{"id":18456,"date":"2024-06-24T13:02:37","date_gmt":"2024-06-24T11:02:37","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=18456"},"modified":"2024-06-24T13:03:33","modified_gmt":"2024-06-24T11:03:33","slug":"la-filosofia-i-les-competencies-son-critics-els-professors-de-filosofia","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-filosofia-i-les-competencies-son-critics-els-professors-de-filosofia\/","title":{"rendered":"La filosofia i les compet\u00e8ncies. Son cr\u00edtics els professors de Filosofia?"},"content":{"rendered":"

La filosofia i les compet\u00e8ncies. Son cr\u00edtics els professors de Filosofia?<\/h1>\n
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Imatge generada mitjan\u00e7ant IA\u00a0<\/span><\/figcaption><\/figure>\n

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

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 <\/p>\n

Alfonso A. Gracia G\u00f3mez<\/strong><\/a><\/p>\n

 <\/p>\n

La filosofia<\/strong> travessa moments dif\u00edcils al m\u00f3n acad\u00e8mic. Dos factors clau en tenen la culpa, tots dos promoguts pels principals adalils de la pedagogia cientificista actual, \u00e9s a dir: d’una banda, la puerilitzaci\u00f3 de l’individu<\/strong>, que ha convertit tot all\u00f2 acad\u00e8mic en productor de subjectivitats ing\u00e8nues i febles (i per aix\u00f2 f\u00e0cilment adoctrinables); i, de l’altra, el dogma competencialista<\/strong>, que advoca per la prescindibilitat de tot coneixement que no siga f\u00e0cil i directament aplicable. En aquest article dedicarem unes paraules a aquest dogma, en particular volem reflexionar sobre la import\u00e0ncia que els docents, especialment els que tenim una formaci\u00f3 human\u00edstica, fem el possible per evitar caure en les seues pernicioses il\u00b7lusions.<\/p>\n

I \u00e9s que, encara hui, em trobe companys\/es que, davant la p\u00e8rdua d’hores docents que pateixen les nostres assignatures (em centrar\u00e9 ac\u00ed en la mat\u00e8ria de Filosofia), reaccionen pujant al carro de les compet\u00e8ncies, en lloc de reclamar la paraula que ens ha sigut furtada. Argumenten per aquest motiu que “la nostra assignatura sempre ha sigut competencial”, la qual cosa \u00e9s una manera de dir que la Filosofia \u00e9s l’assignatura que haurien de privilegiar les actuals lleis pedag\u00f2giques, el contingut de les quals \u00e9s ignominiosament antiintel\u00b7lectualista. Aix\u00f2, per una banda, \u00e9s una evident ingenu\u00eftat (no donaran m\u00e9s hores a la Filosofia perqu\u00e8 ens posem al servei de pol\u00edtics i pedagogs); i, de l’altra, constitueix una baixada de pantalons en tota regla, si no una oberta tra\u00efci\u00f3 al coneixement (especialment al coneixement filos\u00f2fic), aix\u00ed com a l\u2019inter\u00e8s d\u2019una classe social \u2013la dels pobres, la obrera\u2013, els interessos de la qual depenen directament de la seua possibilitat d\u2019assolir-lo.<\/p>\n

Argumenten els meus companys competencialistes<\/strong> \u2013segur que amb la millor de les intencions\u2013 el fet constatable que a Batxillerat s’analitzen fragments filos\u00f2fics, cosa que \u00e9s una tasca perfectament af\u00ed a all\u00f2 que les elits econ\u00f2miques (no els fil\u00f2sofs, ni tan sols els pedagogs) han definit com a \u201ccompet\u00e8ncia\u201d: conjunt de coneixements, habilitats i destreses que permeten realitzar una activitat o tasca de manera adequada i sistem\u00e0tica. Tot i aix\u00f2, en donar per v\u00e0lida aquesta definici\u00f3, obliden que, a la pr\u00e0ctica, l’objecte del gir competencialista que ha patit l’educaci\u00f3 en els \u00faltims anys ha tingut un enemic com\u00fa, que no \u00e9s altre que l’estudi memor\u00edstic, el qual, d\u2019una banda, s’oposa a la comprensi\u00f3, i de l’altra, es comparat amb l’acte fisiol\u00f2gic de vomitar. Aix\u00f2 nom\u00e9s pot conduir a la conclusi\u00f3 a la qual hem arribat de facto<\/em>: el menyspreu absolut, i el conseq\u00fcent descuit, dels continguts de les distintes assignatures.<\/p>\n

Nom\u00e9s cal fer una ullada als diferents desenvolupaments curriculars de les actuals mat\u00e8ries del Batxillerat<\/strong> per adonar-se de qu\u00e8 poc s’hi respecta tot el que t\u00e9 a veure amb el coneixement. I, tanmateix: no \u00e9s en realitat imprescindible haver memoritzat un bon nombre de conceptes, fins i tot de dades aparentment f\u00fatils, per aconseguir entendre en profunditat aquest tipus de textos, aparentment \u201ccompetencials\u201d, dels quals presumeixen alguns dels meus companys de c\u00e0tedra?<\/p>\n

Al meu parer, pretendre que l’assignatura de Filosofia guanye les hores que ens estan robant, aprofitant per aix\u00f2 el “riu regirat” de les reformes legislatives, \u00e9s caure en aquests prejudicis constructivistes rancis que nom\u00e9s serveixen per allunyar l’alumnat del coneixement. I aix\u00f2 \u00e9s el pitjor que podem fer com a fil\u00f2sofs. Per aquest motiu demane als meus col\u00b7legues honestedat, capacitat de reflexi\u00f3 i comprom\u00eds pol\u00edtic amb el nostre alumnat; en suma, que siguen veritables representants d’aquest “esperit cr\u00edtic<\/strong>” que ens exigeix \u200b\u200bla Llei… Per\u00f2 aix\u00f2 implica que ens neguem rotundament a acceptar els dogmes d’una disciplina pseudocient\u00edfica i antifilos\u00f2fica com \u00e9s la pedagogia contempor\u00e0nia<\/strong>. El contrari no \u00e9s res m\u00e9s que fer pol\u00edtica en el pitjor dels sentits, \u00e9s a dir, com a demag\u00f2gia. Personalment, em negue a considerar com a representant de la Filosofia tot aquell que accepte entregar-se de forma cega i encegadora a aquest tipus de menesters, imprescindibles d\u2019altra banda per legitimar el marc ideol\u00f2gic des del qual les institucions \u2013no ho oblidem mai\u2013 faran tot el possible per destruir all\u00f2 que som: subjectes de saber.<\/p>\n

\n

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

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

La filosofia i les compet\u00e8ncies. Son cr\u00edtics els professors de Filosofia? Llic\u00e8ncia Creative Commons   Alfonso A. Gracia G\u00f3mez   La filosofia travessa moments dif\u00edcils al m\u00f3n acad\u00e8mic. Dos factors clau en tenen la culpa, tots dos promoguts pels principals adalils de la pedagogia cientificista actual, \u00e9s a dir: d’una banda, la puerilitzaci\u00f3 de l’individu, […]<\/p>\n","protected":false},"author":4,"featured_media":18449,"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":[1519,302,317],"class_list":["post-18456","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-critica","tag-filosofia-ca","tag-professors"],"yoast_head":"\nLa filosofia i les compet\u00e8ncies. 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