Ram\u00f3n Espejo<\/strong>. A Senior Lecturer in the Department of English and North American Studies at the University of Seville, he articulates with uncommon clarity what is obvious to all in education yet seldom acknowledged: the breakdown of our national education system.<\/p>\nA specialist in American literature and theatre, his research has focused on authors such as Arthur Miller, Edward Albee, Tennessee Williams and Eugene O\u2019Neill, while also exploring the influence of North American theatre on the Spanish stage throughout the twentieth century.<\/p>\n
His most recent book, El laberinto educativo y el aprendizaje fake<\/em>, offers a critical analysis of the current state of the Spanish education system, amplifying the voices of teachers and professionals who face the daily realities of the classroom. This interview was, quite simply, indispensable for Educational Evidence<\/em>.<\/p>\n <\/p>\n
What prompted you to write El laberinto educativo y el aprendizaje fake<\/em>?<\/strong><\/p>\nI suppose it stemmed from a concern about the state of education\u2014and a desire to understand more clearly what is actually happening, and why. Unfortunately, it is a subject so polarised, politicised, and riddled with silences and manipulation that distinguishing truth from falsehood becomes extremely difficult. Personally, I have always felt that we often take the long way round to travel a very short distance\u2014like those costly studies that end up proving that 99% of people feel less hungry after eating. In this case, the most reliable way to discover what is really going on was simply to ask those who are there every day, on the front lines. That is exactly what I did: I asked, and I asked many. In the book, I share with readers what they told me.<\/p>\n
\u201cOn the surface, the parties seem to hold divergent views on education, yet in practice they agree on almost everything\u201d<\/p><\/blockquote>\n
In your book you mention that debates on education in Spain are clouded by political bickering and technical jargon. How does that affect the quality of teaching?<\/strong><\/p>\nIn my view, these are two very different issues. Political bickering, in reality, isn\u2019t genuine. That was one of the main findings of the book\u2014and something I never anticipated when I began writing it. On the surface, the parties seem to hold divergent views on education, yet in practice they agree on almost everything. Perhaps their motivations differ, but the education we have is precisely what politicians want us to have\u2014and I mean all<\/em> of them. They\u2019ve identified a handful of issues on which to disagree publicly, creating the illusion of difference, but it\u2019s all smoke and mirrors. Without an alternative educational model, there is little hope for improvement. We are exactly where they have led us\u2014and where they want us to be.<\/p>\nAs for the supposedly technical jargon, it is another kind of fa\u00e7ade\u2014what Javier Orrico, in the book\u2019s prologue, calls a trompe-l\u2019\u0153il<\/em>. It conceals the lack of rigour in that science without a scientific method that we call pedagogy, and it elevates to the status of experts those who merely express opinions and wishes, passing them off as unquestionable truths.<\/p>\nWhat do you mean by \u201cfake learning\u201d, and how does it manifest in today\u2019s classrooms?<\/strong><\/p>\nFamilies naturally assume that their children go to school to learn. Everything about the routine reinforces this belief. They wake early, pack their rucksacks, attend buildings that look like schools, complete homework, receive grades\u2014everything appears normal. Yet the reality is that pupils are learning less and less, if they are learning anything at all. Some may be entertained, a few may even pick up something, but the limited data we have point to an alarming decline in genuine learning. If, as \u00c1lvaro Marchesi once told me, we have the best education system in history, then why are pupils acquiring less knowledge and fewer skills? Countless activities, classes with English-sounding methodologies, hours spent in the classroom\u2014all of this should indicate learning is happening. It isn\u2019t. Like fake news, it looks one way, but sadly, it is another.<\/p>\n
\u201cIf, as \u00c1lvaro Marchesi once told me, we have the best education system in history, then why are pupils acquiring less knowledge and fewer skills?\u201d<\/p><\/blockquote>\n
What exactly is \u201cstudent-centred learning\u201d? And what scientific evidence supports it?<\/strong><\/p>\nIn my view, \u201cstudent-centred learning\u201d is just another empty buzzword\u2014one that claims pupils can learn independently, without teachers who possess real expertise in their subject. I don\u2019t know a single teacher who teaches for their own sake. We all work for our students. Some do so with genuine commitment, others simply to get by, but ultimately every teacher\u2014except perhaps the occasional egomaniac who enjoys the sound of their own voice\u2014has always placed the student at the centre. This has been true since teaching began.<\/p>\n
Pedagogues use the term \u201cstudent-centred learning\u201d\u2014a rather simplistic truism\u2014to discredit anything that challenges their ideological comfort zone. They dislike the idea of teachers actually teaching, and have attempted to dismantle it under the guise of \u201cstudent-centredness\u201d.<\/p>\n
