Andreu Navarra<\/strong><\/a><\/p>\n <\/p>\n
Alberto Torres Blandina<\/strong> is a teacher of literature and creative writing, He has written eight novels, three children’s books, and two poetry collections. His latest work, El arte de educar est\u00fapidos<\/em> (Barlin Libros), where he reflects on the processes of teaching and learning, as well as the liquid world in which we are destined to navigate as adults and adolescents.<\/p>\n <\/p>\n
The inevitable first question: how did the idea for El arte de educar est\u00fapidos<\/em> come about? If I\u2019m not mistaken, this is your first foray into essay writing.<\/strong><\/p>\nDuring a trip to Iceland to explore their educational system, I was struck by how vastly different it was from Spain\u2019s. I witnessed seven-year-olds in a cooking class working with knives and open flames. Naturally, I asked the teacher if accidents ever happened. He replied, \u201cYes, of course\u201d. Curious, I asked, \u201cAnd what do the parents say?\u201d He looked puzzled. \u201cAren\u2019t you afraid of being sued?\u201d I pressed on. His confusion deepened: \u201cWhy would they sue us? If children work with fire, they might get burned now and then, right?\u201d<\/p>\n
Such questions made perfect sense in an overprotective country like Spain, where even upper secondary students aren\u2019t allowed to leave school premises unaccompanied, lest something happen. But in Iceland, my queries seemed absurd. This cultural \u201clost in translation\u201d moment gave me much to think about.<\/p>\n
“This mindset undermines responsibility, autonomy, creativity, entrepreneurship, and maturity”<\/p><\/blockquote>\n
This wasn\u2019t the only experience, as I recount in the book, that surprised me. What these situations had in common was a reliance on trust and responsibility over overprotection and distrust. Later, as I researched other systems, it became evident that while the Spanish education system has its merits, it also has significant flaws. Chief among these is an implicit, unspoken assumption\u2014reflected in legislation, parental attitudes, and even school leadership\u2014that children and adolescents are incapable and therefore must be constantly supervised. This mindset undermines responsibility, autonomy, creativity, entrepreneurship, and maturity. It\u2019s evident in university students whose parents still fill out their enrolment forms.<\/p>\n
I decided to write the book because I believe we\u2019re overlooking the fact that good intentions don\u2019t always lead to good outcomes. By trying to make life easier for young people, we inadvertently make them dependent and less resourceful. I subscribe to Plato\u2019s view that people act wrongly out of ignorance (yes, I\u2019m an optimist by nature\u2014and by considerable effort, ha!). Above all, I wanted this to be an accessible essay, not an academic one\u2014a book that tackles difficult topics in a straightforward, engaging way, inviting readers to join the debate. I shy away from academicism in my writing, though not in my reading, as I find it somewhat elitist.<\/p>\n
You write: \u201cIt feels as though there\u2019s a Big Brother watching everything, compelling teachers to self-censor and administrators to act as censors, creating rifts in the educational community\u201d<\/em> (p. 28). Is this true?<\/strong><\/p>\nYes, it\u2019s symptomatic of a culture of extreme overprotection\u2014a near-pathological climate\u2014that pervades everything. It\u2019s a peculiarly Spanish (or perhaps Mediterranean) mindset: a mother feels guilty if she can\u2019t breastfeed or is judged harshly if she chooses not to; parents do their children\u2019s homework and pressure teachers to pass them to spare them the trauma of failure. If a student climbs over the school fence to leave (in Iceland, schools don\u2019t have fences), parents sue the school, as if teachers were security guards rather than educators. School administrators closely monitor teachers\u2019 actions to pre-empt complaints, for fear that mentioning Darwin might upset a Catholic student, leading to parental outrage.<\/p>\n
“We fail to realise that we\u2019re obsessed with shielding children from the very experiences that help them grow, understand the world, confront challenges, reflect, and manage negative emotions”<\/p><\/blockquote>\n
We fail to realise that we\u2019re obsessed with shielding children from the very experiences that help them grow, understand the world, confront challenges, reflect, and manage negative emotions. The consequences are inevitable. It\u2019s reminiscent of a story about Europeans who built a well in an African village to spare women a three-kilometre trek. The women, however, were devastated, as fetching water together was their only respite from a deeply patriarchal society. Good intentions can sometimes lead to bad outcomes.<\/p>\n
The subtitle of your book is \u201cA Sociological Critique to Restore Trust in Education\u201d.<\/em> Is this the key to your approach? Could you elaborate on it?<\/strong><\/p>\nI think the title itself, El arte de educar est\u00fapidos,<\/em> is an ironic jab at how the system educates young people as though they were fools. Yet, I firmly believe they\u2019re not. Take, for example, the so-called \u201csnowflake generation\u201d. They\u2019re the ones who took to the streets to clear mud after the recent Valencia floods, which says a great deal about how society has misjudged them.<\/p>\n![\"\"](\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2025\/01\/Torres-int-1-169x300.jpg\")
