There are companies whose definition, past and future is part of the daily lives of its members. Others, on the contrary have evolved so that individuals live local lives, back to their history, their identity and their future.
Ours, for example, grows guidelines lacking. There is a Catholic society, not traditional, it is not right nor left nor anarchist, Switches permanently without knowing where it is going well or what is expected of it, beyond change by change. The need for innovation is more urgent than the definition of the purpose or goal. The new equipment, tools or techniques are incorporated without analyzing the effects before they will produce about users. As in the case of the elevators, we provide access to the upper floors, but steal our health by making exercise dispensable.
Something similar happens in education, all that is technical or technological progress is incorporated into the daily practices of teachers, provided they have some kind of internal consistency in its formulation. Stretching often, precautions scientific or empirical demonstrations necessary to implement changes that affect people. Something similar happened a few years ago, when it became fashionable a method to sanitize bottles that weakened the immune system of babies. A paradoxical effect, later found empirically, whose consequences could have been avoided.
This kind of supposedly educational interventions, lack of experimental or empirical validation, whose only virtue is its novelty, is called magical thinking, because despite the lack of evidence carried out in a ritual and held it at random are associated with some results.
This fascination with technology and magical elements in education is often accompanied by mechanistic thinking. Whereby students will learn automatically if you have the right incentives in the right way. But as they are people with history, subjectivity, family contexts and choice, even with four years, it is an expectation on the effectiveness of certain technologies to be systematically frustrated by students. I speak of the fallacy of mechanical efficiency.
Therefore, between foundational fallacies seem to progress education systems and the various reforms. Each one more than the previous one, will flatten the fundamental space in any educational process, the teacher-student dialogue, that of maintaining coexistence in the context of the school, face to face. For each reform, reform the procedures for managing the process, but leaves out the personal aspects of the educational relationship. Reducing coexistence purely bureaucratic exercise procedure crosstab documentary on results and performance. And teaching the management of information beyond the life of both prescribed curriculum.
So that in the end, both students and teachers, are complete strangers walking in parallel without ever crossing with knowledge.
However, a more modern view is possible, in the context of the crisis of values that accompanies the current economic crisis. A much less administrative, with all the emphasis on the relational aspects of teaching.
Here the teacher's role is to provide meaning to information. Therefore, there is a manager in charge of data attest to the skills that the student is able to display, but a mediator and a boost for the process of constructing meaning from information in the dialogue and coexistence with the student. In other words, as information becomes meaningful only when it gives it meaning structure through the accounting function is relativized and discriminatory (but not excluding) the teacher and builder emphasizes coexistence in a space of meanings.
Thus, assuming that the essential function of education is socialization and adjustment to culture reference, the task of teachers is based on the art of conducting the information and data to the intellectual space where students can incorporate Irlo and transformed into knowledge and wisdom, through a recursive process of increasing complexity.
I say "recursive process" to emphasize that this is a multi-year evolution, whose evaluation only makes sense on the full set of process, to determine the degree of adjustment of students to the skills and values that characterize our culture.
And moreover I say "art" to express the extreme degree of complexity of interaction with the student, designed to amend its psychic structure. Since the teacher is responsible for creating and maintaining a relationship based on search interactional congruences with the student, or directed process of mutual adjustment. With the peculiarity that mutual adjustment is subject to the idiosyncrasies of each student, whose personality and vision of reality is a product of the idiosyncrasies of her family and environment.
Ultimately, the set of actions aimed at promoting coexistence and knowledge should not be subject to bureaucratic procedures and accounting, but on the contrary, the procedures should minimize interference in the emotional space where coexistence develops and construction knowledge.
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