{"id":25119,"date":"2025-02-21T09:35:18","date_gmt":"2025-02-21T08:35:18","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=25119"},"modified":"2025-02-21T09:35:32","modified_gmt":"2025-02-21T08:35:32","slug":"portans-el-teu-projecte","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/portans-el-teu-projecte\/","title":{"rendered":"\u201cPorta\u2019ns el teu projecte\u201d"},"content":{"rendered":"

\u201cPorta\u2019ns el teu projecte\u201d<\/h1>\n
\"\"
Paulino Garagorri va ser deixeble de Jos\u00e9 Ortega i Gasset (a la imatge, retratat per Joaqu\u00edn Sorolla el 1918). \/ Wikimedia<\/figcaption><\/figure>\n

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

\"\"<\/p>\n

 <\/p>\n

Andreu Navarra<\/strong><\/a><\/p>\n

 <\/p>\n

Desembre de 1957. Paulino Garagorri<\/strong>, deixeble de Jos\u00e9 Ortega i Gasset<\/strong>, estava pronunciant una confer\u00e8ncia a l’Aula de Cultura de la Facultat de Ci\u00e8ncies Pol\u00edtiques i Econ\u00f2miques de la Universitat de Madrid, i va dir el seg\u00fcent: \u201cLa doc\u00e8ncia consisteix a transmetre el saber adquirit per generacions antecedents, a seleccionar el que en aquest saber hi hagi de m\u00e9s consolidat i reconegut en la disciplina de qu\u00e8 s’estigui tractant; per\u00f2, en ser fidel a aquest raonable imperatiu, l’ensenyament s’at\u00e9 amb una prefer\u00e8ncia gaireb\u00e9 exclusiva a les q\u00fcestions que han aconseguit un tractament si no definitiu, almenys en vies d’anar-se convertint en indiscutit\u201d (Introducci\u00f3n a Ortega, Alianza, 1970, p\u00e0g. 174<\/em>).<\/p>\n

Garagorri estava intentant explicar la difer\u00e8ncia entre els sistemes de creences i els sistemes d’idee<\/strong>s, aix\u00ed com tamb\u00e9 intentava desenvolupar el funcionament de les generacions hist\u00f2riques, una de les bases del pensament del seu mestre. I \u00e9s aqu\u00ed on podr\u00edem comen\u00e7ar a fer-nos preguntes, com ara les seg\u00fcents: Qu\u00e8 passaria si en lloc de transmetre el saber cient\u00edfic consolidat ens limit\u00e9ssim a assenyalar que les creences actuals s\u00f3n naturals i inamovibles, permetent nom\u00e9s una selecci\u00f3 tancada d’identitats i actituds? Qu\u00e8 passaria si redu\u00edssim el nostre sistema educatiu a un receptari de camins laborals i habilitats concretes? O, fins i tot: Qu\u00e8 passaria si bas\u00e9ssim les nostres pol\u00edtiques educatives en la disgregaci\u00f3 de les disciplines, \u00e9s a dir, les mat\u00e8ries o les assignatures?<\/p>\n

Passaria el que estem veient actualment: no hi ha res a ensenyar, nom\u00e9s cal acompanyar i bressolar identitats que no es contrasten amb cap llegat d’experi\u00e8ncies anteriors. Identitats autoconfirmades que cauen en una laxitud programada, mig invencible. No hi ha generacions, no hi ha passat, no hi ha res a transmetre, ja que no hi ha res a impugnar: redu\u00efm l’educaci\u00f3 a sumes d’est\u00edmuls puntuals i de reactivitat emotiva. La creen\u00e7a fonamental del nostre temps \u00e9s l\u2019automatisme<\/strong>.<\/p>\n

La sorpresa \u00e9s el cansament que provoca aquesta nova naturalesa de la ren\u00fancia. Passegem un projecte fins que es marceix, i en aquell moment ja no sabem qu\u00e8 hem de fer. Es buiden les aules, es buiden les biblioteques, queden desertes les convocat\u00f2ries de feina. La societat entra en un estat de misteriosa laxitud: on tot s’hi val, ja no val la pena intentar res. No es pot protestar contra abstraccions<\/strong>, ja no hi ha res a negociar contra les veus totals de la IA-cr\u00e0cia financera. Tothom arriba a pensar de si mateix que \u00e9s un \u00e9sser escadusser, un obstacle per a l’optimitzaci\u00f3 social. Sent persones no afegim cap valor a cap transacci\u00f3.<\/p>\n