As for scientific evidence, only around 10% of what is claimed to be \u201cscientific\u201d in education truly is. And that 10% does not, in fact, support most of what has recently been promoted as \u201cscientific\u201d\u2014including, notably, student-centred learning itself.<\/p>\n
What are the main consequences of this educational crisis for society at large?<\/strong><\/p>\nIt is a society growing increasingly hollow and superficial, lacking judgment, desperately consumerist, quick to believe anything, and obsessed with the here and now. A society in which addictions multiply exponentially, where the mobile phone has become the centre of our lives, and where many minds seem to collapse at the first encounter with an argument longer than two sentences. A society of young people pre-loaded with unhappiness and cynicism, in which little seems to matter because hope has been lost, and we no longer know who we are, where we are headed, or even where we might want to go.<\/p>\n
\u201cPedagogues use the term \u2018student-centred learning\u2019\u2014a rather simplistic truism\u2014to discredit anything that challenges their ideological comfort zone\u201d<\/p><\/blockquote>\n
How do bureaucracy and the imposition of new methodologies affect teachers\u2019 daily work?<\/strong><\/p>\nBureaucracy is yet another instrument of control\u2014and it\u2019s often used against teachers, to keep them in check. The mediocrity of the political class leads them to believe that stacks of completed paperwork mean the system is under control, when in reality it\u2019s completely out of control. The forms get filled in, but no one takes them seriously: those above don\u2019t care what they contain, and those of us below have learned to fill them out just to get by. Still, it\u2019s disheartening for teachers to waste their time on this instead of devoting it to far more meaningful tasks.<\/p>\n
As for methodologies, they are now at the very centre of the system. More than student-centred learning<\/em>, what we have is pedagogue-centred education<\/em>. It\u2019s the pedagogues\u2014and their whims\u2014who truly occupy the centre of the stage. For teachers who genuinely want to do their work well, that\u2019s profoundly demoralising and only accelerates the system\u2019s decline.<\/p>\nWhat measures do you consider essential to restore quality and critical thinking in state education?<\/strong><\/p>\nDialogue\u2014honest, genuine dialogue. There\u2019s a glaring lack of it, and above all, nobody listens to the educational community. Everything is decided behind closed doors, between politicians and their advisers, while no one seems interested in what actually happens in schools. It\u2019s hard to improve anything in life if we don\u2019t start by seeing reality as it is. In education, we live\u2014or rather, those in power live\u2014in a parallel world where everything is rosy. Until we take off our blinkers and saw things as they really are, nothing will improve.<\/p>\n
And those conversations should include only people who truly care about education. Those who think only of votes, careers, ideology, or social engineering should be excluded from any reform effort\u2014because they\u2019re the ones who have brought us here.<\/p>\n
\u201cIf civil society really knew what is happening in education, it would demand solutions\u201d<\/p><\/blockquote>\n
How can civil society help to improve the education system?<\/strong><\/p>\nIt\u2019s simple: if civil society truly knew what is happening in education, it would demand solutions. But for decades now, deliberate efforts have been made to keep it in the dark. I\u2019m referring to a responsible, civic-minded society. There\u2019s another kind\u2014the families who\u2019ve given up on educating their children and care only about owning the best car or the latest phone\u2014and we can expect very little from them.<\/p>\n
What would you say to young people studying within a system you consider to be in crisis?<\/strong><\/p>\nThat many of those who flatter them, who cheer them on, who make everything absurdly easy so that they \u201cdon\u2019t suffer\u201d, are doing them no favours at all. They\u2019re impostors, thinking only of themselves. The funny thing is, it hardly even needs saying\u2014many students already know it, or at least sense it.<\/p>\n
And what final message would you like to convey to readers concerned about the future of education?<\/strong><\/p>\nThat politicians and pedagogues won\u2019t be the ones to change anything\u2014and if they do, it will be only to deceive us further. Get involved. Demand accountability. Scrutinise what happens in your children\u2019s schools. Don\u2019t assume grades mean anything\u2014they\u2019re another great lie. Talk to your children; find out whether they\u2019re really learning, and what they\u2019re actually learning.<\/p>\n
I\u2019d love to end on a hopeful note, but I don\u2019t think the situation is hopeful. Too many powerful interests depend on keeping things as they are. In other countries, there are movements trying to halt the educational decline. Here too\u2014in regions like Catalonia and Valencia\u2014but they face formidable opposition. Exposing those interests may help. Defeating them is another matter altogether.<\/p>\n
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