{"id":31714,"date":"2025-12-02T08:41:22","date_gmt":"2025-12-02T07:41:22","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=31714"},"modified":"2025-12-02T08:41:35","modified_gmt":"2025-12-02T07:41:35","slug":"el-platonisme-del-sistema-educatiu","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/el-platonisme-del-sistema-educatiu\/","title":{"rendered":"El platonisme del sistema educatiu"},"content":{"rendered":"<p>Imagen:\u00a0 <a href=\"https:\/\/pixabay.com\/es\/users\/jjoyce1204-45408382\/?utm_source=link-attribution&amp;utm_medium=referral&amp;utm_campaign=image&amp;utm_content=8999898\">James Joyce<\/a> &#8211;\u00a0<a href=\"https:\/\/pixabay.com\/es\/\/?utm_source=link-attribution&amp;utm_medium=referral&amp;utm_campaign=image&amp;utm_content=8999898\">Pixabay<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><a style=\"display: inline-block;\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/deed.ca\" target=\"_blank\" rel=\"license noopener noreferrer\">Llic\u00e8ncia Creative Commons<img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/cc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/by.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nd.svg?ref=chooser-v1\" \/><\/a><\/p>\n<p><strong><img decoding=\"async\" class=\"alignleft wp-image-18242\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/06\/Alfonso-A.-Gracia-150x150.jpg\" alt=\"\" width=\"70\" height=\"70\" \/><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/x.com\/divanfilosofia\" target=\"_blank\" rel=\"noopener\"><strong>Alfonso A. Gracia G\u00f3mez<\/strong><\/a><\/p>\n<p>&nbsp;<\/p>\n<p>Dubto que el sistema educatiu hagi estat mai tan malalt de platonisme com ara. Aix\u00f2 pot resultar paradoxal si tenim en compte que tamb\u00e9 vivim en una mena d&#8217;edat daurada de l&#8217;empirocriticisme positivista. Per tot arreu es reivindica el presumpte fonament cient\u00edfic dels plans educatius, m\u00e9s preocupats per com les \u201cevid\u00e8ncies\u201d ens diuen suposadament <strong>com s&#8217;apr\u00e8n<\/strong>, que no pas en all\u00f2 que efectivament cal aprendre. Per qu\u00e8 tots els alumnes han de saber el mateix \u2013ens pregunta el pedagog\u2013 si no totes les persones tenen els mateixos interessos? Fem, doncs, aplec d&#8217;unes quantes metodologies i assegurem-nos que els nostres alumnes aprenen \u201cb\u00e9\u201d, amb independ\u00e8ncia de qu\u00e8 sigui el que (presumptament) aprenen tan \u201cb\u00e9\u201d.<\/p>\n<p>El resultat d\u2019aquesta mentalitat \u00e9s una pr\u00e0ctica que est\u00e0 abocada a <strong>menystenir els continguts per a centrar-se nom\u00e9s en les formes<\/strong>. La q\u00fcesti\u00f3 no \u00e9s si, de fet, se segueix ensenyant res. \u00c9s evident que tot ensenyar \u00e9s ensenyar \u201cquelcom\u201d, i que una cosa aix\u00ed com \u00a0ara \u201caprendre a aprendre\u201d \u00e9s una ficci\u00f3 redundant i rid\u00edcula; car tot aprendre no t\u00e9 cap altra finalitat que la de <em>seguir aprenent<\/em>. I aix\u00f2 \u00e9s especialment innegable quan ens referim a l\u2019ensenyament b\u00e0sic.<\/p>\n<p>La q\u00fcesti\u00f3 dels continguts, per tant, \u00e9s necess\u00e0riament una altra: es tracta d&#8217;una cosa que, en termes de Kant, no s&#8217;ent\u00e9n b\u00e9 per refer\u00e8ncia als interessos de les nostres pr\u00e0ctiques (en aquest cas educatives, ja que es tracta del que fem com a docents), sin\u00f3 en relaci\u00f3 amb les m\u00e0ximes que donen sentit als nostres actes. I aqu\u00ed \u00e9s justament on es troba el <strong>platonisme del nostre sistema educatiu<\/strong>: en aquesta obsessi\u00f3 absurda per la forma, que nom\u00e9s presta atenci\u00f3 al m\u00e8tode, a l&#8217;instrument, a l&#8217;objectiu, en detriment de tot all\u00f2 que t\u00e9 a veure amb el contingut, la pr\u00f2pia activitat i fins i tot el desig.