El arte de educar est\u00fapidos,<\/em> is an ironic jab at how the system educates young people as though they were fools \/ Photo: courtesy of the author.<\/figcaption><\/figure>\nI aim to write positively. While much of the book critiques the education system as a reflection of an overprotective, Disneyfied, and capitalist society\u2014where parents see themselves as customers entitled to have opinions on everything. And where the lack of work-life balance leads to compensation through complaints against those who educate your children. This is further compounded by a societal moment of cultural warfare and the discrediting of reason and science.<\/p>\n
After the critique, the book\u2019s final section provides practical ways to instigate change, if not on a global scale (which is difficult for now, we can only open the debate in the short term), then at least in our own lives, in our approach as parents, and in our classrooms if we are educators.<\/p>\n
\u201cParents distrust teachers\u201d (p. 28). Can you expand on that?<\/strong><\/p>\nThe book identifies four layers of distrust in the education system: adults\u2019 distrust of minors; parents\u2019 distrust of teachers; legislators\u2019 and school administrators\u2019 distrust of educators; and ultimately, students\u2019 distrust of themselves. If no one trusts your abilities, how could you trust yourself?<\/p>\n
\u201cBetween an objective fact and hearsay, most people will choose the hearsay if it reinforces their biases\u201d<\/em><\/strong> (p. 54). What can be done about this?<\/strong><\/p>\nIndividualism has led to a distrust of science\u2014seen in movements like anti-vaxxers, flat-earthers, and religious extremism. At its core, it reflects a distrust of humanity, which has painstakingly worked together for centuries to achieve scientific and technological progress. Algorithms on social media exacerbate this by creating echo chambers that reinforce even the most absurd beliefs. Consequently, people no longer seek truth but rather validation for their chosen \u201ctruth.\u201d A glance at the state of modern media confirms this. News outlets no longer prioritise truth but instead cater to their audience\u2019s preconceptions. A FOX presenter once admitted: \u201cWe knew it was a lie, but our viewers didn\u2019t want it to be, so we said it was true\u201d.<\/p>\n
“Individualism has led to a distrust of science\u2014seen in movements like anti-vaxxers, flat-earthers, and religious extremism”<\/p><\/blockquote>\n
How would you improve Spain\u2019s state education system? What changes are most urgent, and where would you begin?<\/strong><\/p>\nThe frustrating part is that everyone knows what needs to be done, even the least informed among us. What\u2019s infuriating is that it doesn\u2019t happen because there\u2019s no political will. First, we need a bipartisan agreement on an education law that doesn\u2019t change every five years. Second, reduce bureaucracy, which stems from the distrust we discussed earlier and wastes teachers\u2019 time on paperwork instead of teaching. Third, lower student-teacher ratios and hire more specialists, particularly for inclusion. Integration without resources is meaningless. Lastly, focus on trust and empowerment, not overprotection and distrust\u2014the theme of my book.<\/p>\n
Your previous book was not a conventional novel. Allow me to take a brief step back to April, when you published\u00a0Tierra<\/em> (Candaya). What is this work? Could you explain it briefly?<\/strong><\/p>\nTierra<\/em>\u00a0is a project I began during a writers\u2019 residency in South Korea. Over several years, I engaged in conversations with people from more than a hundred countries, discussing their lives and those of their families to uncover the \u201cmicrohistory\u201d of the world\u2014the stories of those who never make it into history books. From the construction of the Berlin Wall to the COVID pandemic, the book explores how families from diverse nations, cultures, and religions experience the weight of History firsthand: wars, political upheavals, technological revolutions, shifting fashions, groundbreaking ideas. It\u2019s a book about recent history as told by those whom history typically overlooks.<\/p>\nWhat are you currently writing? Will it be more similar to\u00a0El arte<\/em>\u2026 or to\u00a0Tierra<\/em>?<\/strong><\/p>\nAt the moment, I\u2019m revising an essay on Spanish literature titled Las malas obras<\/em>\u00a0(The Bad Works<\/em>). It\u2019s based on the idea that great works of art are often considered \u201cbad\u201d by their contemporaries, either because they don\u2019t align with the prevailing ethics, aesthetics, or politics of their time. The essay examines how such works embraced the future, often facing misunderstanding and rejection in their own era.<\/p>\nIn addition, I\u2019ve just finished a children\u2019s novel titled Mundo f\u00e1bula\u00a0(Fable World).<\/em> Both projects are currently seeking publishers\u2014so if any editor happens to read this, feel free to get in touch, ha!<\/p>\n
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