{"id":37022,"date":"2026-10-05T07:49:16","date_gmt":"2026-10-05T05:49:16","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=37022"},"modified":"2026-10-05T07:49:25","modified_gmt":"2026-10-05T05:49:25","slug":"no-hi-ha-educacio-sense-ambicio","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/no-hi-ha-educacio-sense-ambicio\/","title":{"rendered":"No hi ha educaci\u00f3 sense ambici\u00f3"},"content":{"rendered":"<p>Imatge creada per IA.<\/p>\n<p>&nbsp;<\/p>\n<blockquote><p><span style=\"color: #ffffff;\"><strong>LA GRAN ESTAFA. Secci\u00f3 d\u2019opini\u00f3 a c\u00e0rrec de David Cerd\u00e1<\/strong><\/span><\/p><\/blockquote>\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><img decoding=\"async\" class=\"alignleft wp-image-11480\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/11\/David-Cerda-oK-cuadrada-150x150.jpg\" alt=\"\" width=\"70\" height=\"70\" \/><\/p>\n<p>&nbsp;<\/p>\n<p class=\"mdp-avatar-title\"><strong><span style=\"color: #0000ff;\"><a style=\"color: #0000ff;\" href=\"https:\/\/www.davidcerda.es\/\" target=\"_blank\" rel=\"noopener\">David Cerd\u00e1<\/a><\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Si hi ha una paraula que ha desaparegut sospitosament del vocabulari educatiu \u00e9s aquesta: <strong>ambici\u00f3<\/strong>. De \u00abmotivaci\u00f3\u00bb, \u00abempoderament\u00bb o \u00abempleabilitat\u00bb anem ben servits, per\u00f2 ambicionar \u2014saber m\u00e9s, arribar m\u00e9s lluny, dominar el que \u00e9s ardu, deixar de ser el que un \u00e9s per convertir-se en alg\u00fa millor\u2014 \u00e9s un verb que ha deixat de conjugar-se. Tot i aix\u00f2, l&#8217;educaci\u00f3, sense ambici\u00f3, es queda en gaireb\u00e9 res. <em>Ambitio <\/em>ve d<em>&#8216;ambire<\/em>: anar al voltant, rec\u00f3rrer, anar d&#8217;aqu\u00ed cap all\u00e0 a la recerca d&#8217;alguna cosa; aix\u00ed en deien els romans al tr\u00e0fec de qui recorria la ciutat sol\u00b7licitant vots i honors. Abans de convertir-se en pecat, l&#8217;ambici\u00f3 va ser literalment moviment cap a all\u00f2 que no es t\u00e9. Una <strong>educaci\u00f3 ambiciosa<\/strong> consisteix exactament en aix\u00f2: posar alg\u00fa en moviment cap a <strong>la seva possibilitat m\u00e9s elevada<\/strong>.<\/p>\n<p>Hi ha una crueltat de l&#8217;exig\u00e8ncia, quan s&#8217;exigeix \u200b\u200bl\u2019impossible o s&#8217;abandona a qui no arriba. Per\u00f2 tamb\u00e9 hi ha una <strong>crueltat de la condescend\u00e8ncia<\/strong>, m\u00e9s presentable perqu\u00e8 es disfressa d&#8217;empatia. Consisteix a rebaixar el llist\u00f3 mentre un es felicita per ser tan sensible. La veritat \u00e9s que al vulnerable cal donar-li m\u00e9s, no menys. M\u00e9s professors, m\u00e9s temps, m\u00e9s beques, millors aules, llibres, refor\u00e7, orientaci\u00f3, tranquil\u00b7litat material, el que calgui; per\u00f2 tamb\u00e9 cal exigir-li. El fill d&#8217;una fam\u00edlia culta i acomodada sobreviur\u00e0 a una escola mediocre -a casa ser\u00e0 suplementat en tot-, no aix\u00ed qui ve del que <strong>Montero Glez.<\/strong> anomena la part de baix del tobogan de la vida. Facturar el vulnerable al mercat laboral amb un t\u00edtol que certifica coneixements que ning\u00fa va tenir el valor d&#8217;exigir-li no \u00e9s inclusi\u00f3, sin\u00f3 estafa; la condescend\u00e8ncia amb el desafavorit \u00e9s <strong>classisme de piruleta<\/strong>. Pel vulnerable, l&#8217;aprovat regalat \u00e9s un pagar\u00e9 de mis\u00e8ria.<\/p>\n<p>L&#8217;ambici\u00f3 \u00e9s, doncs, un deure docent. Qui ensenya contrau una obligaci\u00f3 peculiar: prendre&#8217;s seriosament les possibilitats de l&#8217;altre. De vegades aix\u00f2 vol dir acompanyar, repetir, buscar un altre cam\u00ed o concedir m\u00e9s temps; d&#8217;altres, dir &#8220;aix\u00f2 encara no est\u00e0 b\u00e9&#8221; i tornar l&#8217;exercici o suspendre. Hi ha una noblesa espec\u00edfica a negar-se a baixar els est\u00e0ndards. El professor que exigeix \u200b\u200braonablement i es nega a aquest abaixament en funci\u00f3 de l&#8217;origen social sap el que es fa. El mar\u00e7 de 1794 i pocs dies abans de morir, <strong>Condorcet escriu a la seva filla<\/strong>: \u00abSi el teu esperit no s&#8217;ha format, est\u00e8s, fortificat per estudis met\u00f2dics\u00bb, acabaran imposant-se la fatiga i \u00abl&#8217;avorriment de la teva pr\u00f2pia mediocritat\u00bb. Aqu\u00ed t\u00e9 el lector tres verbs que no prometen comoditat. Condorcet creia a m\u00e9s a m\u00e9s en la perfectibilitat humana i entenia l&#8217;educaci\u00f3 com l&#8217;instrument per emancipar-nos progressivament de la ignor\u00e0ncia. No s\u00e9 en quin moment vam decidir que aquesta confian\u00e7a en les possibilitats humanes, consubstancial a l&#8217;educaci\u00f3 veritablement republicana, era inhumanament agressiva.