{"id":21925,"date":"2024-11-14T10:11:32","date_gmt":"2024-11-14T09:11:32","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=21925"},"modified":"2024-11-19T09:41:50","modified_gmt":"2024-11-19T08:41:50","slug":"la-pedagogia-de-els-set-samurais","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-pedagogia-de-els-set-samurais\/","title":{"rendered":"La pedagogia de \u00abEls set samurais\u00bb"},"content":{"rendered":"

La pedagogia de \u00abEls set samurais\u00bb<\/h1>\n

El problema, precisament, \u00e9s que l\u2019entossudiment en impedir-los que evolucionin, que madurin<\/p>\n

\"\"
Cartell de la pel\u00b7l\u00edcula japonesa (detall) de 1954 per a la pel\u00b7l\u00edcula japonesa de 1954 Seven Samurai. \/ Wikimedia<\/a><\/figcaption><\/figure>\n

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

\"\"<\/strong><\/p>\n

 <\/p>\n

Xavier Mass\u00f3<\/strong><\/a><\/p>\n

 <\/p>\n

-Els nens, de vegades, s\u00f3n millors que els adults<\/em><\/strong><\/p>\n

-S\u00ed, quan se\u2019ls tracta com a adults<\/em><\/strong><\/p>\n

Aquest breu di\u00e0leg de la inoblidable pel\u00b7l\u00edcula \u00abEls set samurais<\/em>\u00bb (Akira Kurosava, 1957), evoca una vella idea d\u2019acord amb la qual la infantesa, i l\u2019adolesc\u00e8ncia<\/strong>, s\u00f3n etapes el sentit de les quals \u00e9s la preparaci\u00f3 per a la vida adulta<\/strong>. Per a esdevenir adult, en definitiva, no basta amb un cos morfol\u00f2gicament i biol\u00f2gicament adult, sin\u00f3 que cal haver recorregut un proc\u00e9s que consisteix en la preparaci\u00f3 per a ser-ho. Una meta no sempre f\u00e0cil d\u2019assolir. Un trajecte en qu\u00e8 s\u2019han d\u2019aprendre certes coses i passar per certes altres. Indefectiblement.<\/p>\n

Totes les societats humanes han tingut llurs respectius rituals inici\u00e0tics i de tr\u00e0nsit, que marquen simb\u00f2licament el \u00a0pas a la consideraci\u00f3 social d\u2019adult. Una condici\u00f3 suposa estar fornit d\u2019elements de criteri i autonomia moral suficients per a viure, orientar-se i interactuar socialment; intel\u00b7lectualment i emocionalment. Intel\u00b7lectualment, en all\u00f2 que correspon a l\u2019adquisici\u00f3 de coneixements i destreses, per a guanyar-se la vida professionalment i decidir lliurement qu\u00e8 se\u2019n vol fer; emocionalment, fornits ps\u00edquicament per a l\u2019assumpci\u00f3 de la pr\u00f2pia identitat i circumst\u00e0ncies en la interacci\u00f3 social i, en definitiva, a la vida. Altrament dit, que les coses no sempre s\u00f3n com ens agradaria que fossin<\/strong> i enfrontar-se a la frustraci\u00f3 \u00e9s tamb\u00e9 un aprenentatge. Com afirmava Hannah Arendt<\/strong>, la funci\u00f3 d\u2019un sistema educatiu \u00e9s ensenyar com \u00e9s el m\u00f3n, no l\u2019art de viure-hi. Aix\u00f2 \u00faltim ja ho decidir\u00e0 cadasc\u00fa d\u2019acord amb el seu propi criteri i lliure decisi\u00f3, sempre en funci\u00f3 de les circumst\u00e0ncies orteguianes indissolublement lligades al \u00abJo\u00bb<\/p>\n

