La educación como recomienzo - Carlos Skliar

Understanding the Relationship Between Education and Era

Introduction to the Speaker

• The speaker, a doctor in phonology with postdoctoral studies in education from the University of Barcelona and Federal University of Rio Grande do Sul, expresses gratitude for the invitation to speak.

Setting the Tone

• The speaker acknowledges the emotional complexity of their invitation and confirms they are indeed meant to be speaking today.

• They express a desire to avoid discussing current political issues in Argentina, aiming instead for a more neutral tone during their presentation.

Challenges of Discussion

• The speaker reflects on their struggle to detach from personal feelings about their country’s situation while addressing broader educational themes.

• They mention a lack of familiarity with specific regional projects but encourage audience members to connect discussions back to local contexts.

Personal Anecdote

• A humorous moment occurs as the speaker recounts an incident where they accidentally hit their head before starting, setting a light-hearted tone for what follows.

Core Inquiry: Education and Its Context

• The speaker has dedicated significant time exploring how education relates to its historical context, emphasizing community engagement through conversations and readings.

• They pose critical questions regarding whether education serves merely as an adaptation tool for contemporary demands or if it can challenge prevailing norms.

Critical Perspectives on Education's Role

Questions About Educational Adaptation

• The central inquiry revolves around whether education is simply conforming to societal expectations or actively critiquing them.

Historical Contextualization

• The speaker notes that each era presents distinct attributes that influence educational practices, which educators must navigate thoughtfully.

Autonomy vs. Compliance

• There is an ongoing debate about whether educators should adapt strictly to these societal demands or maintain independence from them.

Examples of Societal Movements

• The discussion includes reflections on various movements such as feminism, children's rights, and ecological education—questioning if these are adaptations or critiques of current times.

Exploring Shadows in Educational Discourse

Complexity in Understanding Education's Role

• When studying the relationship between education and its era, one must acknowledge both positive aspects and darker realities within this dynamic.

Understanding Generational Responsibilities in Education

The Dual Nature of Change

• The speaker emphasizes that every era has its complexities, presenting both advancements and challenges. While there are innovations, they also lead to disparities and individuals left vulnerable due to these transformations.

Educators' Role in Recognizing Shadows

• There is a call for educators who can perceive the nuances of contemporary changes, not merely adapting to them but understanding their implications on society.

Ethical Responsibility Towards New Generations

• The speaker argues that it is crucial to focus on our responsibilities towards younger generations rather than just analyzing their characteristics. This involves recognizing how past transformations affect current educational practices.

Asymmetry of Responsibilities

• A distinction is made between authority and responsibility; the current generation must actively consider what kind of world they will leave for future generations, emphasizing a proactive approach rather than a reactive one.

Misconceptions About Educational Service

• The notion that educators serve as mere facilitators for students’ demands is challenged. Instead, the emphasis should be on taking responsibility for shaping educational experiences rather than simply responding to student requests.

Importance of Generational Studies

• While studying generational trends is important, it should be framed within an ethical context that considers the responsibilities educators have towards their own development and impact on students.

Navigating Daily Life vs. Educational Roles

• The speaker highlights the need to differentiate between personal life experiences and professional roles in education, stressing that adaptation should not come at the cost of critical reflection on teaching practices.

Relationship Between Past and Future in Education

• There’s a critique of how society often glorifies future possibilities while dismissing past lessons. This creates a disconnect where present realities feel meaningless amidst idealized visions of progress or nostalgia.

Impact of Artificial Intelligence on Decision-Making

• Concerns are raised about artificial intelligence influencing human thought processes without full awareness or control over its implications for education and decision-making.

Realities Faced by Students Today

• An anecdote illustrates how students perceive educational discussions as disconnected from their urgent realities. One student expresses skepticism about long-term pedagogical ideals when immediate survival concerns overshadow them.

This structured summary captures key insights from the transcript while providing timestamps for easy reference back to specific points discussed.

Understanding the Role of Education in Present Context

The Importance of a Meaningful Present

• The speaker emphasizes the need for education to focus on the present, drawing from experiences in hospital pedagogy where immediate impact was crucial due to the short lives of children.

• There is a critique of viewing the future as merely a promise and the past as an unbearable burden; instead, education should create a meaningful present.

• The challenge lies in transforming an unbearable present into one that holds significance, moving beyond mere promises of future success or burdensome past memories.

Engaging with Time: Past, Present, and Future

• A call is made to recognize that not everyone views life as a long process; some require immediate engagement with their current reality.