<\/p>\n<p>Possiblement sigui a l&#8217;avaluaci\u00f3 on podem trobar m\u00e9s clarament exemplificada aquesta obsessi\u00f3 formalista. All\u00f2 que els capdavanters del reformisme pedag\u00f2gic anomenen \u201c<strong>avaluaci\u00f3<\/strong>\u201d s&#8217;ha convertit en l&#8217;actualitat en una mena de <em>Doppelg\u00e4nger<\/em>, una tipus de reflex metaf\u00edsic que, a la pr\u00e0ctica, no es preocupa per res que no sigui la formalitzaci\u00f3 exhaustiva del treball que el docent exerceix a la seva classe. Aix\u00f2 culmina en una perversi\u00f3: la conseq\u00fc\u00e8ncia (la justificaci\u00f3 del que s&#8217;ha fet a classe) es confon amb la causa (causa formal, que n\u2019hauria dit <strong>Arist\u00f2til<\/strong>).<\/p>\n<p>Se li d\u00f3na tanta import\u00e0ncia a reflectir tot el que es fa, el que s&#8217;ha fet i el que es far\u00e0 \u2013que quedi la m\u00e9s absoluta const\u00e0ncia dels \u00abcom\u00bb d&#8217;aquest presumpte \u201cproc\u00e9s\u201d que amb pedanteria ampul\u00b7losa anomenen \u201c<strong>proc\u00e9s d&#8217;ensenyament-aprenentatge<\/strong>\u201d\u2013, que a un li ve de vegades al cap la pregunta si no seria m\u00e9s c\u00f2mode enregistrar directament les classes. Al cap i a la fi, no sembla sin\u00f3 que aquest sigui l&#8217;ideal de la burocr\u00e0cia pedag\u00f2gica, destinada a desgranar el que podria estar suposat i convertir aix\u00ed en \u201cdada\u201d (i, per tant, en objectiu) qualsevol possible indici de la cada vegada m\u00e9s sospitosa subjectivitat del docent.<\/p>\n<p>Aix\u00ed, la nostra praxi docent resulta estar no solament dirigida, sin\u00f3 tamb\u00e9 coaccionada per aquesta exig\u00e8ncia d&#8217;objectivitat que la reduplica innecess\u00e0riament en dos \u00e0mbits de realitat alhora dependents: d&#8217;una banda, els fets, el ser; de l&#8217;altra, la seva explicaci\u00f3, l\u2019haver de ser. Com a conseq\u00fc\u00e8ncia, juntament amb el saber hem eliminat de les aules tot possible espai de subjectivitat. I en aquesta obertura de la nostra experi\u00e8ncia a una ontologia que multiplica per dos tota entitat, s&#8217;hi observa fins a quin punt el pedagog pren per veritable realitat la \u201cforma\u201d, l\u2019haver de ser, que \u00e9s el que se signa, consigna i sacralitza a la burocr\u00e0cia cada cop m\u00e9s ingent: la \u201cidea\u201d pedag\u00f2gica, el m\u00e8tode, l&#8217;objectiu.<\/p>\n<p>El que <em>de facto<\/em> es fa a l&#8217;aula mai no \u00e9s un \u201cen si\u201d per al pedagog, i per aix\u00f2 se sorpr\u00e8n amb arrog\u00e0ncia davant afirmacions trivials com ara que \u201cels ex\u00e0mens nom\u00e9s avaluen la capacitat de fer ex\u00e0mens\u201d. I quina altra cosa haurien d\u2019avaluar? Aqu\u00ed la seva resposta a una pregunta que ning\u00fa li ha plantejat: la \u201ccompet\u00e8ncia\u201d i el \u201cperfil de sortida\u201d. De quina altra manera hauria d\u2019entendre el neoplat\u00f2nic pedagogista el proc\u00e9s avaluatiu sin\u00f3 com el cam\u00ed d&#8217;aproximaci\u00f3 a un suposat ideal susceptible de ser estipulat per endavant?