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Calaii educatiei |
Polemici |
Scris de Ninel Ganea |
Joi, 07 Iulie 2011 10:12 |
In urma catastrofei de la BAC, una din explicatiile cele mai comode arunca povara rezultatelor exclusiv pe umerii elevilor. Responsabilitatea nu sta, in principiu, in alta parte, dar cred ca aceasta teorie sufera de cateva puncte slabe, iar vinovatii trebuie cautati altundeva si nu neaparat in Romania . In primul rand, e foarte putin probabil ca, de la o generatie la alta, sa apara o cadere atat de abrupta a standardelor, chiar si luand in considerare degenerescenta oricarui sistem public. Mai mult , ceea ce a generat rezultatele slabe, in comparatie cu anii precedenti, a fost insaprirea controalelor si mai putin a testelor. Totusi nimeni nu poate nega ca in ultimii 10-20 de ani a avut loc o prabusire a educatiei, a culturii si a bunelor maniere, in raport cu ce erau inainte, cand nu erau oricum cine stie ce, si nu in comparatie cu un standard absolut. Sistemul actual nu a functionat niciodata, iar meditatiile private au reprezentat coloana vertebrala a invatamantului national. A sustine ca de vina sunt profesorii, salariile, televiziunea, pierderea valorilor, inseamna a confunda cauza cu efectul. Nu in ultimul rand, este foarte greu de sustinut ca mai mult de jumatate dintr-o generatie s-a nascut inadaptata pentru a invata lucruri relativ elementare. Pentru a intelege educatia contemporana, implicit cea aplicata copiilor in Romania, si rolul ei in indobitocirea generalizata trebuie sa ne uitam la pedagogii moderni, cei de la care s-au inspirat constient sau nu toti ministrii invatamantului de aici. (Stiu ca este mult mai facil ca vina sa fie aruncata pe copiii care nu invata, pe partidul X care a distrus tara, sau pe ministrul Y care a vrut sa demonstreze ceva, dar problema are radacini mai adanci si e vizibila in diferite forme in toata lumea occidentala) Primul nume ce trebuie luat in considerare este cel al lui Johann Gotlieb Fichte. In “Discurs catre natiunea germana”(1806) el a sustinut in termeni fara echivoc rolul statului in nivelarea completa a personalitatilor si indivizilor: “By means of the new education we want to mould the Germans into a corporate body, which shall be stimulated and animated in all its individual members by the same interest. All distinctions of classes … will be completely removed and vanish. In this way there will grow up among us, not popular education, but real German national education”. Scopul, dupa cum se poate limpede vedea, nu are nimic de-a face cu invatamantul, ci cu indoctrinarea totala a oamenilor in spiritul valorilor nationaliste. Dar, la nevoie, dupa cum au priceput mai toti inginerii sociali, se pot inlocui valorile nationaliste, cu cele comuniste, europene, nord-atlantice, corect politice, sexuale, etc. “I should reply that that very recognition of, and reliance upon, free will in the pupil is the first mistake of the old system. It is essential that from the very beginning the pupil should be continuously and completely under the influence of this education, and should be separated altogether from the community, and kept from all contact with it”. Este limpede ca oamenii pot fi cel mai bine controlati cata vreme le este distrusa capacitatea de gandire individuala, iar universul mental le este populat cu imaginile si ideile diseminate de educatori. Prosti, multi, dar cuminti. Caracterul monstruos al filozofiei lui Fichte (implicit al celei moderne) reiese si din comparatia cu sistemele traditionale de educatie unde obiectivul primordial il constituia deprinderea cat mai rapida a discipolului cu capacitea de a gandi pentru sine. “Educated men are as much superior to uneducated men as the living are to the dead", observa Aristotel, iar din acest punct de vedere modernii vor pur si simplu “sa-i omoare” cat mai profund pe copii. Un al doilea nume responsabil pentru dezastrul educational al timpurilor noastre este John Dewey, unul din cei mai influenti pedagogi ai tuturor timpurilor si principalul arhitect al educatiei publice din SUA, alaturi de Horace Mann. Ceea ce are el in comun cu Fichte este dorinta de a sterge pe sos cu gandirea independenta si cu liberul arbitru: “You can’t make Socialists out of individualists - children who know how to think for themselves spoil the harmony of the collective society which is coming, where everyone is interdependent”. Potrivit lui John Childs, unul din discipolii cei mai fideli ai lui Dewey, ipoteza alegerii si a liberului arbitru trebuie respinsa din capul locului: “We consider the traditional doctrine of ‘free-will' to be both intellectually untenable and practically undesirable". Din nou, dupa cum se poate observa, scopul educatiei, asa cum este ea inteleasa de moderni, tine exclusiv de ingineria sociala. Copii sunt tratati din start ca niste animale pavloviene ce trebuie conditionate prin sistemul de invatamant public. In fine, cel de-al treilea suspect pentru starea de plans a copiilor si oamenilor de astazi este Bertrand Russell, laureat al premiului Nobel, filozof al stiintei si mare fan in tinerete al comunismului sovietic, o admiratie pe care o imparteasea cu Dewey. Pentru Russell, avansul stiintific si cresterea importantei psihologiei au reprezentat doi factori importanti in modelarea conceptiei sale despre educatie. Si aici statul joaca un rol primordial, iar indivizii trebuie inlantuiti de plasele educationale, desi controlul lor este musai sa se extinda cu mult dincolo de gardurile scolii: “Where all children go to school, and all schools are controlled by the government, the authorities can close the minds of the young to everything contrary to official orthodoxy. Printing is impossible without paper, and all paper belongs to the State. Broadcasting and the cinema are equally public monopolies. The only remaining possibility of unauthorised propaganda is by secret whispers from one individual to another”. Educatia va trebui sa tinteasca, nici mai mult nici mai putin, in a inocula copiilor convingerea ca “zapada este neagra”: “The social psychologists of the future will have a number of classes of school children on whom they will try different methods of producing an unshakeable conviction that snow is black. Various results will soon be arrived at. First, that the influence of home is obstructive. Second, that not much can be done unless indoctrination begins before the age of ten. Third, that verses set to music and repeatedly intoned are very effective. Fourth, that the opinion that snow is white must be held to show a morbid taste for eccentricity”. Bineinteles ca Russell nu avea o problema cu zapada, ci cu adevarurile ce pana nu demult erau evidente. Copiii trebuie prostiti in ultimul hal, astfel incat sa poata inghiti orice aberatie morala, politica, sociala si religioasa, sa-si piarda orice interes solid pentru scoala si valori eterne, sa devina niste indivizi buimaci, instrainati complet de familie si biserica . De asemenea, este ca interesant ca filosoful englez surprinde si rolul pe care il poate juca muzica in indoctrinarea totala a oamenilor, iar daca ne gandim la influenta pe care o exercita cantaretii si formatiile contemporane lucrurile apar intr-o alta perspectiva, mai ales ca mesajele sunt de la un capat la altul identice, adica hedonist-nihiliste. In concluzie, as spune ca pentru a intelege problemele educatiei actuale este nevoie de depasirea explicatiilor circumstantiale si de o regandire totala a educatiei. Dar nu sunt totusi atat de naiv incat sa cred ca lucrul acesta se va si intampla...
PS: Pentru o analiza in detaliu a controverselor din invatamantul modern recomand cartea lui John Taylor Gatto – “The Underground History of American Education”.
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