• The speaker discusses how society often pushes forward without addressing critical philosophical questions about time and meaning in education.

• There’s concern over losing cultural narratives and myths that provide context for beginnings; these stories are essential for grounding educational practices.

Reimagining Educational Narratives

• The importance of reinterpreting foundational stories ("Once upon a time") is highlighted as vital for creating lasting educational frameworks rather than transient innovations.

• Students express a desire for enduring contributions rather than quick fixes; there’s an emphasis on stability amidst rapid changes driven by technology and entertainment industries.

Addressing Technofeudalism in Education

• A warning is issued regarding technofeudalism's influence on educational institutions, questioning whether adopting new technologies equates to uncritical acceptance of contemporary values.

• The discussion revolves around critically engaging with technological advancements rather than passively accepting them as part of modern education.

Historical Context and Community Building

• Education has historically played a pivotal role in rebuilding communities after crises; it serves as a foundation for social ties and democratic systems.

• There's an assertion that simply being born is insufficient; true welcome requires supportive public policies beyond just schooling—covering health, work, housing, etc.

Birthright vs. Welcome: A Critical Perspective

• Many individuals face unwelcoming circumstances at birth due to systemic inequalities; this perspective challenges notions of luck influencing educational outcomes.

• Educators must reject fatalistic views tied to luck or chance, advocating instead for proactive beliefs that every child deserves equitable opportunities regardless of their background.

Destiny and Birth: A Discussion on Education

The Concept of Predetermined Destinies

• The speaker challenges the notion of predetermined destinies, arguing that education should not accept a division between those whose fates are seemingly granted at birth and those who must struggle against their circumstances.

The Significance of Birth

• A brief discussion is introduced about the meaning of birth, emphasizing that it is merely a starting point that requires further exploration and narrative development.

Continuation Beyond Birth

• The speaker asserts that simply being born is insufficient; one must continue to engage with life, seeking deeper understanding beyond mere existence.

The Role of Education in Understanding Life

• Education plays a crucial role in revealing the complexities of life, including beauty, humiliation, risks, and morality. Without it, individuals may remain unaware of these essential aspects.

Diverse Experiences Shape Identity

• Personal experiences vary widely; the speaker reflects on how different contexts (historical or geographical) influence one's identity and understanding of life narratives.

Rebirth and Narrative Continuity

Listening to Historical Narratives

• Emphasizing the importance of listening to diverse stories from various individuals as they contribute to our understanding and continuity within history.

Nurturing Life Beyond Birth

• Birth should not be seen as an endpoint but rather as an ongoing journey requiring care, nurturing, and multiple opportunities for renewal throughout life.

Redefining Destiny Through Education

• Education is framed as a means to redefine one's destiny by allowing individuals to break free from predetermined paths established at birth.

The Craftsmanship of Learning

Artisan Approach to Education

• The concept of being "artisans of recomienzo" highlights the need for a hands-on approach in education that emphasizes creativity over technocratic methods.

Questioning Traditional Educational Structures

• There’s a call for reevaluating how we approach learning today compared to historical practices during significant societal changes like the Industrial Revolution.

Challenges in Modern Educational Context

Historical Context Influencing Current Debates

• Reflecting on past discussions regarding whether education should occupy time through work or liberate time for personal growth amidst industrialization's demands on laborers.

Reassessing Efforts Towards Change

• In contemporary society, there’s an emphasis on individual effort as key to changing one’s fate while critiquing societal pressures that dictate how people should live.

Reflections on Work and Knowledge

The Question of Enjoyment in Work

• The speaker reflects on the challenge of maintaining a happy facade after exhausting days, prompted by a graffiti question: "Do you like what you do?" This question resonates deeply amidst societal struggles.

• It raises an essential inquiry about whether we genuinely enjoy our work or merely feel obligated to perform it. This discussion connects to historical debates about the nature of being busy versus being educated.

Time and Learning

• The speaker emphasizes that without free time, true learning cannot occur. There is a distinction between occupying time and forming oneself through education.

• Referencing philosopher María Zambrano from the 1960s, the speaker discusses how knowledge should serve a purpose beyond immediate utility, warning against equating progress solely with technological advancement.

Progress and Measurement

• Zambrano cautioned that much knowledge lacks immediate benefits, suggesting that not all forms of understanding can be measured by contemporary standards of progress or utility.

• The speaker argues that art and philosophy do not necessarily improve over time; thus, measuring value solely by progress undermines other significant aspects of human experience.

