Dintre țările lumii, în mod constant, în ultimii ani, cele din aria Europei nordice sunt situate pe primele ranguri în studiile interculturale în ceea ce privește ”guvernanța sau funcționalitatea instituțională”, ”siguranța și securitatea socială și economică”, ”capitalul social” etc – vezi, de exemplu, dinamica indicatorilor din Legatum Prosperity Index, cu cei 9 factori esențiali care contribuie la ”prosperitatea individuală și societală”: https://www.prosperity.com/rankings

 

Și totuși…, dacă alegem o cultură națională ca cea suedeză, care a constituit în multe privințe, în anii 70-80 ai secolului trecut, unul din exemplele superlative ale reușitei educaționale, studii recente atestă un ”declin major” al școlii suedeze, atît în registrul performanțelor educaționale, dar și al climatului educational și motivațional pentru actorii principali din sistem (profesori, elevi, studenți)…

https://quillette.com/2018/09/18/post-truth-and-the-decline-of-swedish-education/?fbclid=IwAR3LK-H-MD4s53NkQNb-YIKaeVhjMYoiFMU-pE8AtR0NtONYBCZ-jAy71Qk

 

Iată o parte a tabloului succint al acestei simptomatologii degenerative:

 

Depression and anxiety among children aged 10–17 also increased by more than 100 percent from 2006 to 2016. According to Sweden’s National Board of Health and Welfare, the reasons for this dramatic increase are most likely linked to schooling and the transition from school to adult life. Similarly, physicians have suggested that the soaring prescriptions for ADHD drugs in Sweden, where as many as nine percent of boys are medicated for ADHD in some counties, are related to factors within the school system.

Finally, there is a kind of malaise in the teaching profession. There is an acute shortage of teachers, mainly caused by a high dropout rate among students in education degree programs. A further crisis component is the selection of applicants. Today, only five percent of teachers deem their profession prestigious, and barely half of them would choose the same occupation again. This fall in teaching’s status is reflected in the sizable share of applicants with low grades from secondary school and who grew up in homes with less cultural capital. Moreover, teachers are one of the least satisfied groups in the Swedish labor market, even though teachers’ relative wages have increased sharply in recent years. A recent study showed that four out of ten active teachers are considering leaving the profession”.

 

Iar sursa principală a derivei, care a stat la baza acestei destructurări, este chiar filosofia social-constructivistă, postmodernă, bazată pe asumpții relativiste (o tendință similară a fost înregistrată și într-o altă cultură care a indus o ”revoluție educațională”, o dată cu baricadele Sorbonei din 1968, cea franceză, dar acolo s-a propus deja o revenire la educație de tip clasic: https://www.reuters.com/article/us-france-reforms-education/no-kid-left-behind-macron-tries-to-fix-frances-education-system-idUSKBN1JV0MM).

Postmodern, social-constructivist philosophy has been institutionalized in many Western countries’ school systems, and this has adversely affected educational quality. This approach contends that knowledge and reality are subjectively constructed, which implies that knowledge cannot be transferred from teacher to student and that objectively measuring academic ability and achievement should not even be attempted. Instead, students should be given freedom of choice in their learning and work independently to acquire supposedly general skills such as creativity and critical thinking, which are considered more durable than ‘facts’ arbitrarily arranged in core subjects.”

Și cel mai interesant: atît stînga, cît și dreapta au perseverat în prezervarea acestei paradigme ideologice care a modelat politicile din sistem, contribuind deopotrivă la eșecul de azi…

 

The antecedents of this development extend far back, to when Sweden’s modern school system was established in the 1960s. The abandonment of teacher-led instruction was strongly supported by the governing Social Democrats, who described the practice as “authoritarian to its core.” Instead, methods that would promote students’ independence and general critical thinking abilities were recommended. (…)

At the same time, a new center-Right government enacted a fourth curriculum in 1994, which adopted an even more explicit social-constructivist view of schooling. A committee comprised mostly of pedagogues and staff from the Ministry of Education who drafted the curriculum stated that “what is knowledge in one place is not necessarily knowledge in other places” and that “there are no ‘pure’ facts,” only facts that take on meaning from what we can see or detect. In line with these arguments, the committee suggested that “the selection of facts can vary locally” and that “not all pupils everywhere need to work with the same facts to reach a common understanding.”

 

Și care, peste toate, indică eșecul unui proiect antropologic al omului post-materialist, dominat de ”free choice” și de ”posesivitate experiențială”, care în pofida ”prosperității” (măsurate atît prin indicatori ”obiectivi”, cît și ”subiectivi”), produce un individ însingurat, vulnerabil, rătăcit în alegerile incontinente ale unor mijloace ce devin scopuri în sine, uitînd adevărata țintă. O țintă care poate fi atinsă printr-un model uman care se cuvine să recupereze, în ceasul din urmă,  valorile tradiției și ale culturii clasice.

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