<\/p>\n<p>Una part d&#8217;aquesta ambici\u00f3 t\u00e9 a veure amb la feina a qu\u00e8 es pot aspirar. A <em>Stand and Deliver<\/em>, <strong>Jaime Escalante<\/strong> s&#8217;entesta a ensenyar c\u00e0lcul avan\u00e7at a uns alumnes llatins d&#8217;un institut pobre de <em>Los \u00c1ngeles<\/em>. El que \u00e9s interessant no \u00e9s el conegut missatge <em>hollywoodi\u00e0<\/em> de superaci\u00f3; \u00e9s la premissa moral: el seu origen no autoritza el professor a esperar-ne menys. Ara b\u00e9, si la nostra ambici\u00f3 se circumscriu a l&#8217;ocupabilitat, no honrem el nostre ofici. Condorcet assenyala que la nostra missi\u00f3 \u00e9s doble, t\u00e8cnica i moral: formar una for\u00e7a laboral competent i ciutadans il\u00b7lustrats. <strong>John Stuart Mill<\/strong> insisteix igualment que la universitat no ha de fabricar simplement advocats, metges o enginyers, sin\u00f3 \u00e9ssers humans capa\u00e7os i cultes, preparats per combatre fal\u00b7l\u00e0cies, buscar la veritat i formar judicis propis. Aquesta \u00e9s l&#8217;altra cara de l&#8217;ambici\u00f3, i potser la seva porci\u00f3 m\u00e9s gran: que l&#8217;electricista sigui m\u00e9s que electricista, la metgessa m\u00e9s que metgessa i l&#8217;enginyer una mica m\u00e9s que enginyer. Que s\u00e0piguen obtenir informaci\u00f3 a la xarxa sense ser abdu\u00efts, <strong>gaudir de Bach o de Gald\u00f3s<\/strong> si aix\u00ed els plau, detectar una mentida estad\u00edstica, entendre un aspecte profund de la trag\u00e8dia humana, discutir sense repetir <em>mantras<\/em> i participar assenyadament en la vida comuna. Les escoles, els instituts i les universitats s\u00f3n molt m\u00e9s que ag\u00e8ncies per a la capacitaci\u00f3 dels recursos humans.<\/p>\n<p><strong>Reivindiquem una escola ambiciosa<\/strong>. Ambiciosa primerament amb si mateixa: que reclami diners, estabilitat, bons professors, autoritat, temps i tots els mitjans que necessita. I ambiciosa immediatament despr\u00e9s amb els alumnes, perqu\u00e8 seria obsc\u00e8 reclamar molt per oferir-los poc. No hi ha contradicci\u00f3 entre tenir cura i exigir; en educaci\u00f3, la cura veritable inclou l&#8217;exig\u00e8ncia. Tampoc no s&#8217;enfronten la igualtat i l&#8217;excel\u00b7l\u00e8ncia; l&#8217;excel\u00b7l\u00e8ncia que s&#8217;ent\u00e9n reservada al ric \u00e9s precisament una f\u00e0brica de desigualtat. Tornem a apostar per joves intel\u00b7lectuals i sentimentalment robusts, c\u00edvicament concernits i armats amb la paraula i els coneixements per ser \u00e9ssers humans plens. Estem a temps de trocar l\u2019esbala\u00efment post-PISA pel retorn al nostre oblidat ideal civilitzator. Un ideal no \u00e9s una utopia; \u00e9s un far imprescindible. \u00abL&#8217;abast de l&#8217;home ha d&#8217;excedir all\u00f2 que pot agafar\u00bb, escriu <strong>Robert Browning<\/strong> al seu poema <em>Andrea del Sarto<\/em>, \u00absi no, \u00bfper a qu\u00e8 existeix el cel?\u00bb.<\/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>Si hi ha una paraula que ha desaparegut sospitosament del vocabulari educatiu \u00e9s aquesta: ambici\u00f3. De \u00abmotivaci\u00f3\u00bb, \u00abempoderament\u00bb o \u00abempleabilitat\u00bb anem ben servits, per\u00f2 ambicionar \u2014saber m\u00e9s, arribar m\u00e9s lluny, dominar el que \u00e9s ardu, deixar de ser el que un \u00e9s per convertir-se en alg\u00fa millor\u2014 \u00e9s un verb que ha deixat de conjugar-se.<\/p>\n","protected":false},"author":4,"featured_media":36859,"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":[245],"tags":[4830,4831],"class_list":["post-37022","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-portada-ca","tag-ambicio","tag-educacio-ambiciosa"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>No hi ha educaci\u00f3 sense ambici\u00f3 - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Si hi ha una paraula que ha desaparegut sospitosament del vocabulari educatiu \u00e9s aquesta: ambici\u00f3. 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