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  • Liberal Education y Los Nuevos Llegados

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    David Luque
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    Ensayo sobre la educación liberal

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    Ensayo sobre la educación liberal

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    5 просмотров4 страницы

    Liberal Education y Los Nuevos Llegados

    Загружено:

    David Luque
    Ensayo sobre la educación liberal

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    © All Rights Reserved
    Скачайте в формате PDF или читайте онлайн в Scribd
    Отметить как неприемлемый контент
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    plein the labor force who possess sophis- {cated technical skils will continue 10 tn ‘orease, perhaps at a faster rate that in preceding decades. “What is much less Dlaasible, however, is that theve changes Fequire a mujor shift of education re tourcestowanl technological, vocational, and career education. Indeed, evidence ‘Eatoered in the last decade on thes ‘Guiements of oxcupations and the sills Tearned in school sugess thatthe overall, picture is one ofa skis surfeit rather han 2 bills shortage. AS Ivar Berg and others Ihave ergued, the still requirements of ‘most oocupaiions are quite modest and an be readily learned on the job.? Very large auimbers of Indiiduals with pressive educstional qualifications areto- {ay engaged in work tha was succesfully performed a deade ago by individuals tering with consideraly less education. ‘The evidence from the recent past quite clear: Education credeatials (and, one fay assume, the skils that these eteden- Vals denote) have increased at a more ‘ap rate than the skill fequlrement of mont occupations * And whale this nn ‘Nay desies that there are now, and willbe inthe future, acute shortages of skis in & particular feld — computer programming nd computer engineers ate current ec amples — it suggests skepticism about the furtentiy fashionable prognosis that ‘echnical and career eduction is the wave OF the future, ‘That educational investment, in ‘muman capita” yields “avidends” in the form of greater ewonomis grows aad lower rates of unemployment is an assr- ion that bas great appeal when. public funds ate searce. But ki alsa dangers srpumeat I i not enly unwise te base ‘one's chim for educational raources ona proposition that empirical researed has Shown 1 be shaky, but the use of this nutluarian argement undermines a more funeamental jastiicaion for the elucy ‘onal enterprise: tnat knowledge and free GIaN_ Liberal Education and the Newcomer by Maxine Greene Inguity are good, and that ignorance and prejudice are bad, lieve the peecondltions for the revival of literal education are now pres at, But I would fel coaficent rather than merely hopeful about its future if he were ign that, instead of trying to "sel!" tcductfon in the shodéy wrapping paper ‘OF vocatonaly useful skills, educators ‘were litle more courageous i defer the real purpose of what we ate about schmidt ieee 2 tna Bert, Edeation ond abe The Gre Ta Rae eee esrweere ae mae EEgod hee Te tnee omeg Aaa A Uberal education és more than a pasing along of knowledge, Ms. Greene sayz It is an act of love, « way to launch our newcomers on their quest to help renew our common world. Fy wee sce 0 gtenorne “mewcomer, the child whose ‘aseis anew bepnaing he person who is born a menber of a commeniy and ‘eis wekored and mide ‘She sid tha edkcaton "see we decde whcber we love out shines coouah notte expel thew from our word and lve them tothe own devices, nor to strike from the bards the chance of undertaking soncting now, something unforeseen by te, But pate them tn advance forthe ask of Fenewing a common wot.” "Arent wan, on the ode hand, cone certed with something that Brows when MARINE GREENE ts Willem F, Ruel! Prajesr ie the Foundations of Bavewiom, Teacher: Calle, Columb University persons come together in "web" of el ‘onships, something worth remembering, worth preservieg. She was, on Ue other rang, terested in inating the young in sucha way that they could begin enacting their unique life stores, creating ther- sive through action and through choice New beginnings of this srt are unthil: ‘able apart from the buman werld, she ‘elicved: but the adult pariipants i that word have lo. uke eaporsibiy for hershing It, keeping it alive, and teacting the young what ii tke: Oaly if they do, she thought, wil young persons feel fee to brag thee own neweess i the exiting world and te to vet it ig. ‘Adults