{"id":36735,"date":"2026-09-22T08:39:02","date_gmt":"2026-09-22T06:39:02","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=36735"},"modified":"2026-09-22T08:41:32","modified_gmt":"2026-09-22T06:41:32","slug":"an-education-system-without-qualities","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/en\/an-education-system-without-qualities\/","title":{"rendered":"An education system without qualities"},"content":{"rendered":"

Image created using AI.<\/p>\n

 <\/p>\n

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

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

 <\/p>\n

Xavier Mass\u00f3<\/strong><\/a><\/p>\n

 <\/p>\n

Like the literary character Ulrich<\/strong>, our education system is without qualities, although, to be sure, in a far more prosaic and sordid sense than the protagonist of the immortal novel by R. Musil.<\/p>\n

Ulrich is indeed The Man Without Qualities<\/em><\/a>, but his lack of them stems neither from ignorance nor from any supposed lack of mettle, personality or virtues\u2014he has all these in abundance\u2014but from his clear-sighted perception of the futility of a society whose pretensions to transcendence can rest only on its own charade and its penchant for frivolity and the glorification of the banal<\/strong>. Ulrich’s lack of qualities lies in his detachment from those of a society that deprives him of the possibility of regarding them as such.<\/p>\n

In the case of our education system, by contrast, its lack of qualities is the result of adopting farce as a guiding principle, the insubstantiality of which has gradually stripped it of them until farce itself has become its sole foundation stone. This unbroken exaltation of frivolity<\/strong> has displaced category with anecdote, substance with accident. And if everything consists of anecdotes without categories, accidents without substance, predicates without subjects, or exceptions without rules, then none of these is anything at all, simply because there is no possible frame of reference. An anecdote is only an anecdote if it points to a category, just as an exception can only be an exception if there is a rule it violates. There may be no rule without an exception, but there can be no exception without a rule.<\/p>\n

The point is that, in the absence of a frame of reference<\/strong>, all that remains is undifferentiated sameness, making discernment impossible by suppressing difference: the only possible form of equality that encompasses equality de jure<\/em> and equality de facto<\/em>, equality in law and equality in fact. Fichtean philosophical idealism in its fully totalitarian form, the very thing that inspires the wet dream of its pedagogical avatar<\/strong>. And if, to paraphrase Hegel, mutatis mutandis<\/em>, all cats are grey at night, and we want them to remain so, then let us prevent the dawn from breaking. With the light, with clarity, differences would emerge that we do not wish to recognise; more than that, that we deny.<\/p>\n

This has been the guiding principle that has obsessively driven more than three decades of educational reforms, over the course of which every hint of grading, assessment, comparison or standardisation has been banished with ever greater zeal, beginning with the abolition of the categories that make any of this possible. What we have today is an education system completely emptied of content, incapable of establishing any category that could provide a basis for differentiation and comparison, not even within what ought to be its own conceptual framework: an education system without qualities<\/strong>, faithful to itself and its egalitarian tenets, which has plunged us into an unprecedented educational crisis.<\/p>\n

This progressive emptying-out of categories, educational frames of reference and bodies of knowledge has unfolded in parallel with the trajectory of the hegemonic pedagogical discourse, culminating in its apotheosis as pedagogism\u2014that is, the elevation of pedagogy to the status of the Sancta Sanctorum<\/em> of the educational altar, as the alpha and omega of all possible education, leaving knowledge and its contents stripped of any qualities of their own, relegated to a subsidiary role and subject to being \u201cpedagogised\u201d insofar as they are subordinated to the new pedagogical discourse, now itself a metadiscourse, which confers this new subordinate status upon them. A genuine epistemological aberration<\/strong>.<\/p>\n

In this way, we have moved from pedagogy conceived as an auxiliary discipline, originally phenomenic and epagogical, which studied education and drew reflections and proposals concerning formative experience from the study of that experience itself, to a purported a priori<\/em> science that imposes its yoke on the teaching of subjects and content it knows nothing about. In other words, we have moved from proposing and suggesting \u201chow to teach\u201d to dictating \u201cwhat should be taught, what should not, and how\u201d, so that everything conforms to the \u201chow\u201d, which is the answer generated in advance of the question it is supposed to answer: the dictatorship of method<\/strong>. And if we are to have socio-emotional mathematics, even at the cost of wrecking mathematics, then so be it. Everything else is secondary. This is pedagogism, nothing more and nothing less.<\/p>\n

And since all cats are grey at night and we cannot prevent dawn from breaking, let us behave as though it were not breaking, as though we were living in a perpetual night of pretence and farce. The persuasive power of the performative is formidable when it is exercised from the fringes of power. But precisely now, after having attained dominion over the educational night, pedagogism has a problem: the irritating rays of light that penetrate from outside through the cracks that are appearing ever more frequently in the decrepit, unlit building over which it presides; beams of light that, for a few moments, illuminate a reality that appears morbidly pale, sickly and colourless, and defenceless after such prolonged \u201cexposure\u201d to darkness.<\/p>\n

This is precisely what happens when the results of the PISA assessments come out\u2014and, to a much lesser extent, those of TIMSS, PIRLS and PIAAC\u2014which cause panic among the pedagocrats and the politicians who have empowered them. Because PISA does indeed put us face to face with other countries, but also, and above all, confronts us with ourselves<\/strong>.<\/p>\n

But let us pause here, because this is no trivial matter. The scant attention paid to tests such as TIMSS and PIRLS is a clear sign of ignorance and of just how little education matters to the leading figures of home-grown pedagogism<\/strong>. Both tests are taken by 9- and 10-year-old pupils in primary school: TIMSS covers mathematics and science; PIRLS covers reading comprehension. The most alarming thing is not that they go largely unnoticed because, by now, everyone knows that nothing is done in primary school, but, far worse, that this has come to be accepted as normal. And this is very serious, because TIMSS and PIRLS are far from being an inconsequential prelude to PISA. Quite the opposite: TIMSS and PIRLS detect a malaise that, six years later, PISA confirms is still there, now aggravated, with no effective action having been taken to eradicate it. What PISA tells us is that we still lack skills that were not acquired when they should have been, and that the failure to consolidate them has prevented subsequent skills from being acquired; just as one cannot learn to multiply without first learning to add and subtract.<\/p>\n

Ultimately, if we ignore TIMSS and PIRLS and then are shocked by the PISA results<\/strong>, it is because we have understood nothing or do not want to understand it: the results of all these assessments\u2014including the PIAAC<\/strong> for the adult population\u2014should not be interpreted synchronically, as is being done, but diachronically, as a learning process that cannot be understood unless we see it as a succession of stages, each deriving its meaning from the place it occupies within the process, and each needing to be mastered and consolidated before the next can be reached; like a staircase in which each step makes it possible to reach the next.<\/p>\n

That said, these and other international assessments may be criticised as much as one likes, no doubt with well-founded and weighty arguments in some cases. But while here we persist with \u201cridicules\u201d instead of curricula<\/strong>, with no internal or external tests or examinations, with blanket passes and automatic promotion from year to year, and with comparisons banned in the unhealthy hope of keeping our true colours hidden, these international tests are all we have; they are the material proof, the evidence that the seams of our education system are bursting and its failings are being laid bare.<\/p>\n

It happens once every three years and lasts a few weeks. Then oblivion. It could be worse; it might never happen at all. That is what they are waiting for: for society to stop worrying and for silence, indifference and the feigned night to return as soon as possible. It may happen very soon. An education system without qualities does not bode well for a future society endowed with them.<\/p>\n

\n

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

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

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