Garagorri tamb\u00e9 ens va parlar (el 1957!) d’un m\u00f3n on els especialistes no tenien idees generals, i on l’alumnat no tenia idees concretes. Sense sistematicitat a la base, sense globalitat a la c\u00faspide, la societat naufraga perqu\u00e8 docents i discents parlen idiomes totalment diferents, mentre que la gram\u00e0tica dogm\u00e0tica \u00e9s, ineludiblement, la de l’automatisme financer, la que ve de fora i no la veiem.<\/p>\n

Quan llegia aquestes reflexions sobre la naturalesa del coneixement i la possibilitat de contrastar-lo i convertir-lo en una idea evolutiva, fins i tot en una idea revolucion\u00e0ria, no podia deixar de pensar en molts estudis de postgrau o m\u00e0ster dels que he tingut not\u00edcia. Com hi havia moltes hores per omplir, la majoria de professors optaven pel \u201cPorta’ns el teu projecte<\/strong>\u201d. Les activitats acad\u00e8miques queden redu\u00efdes a assemblees disperses, queden redu\u00efdes a grups de suport mutu, on es d\u00f3na per descomptat que patim problemes o que en som v\u00edctimes.<\/p>\n

En un m\u00f3n sense t\u00e8cniques transmissibles, sense oficis ni llegats de disciplines consolidades, nom\u00e9s disposem de presentismes o de milit\u00e0ncies epid\u00e8rmiques. Es prenen les idees m\u00e9s c\u00f2modes del receptari i ens hi refugiem, contra les altres. El docent calla i s’aparta, nom\u00e9s fa de coach<\/em> o pseudopsic\u00f2leg positiu. El \u201cprojecte\u201d sembla que avan\u00e7a per\u00f2 en realitat substitueix el \u201ccomprom\u00eds\u201d, la necessitat de partir de les seguretats pr\u00e8vies per avan\u00e7ar de veritat, fora de la bombolla mental inicial, \u00e9s a dir, la identitat pr\u00edstina i infantil que persegueixen les nostres reformes educatives.<\/p>\n

Formem part de la primera generaci\u00f3 occidental que opta per apartar-se i callar<\/strong>. Per\u00f2 no perqu\u00e8 creixin els projectes personals, sin\u00f3 precisament per impedir-ho, per manca de reg, fomentant la desinformaci\u00f3 i premiant la laxitud, perqu\u00e8 ens imposin receptaris des de fora poders subtils que ens estimulen a canvi de molts diners. Com m\u00e9s diners, m\u00e9s est\u00edmul, m\u00e9s experi\u00e8ncies. Se’ns diu: \u201cPorteu-nos el vostre projecte, porteu-nos la vostra vida\u201d. No tenim res a aportar-te, jove. Tot ha esdevingut vivencial perqu\u00e8 no hi ha res emmagatzemat que puguem entendre. Se’ns vol creatius per\u00f2 no informats<\/strong>. Se’ns diu que no hi ha res de qu\u00e8 informar-nos, ning\u00fa no ens explica que el coneixement \u00e9s una informaci\u00f3 estructurada, \u00e9s a dir, filtrada. Som la primera generaci\u00f3 que deixa lliure i sense discussi\u00f3 la reproducci\u00f3 autom\u00e0tica dels poders previs.<\/p>\n

\n

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

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

Garagorri estava intentant explicar la difer\u00e8ncia entre els sistemes de creences i els sistemes d’idees, aix\u00ed com tamb\u00e9 intentava desenvolupar el funcionament de les generacions hist\u00f2riques, una de les bases del pensament del seu mestre. I \u00e9s aqu\u00ed on podr\u00edem comen\u00e7ar a fer-nos preguntes.<\/p>\n","protected":false},"author":4,"featured_media":25126,"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":[2579,2578,2324],"class_list":["post-25119","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-automatisme","tag-jose-ortega-i-gasset","tag-paulino-garagorri-ca"],"yoast_head":"\n\u201cPorta\u2019ns el teu projecte\u201d - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Garagorri estava intentant explicar la difer\u00e8ncia entre els sistemes de creences i els sistemes d'idees, aix\u00ed com tamb\u00e9 intentava desenvolupar el funcionament de les generacions hist\u00f2riques, una de les bases del pensament del seu mestre. 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