must net forgo the authority thet finds expresion im aking responsiblity for the wadiion, the calle, the ae cumulated knowledge that hascome down to them. They mast nt refase the oblia- tioa of saving to the young.” world ty to uncersiand i try ot Once they ate weleemed and fel they do undersand, the young. have ‘their chance of underiaking something new,” of femakigg an olf and Iasufficent word “This suggests the need fora serious ef fort on the part of educators io achieve some mastery of subject matter as wel as familiarity wih) methods and. tech hiques. It suggests a need to 40 beyond thas resetly been called pedagogical reductive" to an appropriate fe ting forth ofthe liberal ars tradition it ft diverse cassooms. To engage vith the liberal ars, to become involved wil bral learning isto lars what means engage rational inquiry, to make cit © Phi Dolta Kappan engage in Juvdgment, 10 had an examined ie. Bot Its also to be exposed to a diversity of Perspectives upon experience, t0 achieve (Gs Paul Hn puts i) “an understand ‘of experience in many difereat wave. ‘The world we have aherte, the world adults find worth remembering surely ye marked by wit T.S- Eliot called ‘aids on the inarticulate,” by the capac fy to make disinciors and diserimina. ons, Ia human reaty continually fe ‘by a Moanversstion”™ that tas gone on ‘ter the centuries and goes on no bt {in public and within eas of cursive, "To lone our ciloten may well be £9 L- troduse thom tothe symbolic forms, the istorial studies and novel and paintings and anthropological accouats that emerge from the past and exe iy the present, vealting to be reali, o be known. To Tore our children tay be 10 represent & world we have not made, 10 represen Sophocles, Danie, Shakespeare, Gibbon, ‘Cézanne, Thien, Boas, and the res (0 make them avaiable «6 plurallty of our young. To represent inthis fasion need ‘het meas thet we acept what appears be given. Indeed, we may wish It were ‘otherwise; wemay hopelt an be made in {to what i isnot yet, BYE that should not prevents fom taking the responsibility for disclosing Hamlet, ee us say, for ‘pening doos into the imaginary reality ff a Kingdon that b sik, dastened by & "hidden impocthame. "1 should ot pre vent as from soliciing stedetts for en- {im one of the dialogues that is iory, posing questions Yo the Rowan past oF the Amesieas past forthe sake of extending horizons. and ani what it tas teen lke to survive to leave teaver ia the forets of ‘causal foro through hich hamankind has moved. tt should not prevent us from ashing young, pesoms te tend 10 fons and contours fies Céearne nil fife, to an interior made starkly visible by metns of pain. ee a, unquestinshly. « decline of interest in this mode of elu- ‘ating today. For one thing, thete has been (or 20 we are repeatedly informed) ‘an erosion of iteiacy on every lee). Fue- Hosa iieracy has creased 10 s0ch an extent thal, a pany view oy a i Sigeifcast“manority is prepared to en late with Shakespeare's language, under sand historical explanation, "read" a fainting of a dance. The young pecple ‘ho once might have chosen a path of oe Pal DELTA Karr — “To [undertake] liberal learning is to... inquiry, to make critical judgments, to lead an examined life. eral learning have decided (or have beet convinced thatit isthe Beer par of valor ( move, a rapidly as posible, ato lectnal or peofessionat fetds, Warasd that traditional ‘Sberal ‘vention no longer oatantet: future staus, fulfill nt, OF preg, They set thir sights ‘rama nuh hope chat they wil ain, at the very leas. some Kind of Security, They have 20 faith, in any case, im wint they understand’ to. be he mani” eal. Many evince a lack of confidence ja the fre, an inlifference to what might happed ia the public ‘ere. The ttle challenge, te Stements of discovery once ecaied With celle ile and college cassrocns no longer seem to held appeal. When did we last see gene Gam, inking his quest for tinsel! wih a quest fr truth and for “fabulous, lost cities .-— Thebes the seven-gited, and all the temples of the Daalian and Phocian ands. "2" Or a Stepien Daedalus seeing the Unvenity as an opening vo freedom, 10 "new adver ture" Or even a Herzog, tying tobe "a Inarelous Herzog... 