En aquest sentit, la primera paradoxa de la pedagogia postmoderna<\/strong>, per no dir-ne ox\u00edmoron, seria que, com m\u00e9s teoritzacions hi hagi involucrades, m\u00e9s sembla que tot s\u2019encamini a preservar un estat ideal infantil, una mena d\u2019escola-bonsai, a\u00efllant els nens i els adolescents en una mena de bombolla que els protegeixi de qualsevol interfer\u00e8ncia de la vida adulta \u2013o el que \u00e9s el mateix, del m\u00f3n real-, per a la qual se suposa, d\u2019altra banda, que els haur\u00edem d\u2019estar preparant. Vaja, com si esdevenir adult fos el resultat d\u2019un proc\u00e9s exclusivament biol\u00f2gic. Ens esforcem perqu\u00e8 no s\u2019hagin d\u2019esfor\u00e7ar<\/strong>, ens afanyem perqu\u00e8 no experimentin cap mena d\u2019afany, i ens frustrem maldant per evitar que se sentint frustrats… Per\u00f2 res d\u2019aix\u00f2 no evitar\u00e0 que despr\u00e9s es trobin amb una societat que els requerir\u00e0 que s\u2019esforcin, ni en situacions que sovint defraudaran llurs expectatives, que nom\u00e9s \u00a0podran superar amb l\u2019enteresa adquirida d\u2019experi\u00e8ncies anteriors, que, si no s\u2019han viscut com aprenentatge, els situar\u00e0 en una posici\u00f3 de clara indefensi\u00f3. Ning\u00fa diu que no se\u2019ls hagi de protegir, sin\u00f3 que tamb\u00e9 se\u2019ls ha de preparar per all\u00f2 que es trobaran; no seran sempre nens sota la tutela adulta de pares, mestres, jutges.. En resum, no sempre seran menors d\u2019edat.<\/p>\n

En el rerefons de tot aix\u00f2 hi ha la famosa idea de Rousseau<\/strong>, segons la qual l\u2019home \u00e9s bo per naturalesa i talment neix, per\u00f2 la societat el perverteix. D\u2019acord amb aix\u00f2, es tendeix aleshores a veure el proc\u00e9s de conversi\u00f3 en adult com una p\u00e8rdua de la innoc\u00e8ncia natural. I es tendeix, tamb\u00e9, a veure aquestes etapes de tr\u00e0nsit com un fi en si mateixes, d\u2019una fais\u00f3 est\u00e0tica, \u00abfixista\u00bb, molt poc o no gens evolutiva. Vaja, un zero en dial\u00e8ctica. Des d\u2019aquesta perspectiva, l\u2019educaci\u00f3 i l\u2019escola tradicionals no serien sin\u00f3 un fingiment amanerat que reprimeix els impulsos de l\u2019individu i l\u2019aliena de la seva pr\u00f2pia naturalesa. Si, en canvi, permetem que brolli l\u2019instint natural, floriran arreu la bondat, l\u2019espontane\u00eftat i la creativitat innates a l\u2019esp\u00e8cie. Altrament dit: prohibit prohibir.<\/p>\n

Per\u00f2 si admetem que la societat humana \u00e9s com \u00e9s, malgrat que potser no ens agradi, aleshores cal admetre que no estem preparant les noves generacions per afrontar l\u2019escenari amb qu\u00e8, per m\u00e9s indesitjable i imperfecte que sigui, es trobaran quan accedeixin a la vida adulta. Llavors, \u00e9s clar: el que cal \u00e9s canviar la societat, i per a aconseguir-ho, cal primer canviar l\u2019individu; \u00e9s a dir, la forma com l\u2019eduquem. Nom\u00e9s aix\u00ed canviarem la societat. Certament, estem al davant d\u2019un \u00abpeterpanisme\u00bb d\u2019all\u00f2 m\u00e9s atrabiliari<\/strong>, s\u00ed, per\u00f2 aix\u00ed estan les coses i aquest \u00e9s el principi subjacent a tanta pedagogia \u00abnov\u00f2latra\u00bb i tanta imposici\u00f3 del m\u00e8tode sobre els continguts.<\/p>\n

Per\u00f2 aleshores, i vet aqu\u00ed la segona paradoxa<\/strong>, si la nova educaci\u00f3 consisteix en afavorir les manifestacions espont\u00e0nies i \u00abnaturals\u00bb de l\u2019individu, ens estem oblidant que tal vegada la condici\u00f3 \u00abnatural\u00bb humana no sigui com l\u2019hav\u00edem imaginada; i tampoc, \u00e9s clar, la nova societat on\u00edricament constru\u00efda. Per\u00f2 si l\u2019important \u00e9s l\u2019altura moral de les intencions, encara que no s\u2019adeq\u00fcin a la realitat, doncs no passa res: que la realitat no ens espatlli una bella teoria<\/strong>.<\/p>\n

