III. Prácticas del conocimientoEducación y mundo común. Consideraciones intempestivas en torno a una fórmula
The full participation of the individual as a civic subject is one of the ideas that has aroused more interest in pedagogues, theorists and philosophers of education. Thus, it has been said that school is the gateway to a full exercise of civic competence. With the rise of the so called Learning Soc...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Facultad de Filosofía y Letras, Universidad de Buenos Aires
2016
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/telondefondo/article/view/3157 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=telonde&d=3157_oai |
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| Sumario: | The full participation of the individual as a civic subject is one of the ideas that has aroused more interest in pedagogues, theorists and philosophers of education. Thus, it has been said that school is the gateway to a full exercise of civic competence. With the rise of the so called Learning Society, the insistence on the democratic function of school education has been accompanied by a set of demands on education, coming from society and the market, whose most immediate effect is a feeling of such a suffocation on learning, creating and thinking, that makes the old link between educational experience and the initiation to a common world become unrecognizable. When the only thing to transmit is that which is soccialy demanded, the erosion of education as an unpredictable experience of Bildung turns out unavoidable. Not surprising, then, that some philosophers have placed emphasis on the fact that perhaps the policy measures derived from such demands lead to a domesticated version of democracy, within which the formula no democracy without participation, whose logic it is aimed to be critically analyzed in this essay, takes its seat. |
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