0 ve out marvel (0s qualities vapucly comprehended?" ‘We see atcents purszng fulfillments in private spaces, on Jong pats, cor- hes net apart for maitstion, in meting halls where sell-improvernen is marketed, A cults and gatherings that prombe op” portunities to be "born again.” Cary, ‘eae lft the young, a Arent put i, "Mother own devices" We may not have loved them enough fo prepare then "for ted to renewal ans transcendence, schol- ars who themselves have decided thatthe eommon world" ie beyond hope of repsic. Exploit, unjest. manipulative as they conecive our human realty 10 be, they cannot believe that Uber earning fan be anything other than a mode of inyxification. The very norms assoviaed with the academic disciplines, the pro- toca, he modes of ingly are egatded se etctive wd restraining. versens of Blake's mind: forg'd manacies.” Instead of opening permpestves, they believe, the ttaditional fore of kaowadge prev authentic naming of the world. They are ierely devices foc reproducing ways of Tnorrng and seeing aleady proven to be ‘dehumanieing. Cotain ones of thes, of sour, have move inthe direction ofthe ‘mystical or the sensual or the unashammed- {y iraioeal, “They have gone, a8 ‘Theodore Rossak pus, "beyond the wasted,” sckng vow wan of expand ing conssoussess ‘Othe, realzig the importance of concept understanding snd coreeptaalcrque alten 10 st uD ternative tnaitcors ot 12, Why Paulo Freve dl ote exiting st Son paesaty educational it ont, Meanwhile, he olege sade ae the highschool sadenta (ven the este ‘ey, te eteaged os ar it etd Dviowsly, he traditions re ‘alan the aeademle werkt, de erally tying (0 feintiute the tberl 4s, 10 give the humanities some Inset fgain, New interdciplinary curticuls we fing evened on all sidest new "Uber atts” components ate being inserted into frofessional schools. The complains faised do not have to do withthe possibly Conservative impact of waditionslstdles ‘fed "Grea Books” ideals; they have rather 10° do with the peor’ preparstion provided stadeats inthe elementary at Figh school years. [nthe resurgent fers- ture on liberal arts education, the pinay fenphasis (after the cempiaits aboat 1 Ieracy have been uteredh is an beeping the liberal studies ave, defending the tradition ayaint vulgaiation and atick fiom, emancing the higher Ureracy, Reep- lag the ght From sputering cut Very thf heard about studens” idiosyncratic searches for meaning ct aboat thei youthfulassssmens ofthe way thogs are sand ought tobe. Very ite ic heard about feniewal or about the posible connecions baweenHiberal education and a tanitor ration of the common world ‘Whete schoolpeople and teacher ed» ‘ators are concerned, the problems are Derocived as largely technical. The Pble's internalization of prose ior ict thinking, of the technological Tan. tags, has set less thaw eral re sponse from the profesion. There b de fensivenens, of course. there i ambiva: lence with regard t0 "minimam compe teacies." But thote no evident lessening ‘of behaviorist erestations, oF of interes. Inthe measirable nnd ia the kind of "per formance” that lends ase! to evalstion in the ly of predetermined norms Educator gomtinue to be imeresed, of course, in Ending out how to stimulate Sogntive acton in various contents. The} West from coasidersions of Ia@uiy ‘ethod to the mater of earning syle, they become preoccupied with alternative Topics of curicuas making, with ora development, with discpiie. probes ‘and social contol. The dimensions ofthe Socialization process obviously. concert them, particdaly as it relates 10 iM ‘migrants 4nd minorities, On oveason, li fevice ik paid. tothe demands Seallure;" 10 “cultural wanemssion” ‘bat almost noting has been dane 0 ink the preoccupation with baxislteracy te © Phi Delta Kappan the coment of our heritage or vo the stuf ‘four Neomman world.” ‘number of seasons, those who ‘once paid attention 10 heritage of £0 a ‘Sriciy subjectcentered curriculum were thought tobe dist. or “essentials,” or perensalis.” After all, it hack always ‘een the proviace of contemptuous schol fi ithe Hickinss, the Rickovers, the ‘estore to aff the centrality of Uberal tudes, to. mock the schools for ther leveling’ tendencies, thet galt jams ther vocational, Even today, = eoesentative teacher educator is ikely 10 feel guity of + betrayal if he/she tums, ‘away from experiential concerns oF seo ‘Sin for selfactuatiation (he/she has {voided the behaviors!) to a concentra tion on the liberal arts. To makeit worse, bere sow scems to be sormething heartless ‘ahout such a concenaton. Those who have been encouraged to pure advanced suds inthe leral ats are now the ones Weniified ac over educated.” Not cy the promise of mobility denied them sos the bkelhood of some fling ie work. Md duaisms are perpetuated, in coniequene. To make it worse, the sehpols ave charged with dreadful Faslores, failures equated with jrcom- petence. The Young, generally lef other ‘wn devices, appear bored, cya, en- tangled (more often than ot) in what Virginia Woolf described