{"id":27574,"date":"2025-05-08T08:42:25","date_gmt":"2025-05-08T06:42:25","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=27574"},"modified":"2025-05-08T08:43:02","modified_gmt":"2025-05-08T06:43:02","slug":"a-newspeak-to-seduce-and-colonise-the-school","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/en\/a-newspeak-to-seduce-and-colonise-the-school\/","title":{"rendered":"A Newspeak to seduce and colonise the school"},"content":{"rendered":"

A Newspeak to seduce and colonise the school<\/h1>\n
\"\"
In little more than three decades, an artificial lexicon has been imposed upon teachers \u2014 one that has nothing to do with the vocabulary of our mother tongue. \/ Image: IA_GROK.<\/figcaption><\/figure>\n

License Creative Commons <\/a><\/p>\n

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

 <\/p>\n

Santiago Garc\u00eda Tirado<\/strong><\/p>\n

 <\/p>\n

Consider this:<\/strong> you will be told that exercises are not the same as tasks, that you must focus on \u201cknowledges\u201d rather than impose content, and that you should help pupils construct their own learning. Yet beware of anything too theoretical \u2014 pupils must consolidate competencies, which are, of course, to be demonstrated through practical application. Every bit of your planning must be framed within the DUA (Universal Design for Learning); you must ensure your practices are sufficiently inclusive, that the attention you give is personalised, and that no one is left behind \u2014 not those diagnosed with TEA (Autism Spectrum Disorder), TDAH (Attention Deficit Hyperactivity Disorder), Asperger\u2019s, or dyslexia. But by all means, raise such cases in your CCP (Teaching Coordination Committee), or consider revising the ROFs, if you\u2019re from the Basque Country; the NOFCs in Catalonia or the NOCs, in Madrid (Rules on Organisation and Coexistence). Always employ \u201cfriendly\u201d forms of teaching, such as socio-affective mathematics, and above all, remember: your strategies, your lesson planning, your hours invested in project-based learning, and every other methodology will only make sense if they are appropriately aligned with a particular learner exit profile.<\/p>\n

Think on all this<\/strong>. Reread the paragraph as many times as you need. Underline it, then try reciting it aloud. Use the appropriate intonation, enunciate clearly. If, after this little ritual, you haven\u2019t blushed \u2014 if you\u2019re still able to assign it any semblance of coherent meaning, and even believe that what you\u2019ve just read is Spanish \u2014 then we regret to inform you that you are mistaken. What has happened is that you have internalised a form of Newspeak, accepted it \u2014 perhaps without even realising \u2014 and in the realm of education, that is no cause for celebration.<\/p>\n

In little more than three decades, an artificial lexicon has been imposed upon teachers \u2014 one that has nothing to do with the vocabulary of our mother tongue. In truth, it is a parasitic lexicon: it takes control and subordinates the rest of the language<\/strong> to its service. It has even been endowed with a set of organising rules \u2014 in other words, a grammar. The result is a Newspeak now flooding legislation, school documentation, and even the empty rhetoric of politicians and opinion-makers.<\/p>\n

As with all things that claim to come from the future, this pedagogical Newspeak plays its trump card: seduction and rupture. It is a sophisticated, pseudo-scientific<\/strong> language, though we must not forget that, above all, it is artificial. It has been manufactured \u2014 and not by friendly hands. To naturalise expressions from this invading language in our everyday speech \u2014 terms like \u201cexit profile\u201d (an OECD requirement) \u2014 is neither intelligent nor respectful of our concept of education as a space for equality. The same goes for abstruse phrases such as \u201cplacing the pupil at the centre\u201d, \u201csocio-affective content\u201d, or the insufferable \u201clearning to learn\u201d. They sound cute, they suggest innovation, but they conceal a worldview that does not align with that of our natural language. Their worldview is one designed within neoliberal spheres, where the model citizen is docile labour \u2014 a seamless part of the great consumer mass that keeps the cycle running at peak performance.<\/p>\n

Once the faculties of Education had been colonised, this pedagogical Newspeak<\/strong> established itself what it is today: a lingua franca. Uncontested, assimilated by politicians, propagated by pedagogues, accepted by union negotiators, and in recent years, inoculated into the many thousands of teachers \u2014 in what has been a modern process of re-education. Thousands of well-meaning teachers have made every effort to internalise this language, and now it is firmly entrenched: short-circuiting any appeal to sensibility or common sense, and undermining what should, quite simply, be the teaching of a subject.<\/p>\n

G\u00fcnther Anders spoke of intellectuals who tend to armour themselves with opaque language: seductive figures whose knowledge is presented as esoteric \u2014 the problem being that it is often devoid of content. These are not sages, nor educators, but mistagogues<\/em> \u2014 guides who would lead us by the hand into mystery. And in the case of pedagogical Newspeak, that \u201cmystery\u201d is the brutal replacement of a democratic educational system<\/strong> by another whose aims are perverse. The only possible brake on this onslaught is our intelligence. Against this prefabricated, toxic language, we must demand to be addressed in natural language. Against mystifications and scams, we must deploy reason. It will take time to explain this to some \u2014 especially in these days when the faculties of Education have already been colonised \u2014 but we care deeply, and we are more than prepared to give everything we have to the task.<\/p>\n

\n

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

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

Consider this: you will be told that exercises are not the same as tasks, that you must focus on \u201cknowledges\u201d rather than impose content, and that you should help pupils construct their own learning. Yet beware of anything too theoretical \u2014 pupils must consolidate competencies, which are, of course, to be demonstrated through practical application. 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