O površinskih formah oropanih svojega jedra (kot npr. kava brez kofeina ali šola brez znanja?) / Superficial Forms Robbed of Their Essence (Coffee Without caffeine or School without Knowledge)

author: Andreja Barle Lakota, Ministry of Education, Science and Sport, Government of the Republic of Slovenia
published: Nov. 22, 2010,   recorded: October 2010,   views: 53
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Zdi se, da je šola nenehno v krizi; nihče nikoli ni zadovoljen z vlogami, ki jih šola opravlja, večina nas ima številne nasvete, kako bi lahko bilo bolje. Šola pa kot da se noče spremeniti. V sodobnem svetu je skorajda edina konstanta, ki je obvezna za določen del populacije, in to vse daljši čas. Kako je to mogoče? Če je šola vse preživela v bistvu nespremenjena, kdo je potem v krizi: njeni ustvarjalci, tisti, ki določajo šolsko politiko, ali morda tisti, na katerih šola stoji. So v krizi učitelji? Najljubši mi je odgovor Ire Shora (1999), ki ugotavlja, da je v krizi struktura delovanja sedanje šole. Odraža se v pasivnem odporu učencev, ki jim je šolsko znanje vse bolj samo menjalno sredstvo za pridobitev blaga – spričevala. Nepomembno postane celo to, da smo morda s površinskimi formami oropali pedagoški proces njegovega bistva. Razumevanje pedagoškega dela kot ekonomske transakcije spreminja vzgojno- izobraževalni proces v tehnično vprašanje učinkovitosti, zanemarja pa se vprašanje vsebine in namena. Vprašanje, kdo smo in kaj želimo, namreč ni samo individualno vprašanje, temveč je v povezano z razumevanjem sebe v družbi. S premikom temeljnega poslanstva stran od prenosa znanja, od prenosa kulturnega kapitala in kulturnih artefaktov na mlajše generacije, se namenoma spregleda dejstvo, da je ravno znanje v sodobni družbi temeljna določnica družbenega položaja posameznika. Šolanje v takem primeru samo še potencira družbeno neenakost, saj temeljno določnico položaja posameznika, tj. posedovanje znanja, izloča iz področja družbene skrbi. Ne nazadnje velja poudariti, da se vse bolj zanemarja osvobajajoča dimenzija znanja. Znanje vedno odpira nove svetove, nove dimenzije, nas osvobaja od tukaj in zdaj, od tega, kar vidim s prostim očesom, od tega, kar tvori moj vsakdanjik … Zato posameznik v sodobni družbi preprosto ne more biti subjekt družbenega delovanja, če ne poseduje določene količine znanja.


It seems that school is in permanent crisis, no one has ever been satisfied with the roles it has practised, and most of us have numerous suggestions how to improve it. But it seems school does not want to change. In the modern world it is next to only constant, compulsory for certain part of population for a constantly longer period of time. How this could be possible? If school survived intact, who is the one that is in crisis: its actors, policy makers or those who represent the basis of school? Are teachers in crisis? My favourite answer is the one of Ire Shora (1999) who determined that the structure of school structure is in crisis. Crisis is reflected in passive resistance of students and their understanding of school knowledge as the means of exchange with which they can get the goods – school certificates. Even the fact that with the superficial forms we might rob the pedagogical process of its essence is not important. Understanding of pedagogical work as an economic transaction transforms educational process into the question of efficiency and neglects the question of content and purpose. The question who we are and what we want is not only a matter of an individual but it is in its basis connected with the understanding of self within society. Shifts in understanding of fundamental mission of school – away from knowledge, away from transmission of cultural capital and cultural artefact to younger generation – deliberately neglect the fact that the main dimension of social status of individual is knowledge. In this case schooling is intensifying social inequality because the main dimension of the status of individual – to be in possession of knowledge, is excluded from social concern. Last but not least I have to emphasize, that the liberating dimension of knowledge is less and less important. Knowledge is opening new worlds, new dimensions, it liberates us from here and now, from what we see with our eyes, from »facts« which create my everyday life ... Therefore an individual cannot be a subject of social action if he or she does not have enough knowledge.

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