as “a kind of. ipt cotton weal.” She meat the ondeseriptnes of dal iif, he moments ff nombeing when few things make Strong impression, when everything sess fmutfled and vague. I this i indeed the ‘ase with young peopl, our chalet and techaicit effort (0. rai the level of Bray ar ikl o be of ile val By ean the habit of exend- ing teat doen espn nmthed ian attitude appropriate (0 x specific domain: the scestie method and at- ‘ude. To offer the skill of literacy 10 Young people with the inpication that these shi. as subjects. represent the “real world," given in Ife, does not help young people'o engage in learning 3s ft way of interpreting lived experince 1tis, rater, to equip them wit the kinds ‘of techniques needed to measure, manipu- love, and control in accord with standard ‘operating. practice It is to. provile a lnnguage that registers and reife, 20¢ language that opeds up an imparts valve the world. Bat, would appear, this is the sort of terse thatean be exprested in ‘competencies, in discrete particle of ynowieg thi” Is Bot the trac} that ables persons to dsclowe who they are they encounter others and enter into ‘conversation; iors nt release the tinds ‘Of speaking that enable iodivatuals 0 tall Tele Horie, to. invent themes, 19 B80", A now Meera tp requir now, the kindof teracy tha involves» naming of the work, an attending to is many face, fan interpteting of what presents sel 13 be pereeived, Ofcourse there must be ver bal Heracy — the abiliy 10 Interpret scrips and texts and particular reodes of hnuman action; but i ust be the Kid of eracy "that overcomes. subjec-object, separation, that makes clear the role of ‘Yantage point even ast illuminates the Super ofthe common word. There must ‘re ina calture based in apartheid, ner in fone held together by brute fore. To link the vallesassocited with questioning and feflectveness with the valies that ve ‘iotineivenen tour werld isto goa long ‘way toward realizing those values, choos- ing them. Such values may constitute & Kind ef everpreced dsseat, which (as Hannah Arent has also sai) implies an amourt of consent. We all live by a kind Of tack consent, she pointed out, which ‘might be ealed voluncasy “whea the child “Those who have been encouraged to pursue advanced studies in the liberal arts are now the ones educated,’ " identified as ‘over- bbe vaualliteracy the capacity to read the Neyptogams” through which certain paintings communicate,” the abiliy to ap- Diehed cole, ine, contour, orm. There te attend to musical sound, 19 fellow variations, to notice Stuenire’ and theme. Noné of these ‘Capacities develops spontaneoesy; “ano- Sent" eyes and "iamoeent” brains cannot ‘make full and revelatory intespreations ‘Thote ove writer ells our "predecessors and contemporsris” offer ts the sche ‘ia, the patterns, the visions needed for Sense making in our particular, intersub- Jeetive world. But, even as we know We ‘can sever send an enlesiry 10 Mew & Matise painting orto hear a Bach harp- sishord concerto on our behalf, we realize ‘Mat the activites of Interpretation, the processes of zeae making are our inten tional actives, and that what 6 inter preted (or perceived, or understoed) is in Some way a function of our seeing, ou bing i the world ‘My point is that a reflexive and re- fective lavolement in serse making has ‘reat deal todo with the development of authentic tera, especially i literacy hha to do witha naming ofthe work, My point is, also, that the presence of the Tieral ars (or of what Arendt chow to ‘all the "common word”) may itessify the sense of personal presenness, as i “ersifies Ne potential perspectives through which experience may be viewed. ‘To be aware of thee as perspectives, with their own history in space and ime, to be- ‘come aware of thei changing relationship to human interest and. conser is t0 avoid the subjection certain critics fear. ‘And seems to me that part of our wel cometo the teweomers, pst of our loving them is & willingness to nurture wide- avakeness and (0 keep alive the spirit of igus, Ths would novbe rain total (arian culture, in culture that silences poets and physicists both. It would not be happens to be born in commusity in which dissents also a etal. . possi ity once he bas gown iato a wan" 1 slay be, therefore, that tbe stimaladon of Sitieal approaches to our hestage can ‘onfirm the notion of voluntary participa tion — aed, at once, Belp prepare the ‘ound for the moment when the Young enon decides to undertake something Tam proposing. hat teachers think bout magn in which the liberal farming {ndsone awarenss of the common world ‘might permeate the schools, One