Community and Attention in Modern Times

• A modern philosopher's perspective highlights concerns regarding attention in an age dominated by technology. While global events captivate us, local issues often fade into obscurity.

• Paulo Virno's concept of "the aesthetics of disappearance" suggests that our focus on distant happenings leads to neglecting our immediate surroundings, resulting in weakened community ties.

Education Terminology Shift

• In educational settings across various countries, participants were asked to replace the term "educate" with alternatives. Most responses favored terms like "preparation," indicating a shift away from traditional notions of education towards more utilitarian concepts.

• Notably less common was the term "formation," which has faced criticism for implying that individuals lack inherent form. One participant suggested "cultivation," prompting curiosity about its implications related to growth and territory.

Understanding Preparation in Education

The Concept of Preparation

• The speaker reflects on the term "preparation," noting its increasing prominence and questioning its current interpretation compared to historical contexts, such as ancient Greek practices.

• Modern usage of "preparation" is criticized for being overly focused on efficiency, stripping away unnecessary elements, and pushing individuals towards immediate answers without understanding the underlying questions.

The Role of Educators

• There is a concern that contemporary society seeks to eliminate educators from the learning process, promoting isolation with technology instead of fostering community and collaboration.

• The speaker emphasizes that education should not occur in isolation; schools are meant to be spaces for collective experiences rather than solitary interactions with machines.

Mediation in Learning

• The importance of mediation is highlighted, where educators serve as intermediaries between students and the complexities of the world, including its injustices and ambiguities.

• Despite technological advancements aiming for direct engagement without mediators, the speaker argues that this undermines essential educational roles.

The Impact of Technology on Education

Digital Natives vs. Educators

• A critique is made regarding perceptions that younger generations are inherently digital natives who do not require guidance from older generations or educators.

• The speaker asserts that true childhood innocence exists without smartphones; thus, technology should not define youth identity or experience.

Craftsmanship and Connection to Reality

• Observations about communities engaged in traditional craftsmanship (woodworking, metalwork) highlight a need for deeper connections with tangible skills and life narratives.

• A call for 'fasting' from modern prejudices suggests a need to cleanse our perspectives to better engage with education's demands.

Integral Technological Education

Comprehensive Approach to Technology

• Emphasizing an integral approach to technological education akin to sexual or ecological education indicates a holistic view beyond mere tool usage.

• Discussion includes five critical effects related to technology use: instrumental effects (how tools affect our relationship with reality), democratization effects (accessibility issues), compulsive behaviors induced by technology, dissuasive effects (what we stop doing due to tech), and persuasive influences (how tech shapes our choices).

Socioeconomic Disparities in Technology Access

• Concerns arise over wealth concentration among major tech companies while many countries provide low-cost labor for these monopolies; this highlights systemic inequalities within technological advancement.

• Calls for democratizing technology must acknowledge existing ideological disparities affecting access and power dynamics globally.

This structured summary captures key insights from the transcript while providing timestamps for easy reference.

Recomenzar: The Art of Starting Anew

The Concept of Recomenzar

• The idea of "recomenzar" emphasizes not just doing things differently but also persuading how we should live in this world, suggesting a need to embrace new perspectives while acknowledging the past.

• Every unread work, unspoken word, and unknown person represents a novelty; thus, the past is rich with opportunities for innovation that should not be overlooked.

• Many individuals have successfully "recomenzado," not by chance or individual effort alone but through community support that allows for diverse narratives and experiences.

Education as a Continuous Process

• Education is framed as an ongoing process rather than a singular beginning; it involves continuous efforts to start anew repeatedly throughout life.

• The speaker expresses hope that everyone can become artisans of their own "recomienzo," contributing positively to their communities.

Addressing Teacher Support and Conditions

• A question arises about how to support teachers in implementing short-term pedagogical strategies without compromising their well-being.

• The speaker clarifies that addressing immediate needs does not negate the importance of long-term planning; both must coexist in educational discourse.

• There is an acknowledgment of systemic precariousness within public education systems, emphasizing the need for tangible improvements in working conditions for educators.

Rethinking Teacher Compensation

• A radical proposal suggests reevaluating teacher salaries to align them with those of politicians, advocating for fair compensation based on respect and value rather than existing pay scales.

• This approach has faced resistance from authorities who may fear such changes could disrupt established norms within educational funding.

