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10 teaching strategies (3) handling

3. The strategy of gradual

Since the seventies has been imposed, slowly, softly, a pedagogy that its main virtue is to produce citizens incomplete spiritual castrati singing the wonders of equality, freedom and fraternity.

The purpose of education (training of people of integrity, full, free and responsible) is replaced by the production of public manipulation. This can not be imposed more gradually, as was done.

The education system is generating new castrati that are profoundly immoral but meet with government bonds, tax-paying citizens, who vote in one of the two parties, fierce consumerism (and makers therefore wealth) and a "almagrama" flat on moral issues. But nobody cares anymore.

The system chosen was indeed gradual. For society, the people, citizens would never have accepted such a change. But the people no matter.

Each Education Act, following a tempo of five years, introduced a new that subverted the entire system.

First (1970, LE). Formal changes. Began with internal democracy in schools. Whichever way that I see no reason why teachers should choose the director. Professors may have something to say, but I can not imagine a company in which employees elect the director, the chief of staff, etc. Can you imagine the staff of a misisterio choosing your minister? This encourages directors to be wimps with teachers, simply because they play the supplement if you require too.

Second (1985, LODE). Material changes. The state imposes on private colleges and universities by imposing the characteristics required. Education no matter the outcome. Hundreds of schools are closed. Nothing happens.

Third (1990, LOGSE). Methodological changes. Here the state imposes a pedagogy. Having swallowed the pill of the formal and material, and accustomed to the state goal in class is just improvisation, personalized teaching, the "booklet" ... the teacher applies what they say, should be scheduled "until
minute" of the "practice education "... classroom schedules, area, everything. The teacher is a programmer who applies what they say. A being interchangeable. It says what they say as they say and when they say it. And he silent.

Fourth (1994, Transversality). Profound changes in the minds of teachers. In all educational practice. Ideology to the dining room. The teacher becomes a transmitter of the dominant ideology. And shut.

Fifth (1995, LOPEG). More formal changes in her government of schools, teachers and functionalized, no, moving in the effective management of their minds

Sixth (2006, LOE). Slump and overall direction. Citizenship, sexuality, philosophy is reduced to practical philosophy, history of philosophy and not study philosophers, philosophy is ethics, political ethics, etc. There is barely history, no knowledge of the environment and science .

see, hidden five-year plans. If the revolution does not come suddenly, slowly, softly, we swallow the poison pill of structuralism.