reason has to do with loving our ctileren. An- other bat to do withthe possibility that ‘here wil be an increase in opportunities for empowering the young withthe kis and habla of literacy — (0 enable them to perceive more acutely, 1 tien, to read, fo speak, fo see. And there i always the ‘keiood thal young peopke votuntanly ‘ihpaged with the Ubetal ert will coatinae feh broadFields study when they reach the colleges and universities. ere will be more and more mes sages sating that, no matter what te specialization, what te diplom, up ‘ward moblity earmot be gusranteed, any ‘more than can rewarding life work. Most Jobs, even for the educaed,. will be feutineand repectable jobs in the serve foeiety't bureaueratic structures. The rare professional and management positions ‘ade avaible wil require some ind of teal conecioussesy, some kind of se Siity to the world, if they are to be bearable for seastive men and: women. they are not to become mere technicians too engroned to reflect upos themselves. Toattend i tobe morally involved, 0 pay eed tothe quality of one's relationships and to the consequences of what one May s79 ae © Phi Dolta Kappan entianaity to conttone quer do with the good and right, 10 imagine alternative possibilities, to stive for an authentic way of speaking. and being. I believe that a reflexive engagement with the modes of expression and communication that give rive to the {iheral learning cannot but enrich — and, i Paulo Freire’s sense of the word, humanize?" Ak makes @ difference to ‘experience for oneself the "whiteness of the whale,” to lnvestiqate the history of children itv this country in respome to ‘one's particular question, to feel Michel- fangelo's Captives struggle out of their rock. It expands one's universe to Wear Rierkegaand’s stern and ironic vokke, to srcet the seasons wlth Vivaldi, 10 ‘ap- prehend the fragmented gestures tn the mad sexne in Giselle. 1t entails an almost ‘muscular effort to find one’s way through Hegel's system of vhought, (0. took through Marx's iurrowed eet at the ‘wold wround, to feel the cutting edge ofa {nop pretas, to aera sit again vo isensten’s Odesta steps. None of these periences, as 1 have suggested, ie natural.” They are made posible through instruction, through a revealing of the common world ‘Schoolpecple, most especially, have so take responsibly for creating situations in which young persons wil be enabled to somneci what they. are faring to the search “anyone Would indertake If he ‘were nor sunk inthe evervdayness OF Mis own Iie"! This is the search that breparcs an individual fo discover hi her son, hi/her oven volce But ican ot be successfully undertaken if there i 0 grasp of aliertage, a tradiion, i there is na Uberal farang 'O lah the ‘ewsomer on his/her ques ‘The times are nondescript: i many vwayé they are despairing. In education, however, we deal with new beginning THete ate risks, bat there is always a degiee af hope, ISS The Dynamics of Decline: Why Education Can No Longer Be Liberal by Robere McClintock 1 Bagmre Pa al Preen Ne 3 Hamat Ar Yea: iting Pres ty 3. 1 Fmnom Feyerld, ering Amer He Mew Yaar Mach 12% bcd Each ad the a RY Deedes, PAC Hine ad ‘Othe tsar, ave in int po 4 Thomae Watts Look foment Ane! (Ne: ‘ots ado Litray. 1804, 5 1 mes foes, Per the Arar ae Youn, Morticw Yer Yang Frou (982. ple Fatt Balin, Merny heme Yate Ve Pom ian, 9 $0 EH aa AM hn i Se Yor Panton. bes {Hamma Arend. “lel obedience." op. ue 11. Paulo Fis, Pep ofthe Orns see Von Heer ae err, TS, 37 28 2 Water Pr. The Mer ew Voth ay Peo Fe p18 c American society has, in its increasing specialization, left no room for whole perions to participate fully in public life. There 4: no one lefty argues Mr. McClintock, for whom @ liberal education is afppropriate. Ge; ‘Hoty of the destine and fall of Rome spanned some thou: sand years or more, the moral being that esting i slow, Occasionally it ie cow Molsve, but raely ist clearest. Decline Aiffer fom collapse. Decline occurs in- frementlly ad. consists 19 maepinal ‘Shunges that ate often difficult to dete. Decline should not be equated. with stinkage, «mere diminution in size of prevalence; the former athlete, now le {Hargis and obese, iin decline surly a ROUERT MeCLINTOCK, on visciule prafessor at Teachers Cllege, Columbia Uni- erty, laches in the polities and educrion proaram. Traine a4 historian, he now ce fess Uterests “fe the reitions Betiees police and educational theory. 636 PHI DELTA KAPPAN ‘Phi Delta Kappan the withered widower. Decline describes a ‘condition, and coniition has to do with the

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