Hope Through Collective Experiences

• Despite challenges, there is optimism rooted in concrete collective experiences where positive transformations have occurred even under dire circumstances.

• Rather than focusing solely on future hopes or despair, the emphasis lies on recognizing and building upon successful past initiatives that fostered renewal.

Educating for Independence and Community

The Role of Love and Community in Education

• The speaker emphasizes the importance of concepts like love, sharing, and commitment among youth as foundational to education, suggesting these ideas invite a fresh start.

• There is a contradiction in fostering independent thinking among students while needing a community that actively engages in reading, studying, and doing.

• The speaker questions whether we are truly the community we wish our students to become, hinting at a disconnect between ideals and reality.

• Institutions must reflect on their role as loving communities; education should be rooted in genuine care for life and the world rather than superficial notions of love.

• Acknowledging past failures or shortcomings is crucial; educators must consider if they have been part of a nurturing community that fosters autonomy in students.

Challenges in Educator Roles

• The speaker critiques the current educational landscape where many teachers do not engage with reading themselves, questioning how they can foster independent learners.

• There’s an ongoing debate about how educators can mediate technologies they may not fully understand, challenging traditional pedagogical roles based on specific knowledge domains.

• Effective teaching requires both knowledge of content and the ability to communicate it effectively; simply knowing something does not make one a teacher.

• The narrative aspect of pedagogy is highlighted; educators must learn how to convey complex ideas engagingly and understandably.

• As new technologies emerge, there will be an adaptation period where educators need to learn both content and effective communication strategies within democratic frameworks.

Involving Students in Educational Processes

• Students are already present in classrooms; thus, any rethinking of educational practices should build upon existing traditions rather than starting from scratch.

• A critical question arises: Is school an extension of children's experiences or an interruption? This shapes what kind of learning environment is created for them.

• Understanding children’s backgrounds—coming from intimate family settings—can inform how schools create meaningful connections with their experiences.

Reimagining Education: The Role of Institutions

The Shift to a Public and Collective Approach

• Education must evolve to be both multiple and public, reflecting the interconnectedness of individuals within society. It emphasizes that educational practices are not secrets but shared knowledge meant for the community.

Continuity vs. Interruption in Educational Practices

• There is a critical choice between maintaining the status quo or disrupting existing systems. The speaker warns against blindly replicating models like Google's, suggesting that education should respond thoughtfully to societal needs.

Rethinking Preservation in Education

• Educators should consider how schools can serve as places of preservation—not just for history but also for humanity's well-being. This involves deciding what aspects of the world we choose to continue or interrupt.

Community Responsibility in Educational Choices

• During crises like the pandemic, there’s a call for communities to evaluate what beautiful elements of society should persist and which horrific aspects need interruption. This requires collective strength and responsibility.

The Importance of Time and Space in Learning

• Discussions about education often overlook how time and space influence learning environments. Changing these factors can significantly impact educational functions, highlighting that effective teaching cannot occur without considering context.

Adapting Educational Structures Post-Pandemic

• The pandemic has shown that education cannot happen anywhere at any time; specific locations and times are essential for effective learning experiences. This challenges flexible models that disregard traditional structures.

Education and Social Transformation

Paulo Freire's Influence on Education

• The speaker references Paulo Freire, emphasizing his idea that "educating anyone is equivalent to educating for social transformation."

• The speaker acknowledges their admiration for Freire but clarifies that their concept of education was influenced by a different philosophical perspective.

• They introduce the notion of anonymity in education, drawing from Giorgio Agamben's ideas about the collective identity of people as "anyone" without needing individual identification.

• The speaker connects this idea to Eduardo Galeano’s concept of the anonymous masses, suggesting a shared identity among people rather than focusing on individual distinctions.

Digital Citizenship and New Literacy

• A question arises regarding digital citizenship and whether it necessitates a new form of literacy alongside traditional forms.

• The speaker argues that education should not be viewed as a competition between old and new methods; instead, it should integrate both to enrich learning experiences.

• They critique the utilitarian view that equates new technologies with employment opportunities, advocating for a broader understanding of life beyond economic factors.

• Emphasizing inclusivity, they suggest expanding educational frameworks rather than narrowing them down to only contemporary methods.

Conclusion and Future Engagement

• The session concludes with gratitude towards Carlos for his insights and participation in addressing various questions posed during the discussion.

• Attendees are reminded about upcoming workshops and panels focused on digital access in education scheduled for later in the day.

• An invitation is extended to join future conferences, highlighting ongoing engagement with educational topics.