Que l\u2019infant es comporti com a infant est\u00e0 b\u00e9 i \u00e9s d\u2019all\u00f2 m\u00e9s raonable que aix\u00ed sigui, i l\u2019adolescent com a adolescent. Per\u00f2 si oblidem que tamb\u00e9 s\u00f3n etapes de tr\u00e0nsit cap a la vida adulta, aleshores cal concloure que estem davant d\u2019una mistificaci\u00f3 grollera, d\u2019una irrealitat. I que a aquesta pedagogia li passa exactament el mateix que en amb la riota que es feia sobre la \u00abOJE\u00bb franquista i els trets grotescs amb qu\u00e8 s\u2019engarlandava. La pregunta era \u00abqu\u00e8 \u00e9s una cent\u00faria de la OJE?\u00bb; <\/em>i la resposta : \u00abnoranta-nou nens vestits d\u2019adults, i un adult vestit de gilipolles\u00bb<\/em>. Tots anaven vestits igual: \u00abcamisa azul<\/em>\u00bb, pantalons curts amb mitjons i boina de requet\u00e8… Mutatis mutandis<\/em>, en el nostre cas, uns nens impedits de madurar per culpa d\u2019uns adults que pensen com nens<\/strong>.<\/p>\n

Tothom estar\u00e0 d\u2019acord que un pilot d\u2019avi\u00f3 ha d\u2019estar preparat per a saber suportar situacions de tensi\u00f3; o un metge quan est\u00e0 operant. Per\u00f2 la preparaci\u00f3 per a suportar-les s\u2019adquireix a trav\u00e9s d\u2019un proc\u00e9s d\u2019aprenentatge en el qual hi ha involucrats i interrelacionats aspectes intel\u00b7lectuals \u2013de coneixements i destreses- com emocionals \u2013saber gestionar una situaci\u00f3-. I no sembla tampoc que les actuals tend\u00e8ncies cap al primacia de l\u2019educaci\u00f3 emocional vagin en aquesta l\u00ednia. Perqu\u00e8 la educaci\u00f3 emocional, o es fa des de la ra\u00f3 i la l\u00f2gica, o, simplement, consisteix en seguir els impulsos i volicions instintives. I aix\u00f2 els nens ja ho saben fer. I el que cal \u00e9s precisament que aprenguin a controlar-se i preparar-los per a la vida adulta. Si nom\u00e9s preparem els nens per a ser nens, per aquest viatge no fan falta albardes<\/strong>. Llevat, \u00e9s clar, que darrera d\u2019aquesta exaltaci\u00f3 de les emocions s\u2019estigui pretenent instrumentalitzar-les. Cosa que, per cert, tot tornant a l\u2019acudit d\u2019abans, \u00e9s el que es feia amb les joventuts feixistes i falangistes.<\/p>\n

Afortunadament, per\u00f2, i contra el que pot pensar aquesta pedagogia, \u00e9s veritat que molt sovint, com ens recordava Kurosava en aquesta obra mestra del cinema citada m\u00e9s amunt, quan se\u2019ls tracta com a adults, ensenyant-los a ser-ho tot sabent que encara no en s\u00f3n, precisament perqu\u00e8 \u00e9s el que estan aprenent a ser, els nens i els adolescents poden ser molt millors que molts adults; sobretot, que els adults que s\u2019entesten a tractar-los com a nens. El problema, precisament, \u00e9s que l\u2019entossudiment en impedir-los que evolucionin, que madurin.<\/p>\n

\n

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

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

Totes les societats humanes han tingut llurs respectius rituals inici\u00e0tics i de tr\u00e0nsit, que marquen simb\u00f2licament el \u00a0pas a la consideraci\u00f3 social d\u2019adult. Una condici\u00f3 suposa estar fornit d\u2019elements de criteri i autonomia moral suficients per a viure, orientar-se i interactuar socialment; intel\u00b7lectualment i emocionalment.<\/p>\n","protected":false},"author":4,"featured_media":21959,"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":[1334,2111,2110,2109],"class_list":["post-21925","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-esforc","tag-maduracio","tag-nens","tag-set-samurais"],"yoast_head":"\nLa pedagogia de \u00abEls set samurais\u00bb - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Totes les societats humanes han tingut llurs respectius rituals inici\u00e0tics i de tr\u00e0nsit, que marquen simb\u00f2licament el \u00a0pas a la consideraci\u00f3 social d\u2019adult. 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