It is our personal belief we should be able to mime what it is to be the only rational species on the planet, either from active role models or via education, even if it has to be in a self-taught mode. Human prosperity is completely at risk. Remember, Theater’s primary objective was to educate, to teach society how to react when facing a certain issue which put Mankind itself at risk of being confused with the so-called wild animals. Everyone realizes animals react wildly when threatened, because an element such as survival instincts are common to all living beings, and when our very existence is jeopardized, it is obligatory of us to avoid being killed, unless we so desire, through the rational sphere that is part of us, though it is not functioning properly, when we do not care about either living or dying. However, what keeps us separated (or should) is the abomination of having to kill our own kind for survival. We have one planet alone and it just keeps being destroyed by us, because we are going to war with each other based on mythology, or so politicians claim. Deep down, we know it is economic growth and geopolitical puppeteering they are looking for. However, actors cannot portray worldwide situations and bring people to their senses if what they keep producing is pseudo-intellectual nonsense to show their friends. Ever wondered why elite-bound theatrical productions have rooms filled on opening nights? No one is paying. It is all about invitations. On the following days, only a small number of people heads over to the theater or that unconventional place where the production is being staged, such an old factory no one has ever heard of. We need to change how Education is delivered to young people with minds still in development. Well, of course, we will always be developing our brains until the day we die, unless we see some actual progress on anti-ageing experimentation and eventually death-defying modifications to the human body. It all comes to life at the instruction stage. Take this quote: “Children must be taught how to think, not what to think”. Margaret Mead The above mentioned quote points us to the main issue that has been assuming a widely preponderating place in Pedagogy ever since the beginning of time. Children are the easiest target of this kind of educational approach, as their ingenuity and innocence toward the world prevent them from reacting against the matrix teaching method. As far as the youth are concerned, it would not be so easy to take control of their cognitive process, but the different impeditive methodologies of an instigating and impartial learning process toward a more innate reflection from students, especially provided by political and governing powers, are all the more enabling repressive instruments and giving them away to schools’ board of directors. They may be public schools, but they are autonomous as far as their practices are concerned, based on internal regulations, interpreted via an unnegotiable prism against the main reason educational institutions exist in the first place: students.
Because they are minors, schooled children and adolescents up to the end of high school are unmistakably repressed by a whole set of rules similar to the purpose of a penal system. This means the objective inherent to an individual’s conviction is not his social rehabilitation, but rather sheer punishment. It is rather natural of a Human being to defy rules. The bigger and more powerful prohibiting resources get, the larger the feeling of Anarchy will be. The concept of Democratic State of Law, a political regime of which multiple countries around the world are proud to have instated after long, totalitarian systems, offers the common citizen several choices of all sorts and natures. However, the possibility of personal choice is the one that seems the most limited, for afar, in the horizon, there is a purpose of communitarian and social discipline, which therefore points out to the illegitimate standardization of difference. If we had before us a case of public order endangerment, Democracy would have no other choice but to intervene and suppress the Anarchist movement, fallacious all by itself. The principle working as the base to Anarchy is precisely principles’ inexistence. A Democratic regime, on the other hand, comprises the existence of individual freedom. It is hence obligated to stop personal deviances from casting other individuals’ freedoms astray, whether they already are a part of the same society or wish to enter it in the future. What is definitely unthinkable in Democracy is to standardize free thinking that is aiming to progress, something that, surprisingly enough, is still terrorizing national sovereignty institutions’ functional balance. We have to remember that propagandistic education within a Dictatorship comprises the brainwashing of its citizens at an early age, so they may always show support for the regime, without any intention of constituting opposing forces that might attract the international community’s attention for its intervention. The truth is that, even in a Democracy, educational failure still represents an abominable threat to a State’s global growth in the several domains it is involved, and all because schooling is incorrectly delivered. It is not just a question of standing up for the delivery of the most interesting matters to a student alone. “General knowledge” is not just indicating. It should comprise, indeed, a generalization of knowledge that is capable of offering students all the necessary techniques toward their usefulness as both a person and someone part of a civilization. We mentioned above that the student is the main subject within an educational institution. If there was no need for such a thing as instructing a Human being regarding their self-acknowledgement, it would not make any sense having schools, let alone teachers, who were students themselves before taking up on their duties. Students look at their school as a gift, a sort of tribute from their ancestors, who learnt first, then passing it on to their hands, reaching their descendants in the future. Nonetheless, they are the ones who suffer the most in a pedagogical environment. The militaristic posture of an educator, craving respect and recognition for their academic authority, is nothing but a defense mechanism of someone who is extremely insecure, incapable of earning respect from their disciples (much unlike demanding), who, on their own, will eventually recognize their thoughts as something to follow or, plot twist alert, to challenge. The thing that justifies an intellectual confrontation between a teacher and their student is, most of the time, despise from the first against the latter’s own thoughts. Being a professor means you create a profession. Better yet, a professor professionalizes. This means that, from the moment they take on their public duty of educating and teaching, they promise to remarkably instruct their students, so that they may execute their own duties with the most rigor and professionalism possible. It just so happens that every student, based on their academic, artistic, demographic, economic, financial, geographic, professional, social, etc., among many other sorts of experiences, has the ability to think critically. There are motivations inside them that lead them to the building of a personal, opinionated mind, which might or might not be synched with the teacher’s. This is when conflict arises. One of the most terrifying postures a teacher can adopt place their personal pride ahead of an intellectual discussion of ideas that can lead to the supporting of a new perspective on any subject, even if it has been studied all the way since Antiquity. Promoting dialogue and debate in class is often just a front that is too sad to watch. Brand-new opinions that have been come up with by students, based on their critical thinking, have to mandatorily match the educator’s. Should it be otherwise, the student’s thoughts may either be accepted but despised, as if swept under the rug, without anyone noticing, or despised right from the start, a situation in which you can tell the moderator is clearly inflated with arrogance. So, those who could actually have the power to change the system, after becoming a part of it themselves, would rather vice it up a bit more their own way, or simply take passive revenge for the time they were students themselves and were governed by the code at hand. That is why there is nothing simpler than uniting to prevent systemic and vicious corruption. The largest masses are made of students. Dozens of them for a teacher alone and hundreds for dozens of educators only. We are not endorsing a coup d’état, whatsoever. Mankind is the only species capable of reasoning, which makes it also capable of dialoguing, so as to resolve any problems between them, thus preventing reactionary nonsense such as ignorance, impulsiveness, rudeness and the unfortunate arrogance of those who pretend to be superior on account of third-party factors that are utterly irrelevant, such as statute, experience, age or academic title. It is solely up to the student, by bonding with their own and putting that ridiculous, competitive and imbecile attention streak to the side, one that usually segregates them, to prevent the system from its vices and demand their treatment with dignity and improvement of the several academic methodologies that can make them highly competent professionals who, above all, are capable of producing scientific knowledge, not just based on following others who were academics themselves across the History of Mankind, but also on disagreeing, as long as it is didactic and useful to the innovation of learning techniques that will enable the students to become a responsible civilizational citizen, who respects the Universal Rights of both men and women, but gifted with a brain willing to submit to their own control alone.
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Março 2017
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