<\/p>\n<p>Aix\u00ed, darrere del pret\u00e8s bonisme caracter\u00edstic dels <strong>corrents pedag\u00f2gics contemporanis<\/strong>, el que realment hi ha \u00e9s una pres\u00f3 de <strong>formalisme antisubjectivista<\/strong>, que no reconeix l&#8217;exist\u00e8ncia de res que tingui a veure amb el desig del docent (per ensenyar) ni de l&#8217;alumne (per aprendre). Igual que <strong>per a Sant Agust\u00ed no existia el mal<\/strong>, sin\u00f3 que els nostres actes ens acostaven m\u00e9s o menys a la divina Veritat, aix\u00ed <strong>per al pedagog no hi ha \u201cmals\u201d alumnes<\/strong>, sin\u00f3 m\u00e9s o menys allunyats d&#8217;un ideal al qual for\u00e7osament els hem d&#8217;aproximar. Tanmateix, aquest alumne que pret\u00e9n haver situat al \u201ccentre\u201d del sistema educatiu ni tan sols \u00e9s l&#8217;alumne real, ja que aquest no s&#8217;ent\u00e9n sin\u00f3 com un \u201creflex\u201d, una \u201cc\u00f2pia\u201d defectuosa de l&#8217;ideal descrit per l&#8217;embolic pseudote\u00f2ric dels objectius, les compet\u00e8ncies clau i els instruments d&#8217;aprenentatge: la m\u00e9s refinada xerrameca \u201ctecnol\u00f2gica\u201d posada al servei dels fetitxismes religiosos de tota la vida.<\/p>\n<p>Com a corol\u00b7lari, obligats com estem per la m\u00e0xima de \u201cfer competent a l&#8217;alumne\u201d, ni al professor se li permet que ensenyi, que \u00e9s el que el converteix en professor, ni a l&#8217;alumne, per tant, que aprengui, que \u00e9s all\u00f2 que veritablement el convertiria en un alumne. En el millor dels casos, els docents i els alumnes estem obligats a ensenyar, els uns, i aprendre, els altres, <em>malgrat les circumst\u00e0ncies<\/em>, condicionats per un error ontol\u00f2gic que, segons sembla, a la majoria dels professionals del sistema educatiu els resulta completament indiferent, tot i les conseq\u00fc\u00e8ncies catastr\u00f2fiques que se\u2019n desprenen: la principal de totes, que condemnem a la did\u00e0ctica a estar cada cop m\u00e9s subjugada a la presumpta <strong>ci\u00e8ncia pedag\u00f2gica<\/strong>, igual i en el mateix sentit que en un altre temps la filosofia es declarava serva de la teologia. A les facultats d&#8217;educaci\u00f3 haurien de provar a llegir <strong>Nietzsche<\/strong>. El problema \u00e9s que, despr\u00e9s d&#8217;aix\u00f2, no s\u00e9 si en quedaria cap dempeus.<\/p>\n<hr \/>\n<p>Font:\u00a0<strong>educational EVIDENCE<\/strong><\/p>\n<p>Drets:\u00a0<strong>Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Dubto que el sistema educatiu hagi estat mai tan malalt de platonisme com ara. Aix\u00f2 pot resultar paradoxal si tenim en compte que tamb\u00e9 vivim en una mena d&#8217;edat daurada de l&#8217;empirocriticisme positivista. Per tot arreu es reivindica el presumpte fonament cient\u00edfic dels plans educatius, m\u00e9s preocupats per com les \u201cevid\u00e8ncies\u201d ens diuen suposadament com s&#8217;apr\u00e8n, que no pas en all\u00f2 que efectivament cal aprendre.<\/p>\n","protected":false},"author":4,"featured_media":31796,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[240],"tags":[3700,3699,3698,305],"class_list":["post-31714","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-corrents-pedagogics","tag-ensenyament-aprenentatge","tag-platonisme","tag-sistema-educatiu"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>El platonisme del sistema educatiu - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Dubto que el sistema educatiu hagi estat mai tan malalt de platonisme com ara. 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