{"id":18945,"date":"2024-09-06T08:40:34","date_gmt":"2024-09-06T06:40:34","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=18945"},"modified":"2024-09-06T08:43:14","modified_gmt":"2024-09-06T06:43:14","slug":"la-llei-del-maxim-esforc","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-llei-del-maxim-esforc\/","title":{"rendered":"La llei del m\u00e0xim esfor\u00e7"},"content":{"rendered":"

LA GRAN ESTAFA. Secci\u00f3 d\u2019opini\u00f3 a c\u00e0rrec de David Cerd\u00e0<\/span><\/p><\/blockquote>\n

 <\/p>\n

La llei del m\u00e0xim esfor\u00e7<\/h1>\n

L’\u00e9sser hum\u00e0 ha forjat el seu \u00e8xit evolutiu extraordinari en el m\u00e8rit i l’esfor\u00e7<\/p>\n

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

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

\"\"<\/p>\n

 <\/p>\n

David Cerd\u00e1<\/strong><\/a><\/p>\n

 <\/p>\n

La pol\u00e8mica sobre l’esfor\u00e7<\/strong> i la meritocr\u00e0cia<\/strong> \u00e9s inventada: cap autor i fins i tot cap persona seriosa suggereix que amb l’esfor\u00e7 n’hi ha prou i que no hi ha factors socioecon\u00f2mics i d’altres tipus que afecten els educands. Per\u00f2 una cosa \u00e9s segura: com m\u00e9s vulnerable, m\u00e9s dependr\u00e0 de l’esfor\u00e7 que pugui competir de tu a tu amb el pudent.<\/p>\n

He perdut el compte dels docents i suposats influencers<\/em> de l’educaci\u00f3 que juguen a propalar homes de palla amb all\u00f2 del m\u00e8rit i l’esfor\u00e7: a cada estad\u00edstica nova que sorgeix mostrant que l’aigua mulla (= que el nivell de renda est\u00e0 correlacionat amb l’exercici educatiu), carreguen contra la doble obvietat que el m\u00e8rit importa i que educar sense que l’educand s’esforci \u00e9s un impossible.<\/p>\n

La pol\u00e8mica, com de costum, \u00e9s inventada<\/strong>. No hi ha ni un sol autor seri\u00f3s i fins i tot mig seri\u00f3s \u2014i mirin que hi ha gent escrivint i\/o parlant sobre l’educaci\u00f3\u2014 que digui que amb l’esfor\u00e7 n’hi ha prou: que l’esfor\u00e7 ho \u00e9s tot. Ho s\u00e9 no perqu\u00e8 ho hagi escoltat o llegit tot (ning\u00fa ho ha fet), sin\u00f3 perqu\u00e8 en cada ocasi\u00f3 en qu\u00e8 em vaig trobar amb els que protesten d’aquell disbarat vaig demanar refer\u00e8ncies i no me’n van donar mai cap ni una. Eren peticions ret\u00f2riques, per descomptat: com dimonis alg\u00fa va a embrutar un paper escrivint una cosa aix\u00ed com \u00abl’esfor\u00e7 determina l’educaci\u00f3, sense que importin els altres factors?<\/p>\n

La presumpta pol\u00e8mica es fulmina amb una sola tesi: l’esfor\u00e7 \u00e9s una condici\u00f3 necess\u00e0ria, per\u00f2 no suficient per a educar-se<\/strong>. \u00c9s a dir, per descomptat que hi ha obstacles accidentals, socioecon\u00f2mics i fins i tot gen\u00e8tics, que poden ser molt dif\u00edcils per a que un alumne arribi a adquirir els coneixements imprescindibles i per tant a passar de curs (sense que aix\u00f2 \u00faltim sigui el que m\u00e9s importi). I no cal dir que una democr\u00e0cia que mereixi aquest nom ha de poder desbaratar la loteria gen\u00e8tica i socioecon\u00f2mica en la mesura del que \u00e9s humanament possible, perqu\u00e8 \u00e9s d’estricta just\u00edcia. Classes de refor\u00e7, tutories, atenci\u00f3 personalitzada a classe fins on es pugui: cal combatre tots aquests impediments, perqu\u00e8 \u00e9s el nostre deure, \u00e9s a dir, \u00e9s el mateix d’un sistema \u00e8tic, honorable.<\/p>\n

Dit aix\u00f2, cal afegir aix\u00f2 altre, que gaireb\u00e9 se sent: no es pot ensenyar a qui no vol aprendre<\/strong>, \u00e9s a dir, a qui no est\u00e0 disposat a esfor\u00e7ar-se. La des\u00eddia, aquesta tara del car\u00e0cter, i en all\u00f2 que supera la quantitat normal a certes edats \u2014l’adolesc\u00e8ncia ja sabem qu\u00e8 entranya\u2014, et treu del projecte d’educar-te. I al costat de totes les consideracions abans fetes cal afegir aquesta: \u00e9s un deure, i no nom\u00e9s un dret, aix\u00f2 d’educar-se<\/strong>. Els ho estem dient als educands? Ho senten a casa, que ells deuen alguna cosa a la seva societat i a la humanitat sencera, a aquest projecte, immediat i global, en qu\u00e8 estan immersos, ho s\u00e0piguen o no i els agradi o no els agradi? Sospito que entri mai i gaireb\u00e9 mai.<\/p>\n

