq\u00fc\u00e8ncia immediata d’aquest deliri educatiu \u00e9s que el docent deixa de ser docent, \u00e9s a dir, deixa de banda la seva tasca principal per exercir-ne d’orientaci\u00f3 i fins i tot de ter\u00e0pia.<\/p>\n

En una entrevista concedida a Noam Chomsky<\/strong>, aquest afirma que apel\u00b7lar constantment a les emocions afebleix la nostra capacitat de pensar, de desafiar, d’inventar\u2026 \u00c9s exactament el contrari del que (l’educaci\u00f3) hauria de ser<\/em>.<\/p>\n

Per a aquest pensador nord-americ\u00e0 hi ha dues maneres radicalment oposades d’entendre l’educaci\u00f3, la que ens arriba des de la Il\u00b7lustraci\u00f3, que t\u00e9 com a objectiu adquirir coneixement i desenvolupar la ment, i una altra que \u00e9s b\u00e0sicament adoctrinament<\/strong> i contro<\/strong>l. Per a la segona, l’escola ha de ser una instituci\u00f3 que s’ocupi d’evitar un exc\u00e9s de democr\u00e0cia, perqu\u00e8 una joventut massa lliure i independent \u00e9s una joventut cr\u00edtica, que pensa per si mateixa, que investiga, crea, desafia i q\u00fcestiona l’autoritat; el contrari, pel que sembla, del que es pret\u00e9n, ja que del que es tracta \u00e9s que l’alumne es conformi, es resigni i superi les adversitats per mitj\u00e0 de l’acceptaci\u00f3, evitant sigui com sigui la confrontaci\u00f3. Ara en diuen resili\u00e8ncia<\/strong>.<\/p>\n

\u00c9s a trav\u00e9s de l’emoci\u00f3 visceral que s\u2019aconsegueixen subjectes obedients als quals mostrar el cam\u00ed.<\/p>\n

Si apel\u00b7lem cont\u00ednuament a l’emoci\u00f3<\/strong> passem de preguntar-nos qu\u00e8 \u00e9s aix\u00f2 a nom\u00e9s preguntar-nos com ens afecta o, en el pitjor dels casos, a no preguntar-nos res. \u00c9s a dir, hem passat de preguntar-nos per la realitat objectiva i anal\u00edtica, a centrar-nos exclusivament en la subjectivitat<\/strong>, la que ens obre la porta de bat a bat al regne de l’opini\u00f3 i la ignor\u00e0ncia. Progressem adequadament, ja estem una mica m\u00e9s a prop de la felicitat.<\/p>\n

Es \u00abconvida\u00bb l’alumne a exhibir di\u00e0riament i a cada moment els seus sentiments, per\u00f2 a m\u00e9s sota la premissa que no tots els sentiments s\u00f3n igualment v\u00e0lids, de manera que el que es produeix \u00e9s una dictadura de les emocions en qu\u00e8 si no et mostres feli\u00e7 i alegre \u00e9s perqu\u00e8 hi ha alguna cosa no encaixa i, paradoxalment, la manera d\u2019aconseguir aquesta felicitat absoluta \u00e9s la ignor\u00e0ncia. No oblidem que l’objectiu de l’educaci\u00f3 ja no \u00e9s que els alumnes aprenguin, sin\u00f3 que es \u00abcreguin\u00bb feli\u00e7os.<\/p>\n

Aquest modus operandi castiga especialment els alumnes les habilitats socials dels quals no s\u00f3n les can\u00f2niques, \u00e9s a dir, aquells que no responen al perfil preestablert. No \u00e9s el mateix exposar els sentiments per a alg\u00fa extravertit que per alg\u00fa introvertit. No sembla dif\u00edcil imaginar el que suposa per a un parlar del que sent, que el que li suposa a un altre. L’altre ha de superar la seva introversi\u00f3, ja que aquesta no \u00e9s vista com una cosa positiva, mentre que l’un ja ha arribat a la casella d’arribada abans fins i tot de comen\u00e7ar la partida. Exposar els teus sentiments quan no tens problemes \u00e9s f\u00e0cil, per\u00f2 obligar alg\u00fa a exposar-los quan se’n tenen alguns, sense que qui ho faci sigui un professional de la psicologia \u00e9s si m\u00e9s no arriscat, \u00e9s com si tinguessis una lesi\u00f3 a la cama i en lloc de acudir al traumat\u00f2leg, acud\u00eds al despatx d’un professor. La gesti\u00f3 dels sentiments i de les emocions no correspon al professorat, \u00e9s un intrusisme for\u00e7at amb la finalitat de fer cada cop m\u00e9s intel\u00b7lectualment febles als nostres joves.<\/p>\n

Si els continguts, paraula avui tab\u00fa, ja no s\u00f3n l’important, de quina manera els alumnes podran aprendre a gestionar les seves emocions, quan s\u00f3n precisament els coneixements que adquirim al llarg de la vida la millor eina per superar les adversitats del nostre dia a dia?<\/p>\n

Que l’\u00e9sser hum\u00e0 \u00e9s una barreja d’emoci\u00f3 i de ra\u00f3 ho sabem i que l’ideal \u00e9s l’equilibri entre l’animal i la m\u00e0quina tamb\u00e9. El que aconseguim prioritzant el desenvolupament psicoafectiu \u00e9s desequilibrar la balan\u00e7a i decantar-la cap a la part m\u00e9s animal i, per tant, domesticable.<\/p>\n

No es tracta de ser racionalitat pura i convertir-nos en m\u00e0quines, per\u00f2 tampoc de ser pur instint, perqu\u00e8 com ens adverteix Chomsky aix\u00f2 suposaria la p\u00e8rdua de les nostres capacitats intel\u00b7lectuals.<\/p>\n

Queda lluny all\u00f2 que va fer possible el naixement de la filosofia a Occident, la necessitat de trobar el sentit racional<\/strong> de totes les coses.<\/p>\n<\/div>\n

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Refer\u00e8ncies:<\/h6>\n

(6) Es el momento de ense\u00f1ar a los ni\u00f1os a entender el mundo. Noam Chomsky, ling\u00fcista y profesor – YouTube<\/a><\/p>\n

Noam Chomsky y Lawrence Krauss debaten sobre la educaci\u00f3n (youtube.com)<\/a><\/p>\n

EL PROP\u00d3SITO DE LA EDUCACI\u00d3N – Por Noam Chomsky (youtube.com)<\/a><\/p>\n

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

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

El curr\u00edculum vigent, el de la LOMLOE, prioritza de manera absoluta l’enfocament competencial i psicoafectiu per sobre de qualsevol altre plantejament. Ens centrarem en aquest darrer. Per poc que un docent s’endinsi a la gola d’aquest nou curr\u00edculum i tracti de desxifrar-lo, n’advertir\u00e0 el seu car\u00e0cter prioritari.<\/p>\n","protected":false},"author":4,"featured_media":16846,"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":[1167,1169,1159,1170,1168],"class_list":["post-16870","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-emocio","tag-enfocament-competencial","tag-enfocament-psicoafectiu","tag-noam-chomsky-ca","tag-subjectivitat"],"yoast_head":"\nL'enfocament psicoafectiu - 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\/lenfocament-psicoafectiu\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"L'enfocament psicoafectiu - Educational Evidence\" \/>\n<meta property=\"og:description\" content=\"El curr\u00edculum vigent, el de la LOMLOE, prioritza de manera absoluta l'enfocament competencial i psicoafectiu per sobre de qualsevol altre plantejament. 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