{"id":37680,"date":"2026-11-09T08:49:41","date_gmt":"2026-11-09T07:49:41","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=37680"},"modified":"2026-11-09T08:53:05","modified_gmt":"2026-11-09T07:53:05","slug":"who-has-excised-beauty","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/en\/who-has-excised-beauty\/","title":{"rendered":"Who Has Excised Beauty?"},"content":{"rendered":"<p><a href=\"https:\/\/pixabay.com\/es\/users\/cp17-1035078\/?utm_source=link-attribution&amp;utm_medium=referral&amp;utm_campaign=image&amp;utm_content=7104041\">Cyril<\/a> \/ <a href=\"https:\/\/pixabay.com\/es\/?utm_source=link-attribution&amp;utm_medium=referral&amp;utm_campaign=image&amp;utm_content=7104041\">Pixabay<\/a><\/p>\n<blockquote><p>&nbsp;<\/p>\n<p><span style=\"color: #ffffff;\"><strong>THE GREAT SCAM. Opinion column by 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.en\" target=\"_blank\" rel=\"license noopener noreferrer\">License Creative Commons <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><strong>\u201cCompetences\u201d, 118 occurrences; \u201cequality\u201d, 67; \u201cdiversity\u201d, 21; \u201cbeauty\u201d, none<\/strong>. <strong>A word count of the LOMLOE<\/strong> is a kind of autopsy, revealing which organs we consider essential and which we have excised without anyone showing any concern for the patient. We must be competent, employable, sustainable and emotionally comfortable; we must learn how to learn, preferably without being too troubled by what we learn. And beauty? It must be queuing up to have a specific competence recognised: \u201cDo not bother us, madam, we are educating well-rounded individuals\u201d.<\/p>\n<p>To be fair, the law refers to aesthetic education\u2014three times\u2014and includes arts education. And there are teachers who work wonders despite the bureaucracy and all the obstacles. But the importance of beauty has disappeared from the general (governmental?) theory of what an educated person is. Few people would regard it as a failure for someone to reach the age of eighteen without having had a serious opportunity to encounter and appreciate it. The young person has had music lessons; they have played a drum, taken part in a collaborative activity and explained how they felt doing these things. There is nothing wrong with that, since percussion can be a magnificent gateway. But that gateway must lead somewhere. Have we introduced them to <strong>Mozart<\/strong> and <strong>Ella Fitzgerald<\/strong>? Has anyone shown them how a melody develops and how silence sustains a phrase? Who told them that they could be <strong>Rilke<\/strong> before the archaic torso of <strong>Apollo<\/strong> and discover that beauty might demand that they change their life?<\/p>\n<p>Beauty is a human need. We can survive without it, just as we can survive without love or lucidity, but then life is hardly worth living. We bury the dead with flowers, sing to children and decorate a room even when we can barely afford to furnish it. As the cynics maintain, these efforts cannot be explained by social prestige or commerce. The utilitarian question\u2014\u201cWhat is this useful for?\u201d\u2014is hackneyed and leads to an absurd way of life. In <em>The Symposium<\/em>, <strong>Plato<\/strong> tells us through Diotima that, if anything makes this life worthwhile, it is the contemplation of absolute beauty. We need not subscribe to his metaphysics to understand the reproach. We work to live; we must decide what kind of life is worth that work. Enjoying a quartet or noticing the precision of a line of verse are ends that ennoble us. And even on the utilitarian\u2019s narrow terms, the argument still fails: how can we educate designers, architects or engineers capable of creating something valuable if we do not educate their perception? Creativity requires seeing a great deal, making distinctions, comparing and discarding. Without a sense of beauty, there is little innovation; what abounds instead is novelty for novelty\u2019s sake.<\/p>\n<p>Then there is the cultivation of moral sensibility. Reading <em>Les Mis\u00e9rables<\/em> or contemplating the <em>Piet\u00e0<\/em> can teach us to recognise what deserves our care. Good people are not produced automatically; there will always be scoundrels who love music. But that objection applies equally to philosophy and every other field of knowledge. We also need <strong>beauty to combat growing narcissism<\/strong>. In <em>The Sovereignty of Good<\/em>, Iris Murdoch offers this scene: she is looking out of the window, stung by an affront to her prestige, when she notices a kestrel hovering in the air. As she contemplates it, her wounded vanity disappears for a moment; when she thinks again of the insult, it seems less important. Beauty breaks the self\u2019s monopoly, and turning a pupil\u2019s gaze towards others and the world is an essential exercise in moral hygiene.<\/p>\n<p>Let no one accuse me of elitism. <strong>What is truly elitist is reserving these experiences for those who can provide them at home<\/strong>. If schools give up on offering them, the child of cultured parents will continue to have concerts, books, plays and rich conversations, while the other child will have to make do with whatever TikTok and the platforms feed them. There is nothing emancipatory about reinforcing an adolescent\u2019s tastes when the market has already shaped them. It is our duty as teachers to offer them what they do not yet know how to ask for. They may then reject it, but it is indecent to decide in advance that it is not for them and to call that abandonment \u201crespect\u201d or \u201cfreedom\u201d.<\/p>\n<p>Artificial intelligence is already here; it is a giant advancing in great strides. We are being urged to respond by producing more versatile or adaptable pupils. But what is worth adapting to? We will not meet this challenge through intellect alone, or even primarily through intellect. We will need to judge what deserves to exist among all that we can produce, what enriches a life and what impoverishes it. AI can generate images and music; this makes it all the more urgent to educate those who will have to choose, commission, reject and take responsibility for their choices. Human work will increasingly require editorial judgement. Having an infinite catalogue and <strong>no taste is already a form of destitution<\/strong>.<\/p>\n<p><strong>Simone Weil<\/strong> says that beauty is eternity made sensible. Schools and universities are not there to manufacture human <em>resources<\/em>, but to foster whole human beings. A poem, or the light falling across a chiselled block of stone, allows us to glimpse what exceeds our small biography. This possibility of transcendence belongs to us too, and a worthy education must open us to it. The world will do more than enough to remind young people how much they must produce and what they must buy. Let us first show them that they can lift their gaze towards that infinity reserved for consciousness.<\/p>\n<hr \/>\n<p>Source:\u00a0<strong>educational EVIDENCE<\/strong><\/p>\n<p>Rights:\u00a0<strong>Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201cCompetences\u201d, 118 occurrences; \u201cequality\u201d, 67; \u201cdiversity\u201d, 21; \u201cbeauty\u201d, none. A word count of the LOMLOE is a kind of autopsy, revealing which organs we consider essential and which we have excised without anyone showing any concern for the patient. We must be competent, employable, sustainable and emotionally comfortable; we must learn how to learn, preferably without being too troubled by what we learn.<\/p>\n","protected":false},"author":4,"featured_media":37652,"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":[213],"tags":[846,469,4072],"class_list":["post-37680","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-cover","tag-beauty","tag-lomloe-en","tag-schools"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Who Has Excised Beauty? - Educational Evidence<\/title>\n<meta name=\"description\" content=\"\u201cCompetences\u201d, 118 occurrences; \u201cequality\u201d, 67; \u201cdiversity\u201d, 21; \u201cbeauty\u201d, none. 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