Parlem, per\u00f2, i fins i tot l’extenuaci\u00f3 del deure dels professors de \u00abmotivar-los\u00bb. La veritat \u00e9s que aquest deure no existeix. El que inclou el deure del professor \u00e9s ser un gran professional del que \u00e9s seu<\/strong>, \u00e9s a dir, saber molt de la seva mat\u00e8ria i ser extraordin\u00e0riament capa\u00e7 de comunicar-la. T\u00e9 un deure de passi\u00f3 amb la seva disciplina, \u00e9s cert, i tamb\u00e9 ingents responsabilitats pel que fa al desenvolupament de la classe, l’objectivitat en les qualificacions, etc\u00e8tera. De manera que s\u00ed, ha de ser estimulant. Per\u00f2 ni pot ni s’ha d’encarregar de les ganes de l’educand. Si hi ha alguna cosa que pugui fer quant a les seves circumst\u00e0ncies, a m\u00e9s de mostrar comprensi\u00f3, ho haur\u00e0 de fer. Per\u00f2 la voluntat de l’alumne no pot accionar-la<\/strong>.<\/p>\n

La frase \u00abno hi ha mals alumnes, nom\u00e9s mals professors\u00bb nom\u00e9s la pot dir sense avergonyir-se alg\u00fa que no hagi fet mai classe, o qui, havent-les impartit, tingui el criteri arru\u00efnat per la ideologia. Hi ha alumnes dolents de solemnitat dels quals \u00e9s impossible fer carrera, senzillament perqu\u00e8 no es deixen. Dit amb la mateixa rotunditat, per\u00f2 des d’un altre angle: hi ha alumnes tan dolents que, per fer-ne carrera, hauries de descuidar la resta de la classe. Parlant d’injust\u00edcies: aquesta \u00e9s una de molt gran. Jo ja s\u00e9 que gaireb\u00e9 sempre hi ha circumst\u00e0ncies que poden explicar \u2014que no disculpar\u2014 qu\u00e8 els passa. Per\u00f2 resulta que hi ha xavals en iguals o pitjors condicions que amb el seu esfor\u00e7 tiren endavant. Als menors cal redoblar esfor\u00e7os, i ser generosos fins a l’extenuaci\u00f3 \u2014per\u00f2 no fins al rid\u00edcul\u2014 amb aquest tipus d’estudiants. Per\u00f2 qu\u00e8 passa quan fan divuit anys? Que, sigui el que sigui que van fer amb ells, la c\u00e0rrega de la responsabilitat va passant al seu platet a gran velocitat, perqu\u00e8 aix\u00ed \u00e9s la vida. El resultat \u00e9s de vegades un drama; per\u00f2 el m\u00f3n, com va dir Freud, no \u00e9s una escola bressol<\/strong>.<\/p>\n

Joan Manuel Serrat cantava que la veritat no \u00e9s trista, sin\u00f3 inevitable. L’esfor\u00e7 \u00e9s un poder\u00f3s motivador, i l’escola necess\u00e0riament ha d’entrenar el car\u00e0cter. No fem cap b\u00e9 rebaixant l’exig\u00e8ncia als estudiants: \u00e9s una \u2014cada cop menys\u2014 subtil forma de menyspreu. Empenyar-nos \u00e9s la via ineludible per a respectar-nos i sentir-nos capa\u00e7os. Com el psic\u00f2leg Albert Bandura<\/strong> va saber veure en els seus estudis sobre l’autoefic\u00e0cia<\/strong>, \u00e9s un element central de la nostra personalitat i aix\u00ed doncs de la nostra salut mental pensar i sentir que som causes importants del que ens passa. Si seguim, per exemple, inflant les notes (mitjana de batxillerat superior a 8, 27% el 2015, 43% el 2021; font: Ministeri d’Universitats) seguirem degradant l’exig\u00e8ncia i amb ella l’esfor\u00e7.<\/p>\n

L’\u00e9sser hum\u00e0 ha forjat el seu extraordinari \u00e8xit evolutiu en el m\u00e8rit i l’esfor\u00e7, malgrat el pes dels altres factors que fan pujar els mediocres, com ara el poder i els diners. Reconeguem quant podem fer perqu\u00e8 aquells factors virtuosos recuperin la seva preemin\u00e8ncia i serem en el cam\u00ed de revertir el declivi en curs.<\/p>\n

\n

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

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

La pol\u00e8mica sobre l’esfor\u00e7 i la meritocr\u00e0cia \u00e9s inventada: cap autor i fins i tot cap persona seriosa suggereix que amb l’esfor\u00e7 n’hi ha prou i que no hi ha factors socioecon\u00f2mics i d’altres tipus que afecten els educands. Per\u00f2 una cosa \u00e9s segura: com m\u00e9s vulnerable, m\u00e9s dependr\u00e0 de l’esfor\u00e7 que pugui competir de tu a tu amb el pudent.<\/p>\n","protected":false},"author":4,"featured_media":18939,"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":[1630,1334,1631,1629],"class_list":["post-18945","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-autoeficacia-ca","tag-esforc","tag-exigencia-ca","tag-meritocracia-ca"],"yoast_head":"\nLa llei del m\u00e0xim esfor\u00e7 - Educational Evidence<\/title>\n<meta name=\"description\" content=\"La pol\u00e8mica sobre l'esfor\u00e7 i la meritocr\u00e0cia \u00e9s inventada: cap autor i fins i tot cap persona seriosa suggereix que amb l'esfor\u00e7 n'hi ha prou i que no hi ha factors socioecon\u00f2mics i d'altres tipus que afecten els educands. 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