„Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The pupil is thereby „schooled” to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is „schooled” to accept service in place of value. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work. Health, learning, dignity, independence, and creative endeavor are defined as little more than the performance of the institutions which claim to serve these ends, and their improvement is made to depend on allocating more resources to the management of hospitals, schools, and other agencies in question.” (Ivan Ilich, http://www.preservenet.com/theory/Illich/Deschooling/intro.html)

2 comentarii la “Ganduri… despre educatie si resurse umane”
  1. Cristi a spus:

    daca pot indrazni o traducere, as zice ca e vorba despre problema atingerii obiectivelor esentiale.
    si despre (in)abilitatea multora de a sesiza diferenta intre cuvinte si realitatile la care se refera cuvintele respective.
    si se aplica perfect teoriei si practicii proiectelor. multumesc, e un fragment de text extraordinar.

    (din pacate, este si ingrozitor pentru ca e adevarat; dar mi s-a recomandat sa ma exprim mai pozitiv…)

    incredibil, ce bine exprima situatiile reale de risipa de resurse si esec in atingerea obiectivelor: „the more treatment there is, the better are the results [automatically considered to be]”.

  2. Cristi a spus:

    si, ca sa ma incadrez mai clar in tema „educatie”, ma intreb cu glas tare: exista undeva sisteme de invatamant care au grija permanent ca „teaching” sa nu fie considerat mai important decat „learning”, unde „grade advancement” sa nu fie folosit fraudulos in panoplia de instrumente didactice in loc de „education assessment” (inventat ad-hoc, sper sa intelegeti la ce ma refer…), unde „a diploma” e doar o minuscula chestiune administrativa care nu ia in niciun fel locul cuvenit „real and practical competence” si, in sfarsit, unde „fluency” sa nu mai fie considerat un deziderat in locul „ability to say something New”?
    Aaa… si cine se mai ocupa sistematic si serios in invatamant de „imagination”, care tot este pedepsita/ignorata inca din evul mediu?

    din nou: excelent citat!

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