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Escuela Gabriela Mistral
Pedro Medrano 246, Los Polvorines, Buenos Aires, Argentina

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"We don´t need permission to think "



We don´t need permission to think

140 Philosophy´s Students 
                  and
Profs. Luis Ángel Gómez  - Rubén Garnica



        
Project - preliminary version

Pensar sin permiso, de Gonzalo More. Hecho para el proyecto, por el alumno- artista de 16 años
               
           Thinking, we got to here. We can go much more further


    Axis of the debate: 
Is it possible, with the current practices, to form free citizens, creators, innovators, that, they question what presents itself as the given and capable of reforming the environment? 

1st Level 
 Starting point 

The project began in August, 2013, after leaving the direction (leadership) of a secondary school for which I worked for 4 years. The available time, to I allowed to gain access to commissions of the  ending of secondary school´s plan, (FINES) to teach Philosophy. 

              In the first classes, I found heterogeneous groups, the stripe etaria was wide, they were going from the 19 to the 60 or more years of age, the numerous commissions, some cases there were overcoming 40 pupils and the limited spaces, sometimes improvising seats, desks or blackboards. The classrooms to teach were also varied. Some with precarious structures, it could a question of an unexpected lounge, a garage, a living, the lounge of a church or common classrooms, in other opportunities. I remember my first group. It attracted attention of me their faces, I thought for a moment that it was in front of those who were doing foul-up in the school and joking, said to them: Are you the vagrants and those who were doing foul-up, right?. 
      
                Although it was a joke, what it began like a joke was confirmed when I knew its histories. The reasons for which these groups were in the FINES  plan, and not in the six years secondary school, might have been, misbehavior, under yield, repitencia appellant or some another. The important thing was that they were presenting before themselves with the desire to finish its secondary studies, crucial point in this process, since they are moved by their own will of growth, academic, social, personal. The opinion of teachers and parents, even of other secondary school students about the FINES plan, was negative. When I was commenting with some colleagues on my new experience, they were warning me that it was a foul-up, which was something unexpected of the type “political patronage system”, that they were not learning anything, that the teachers were not receiving what was corresponding and the payment period were spreading arbitrarily.                     
             In addition to warning me about the system, the concept that they had of the population who was present at the plan was still worse. In spite of the continuous instructive ones, teaching days and other forms of training that prepare the teacher to include the pupil and to undress expressions descalificadoras, in this case, there was attracting attention the bluntness of the affirmations, synthesized in expressions like:



       “… it does not serve for anything, They go for the plan, to charge! They give them the title!, they approve them this way only, without knowing anything, do not learn anything!: 
              When they are going to look for work and see the title, they do not take them!, in the universities they last a minute …” between other conceptual definitions descalificadoras. I proposed like work strategy, to compromise the pupils of every group to debate and to look with them for a new way of working that revirtiera this of, “… the FINES plan is a course of low yield, which members were not receiving the necessary preparation and which only they were going for the plan”. 



                  Since teacher - pupil equipped, that is to say, we proposed to work hard and to do that the qualification was constructed by the effort, the dedication and the consensus and that it was not a gift, so that, if the proposed work was done seriously, if both teacher and pupil were assuming the corresponding work and with responsibility they would raise and would dignify its rolls; then, the spilled judgments(opinions) would stay without sustenance. With the FINES plan, we begin to be employed at a semester the contents that in general talk each other in one year in the secondary school. It was telling in my favor that the adult students did not want to lose the time (its revenue to the Plan was voluntary), then, the debates might benefit the raised targets. 

                     This strategy spread all the commissions and the proposal was to improve the work so that the pupils could get out of debt without problems In any field, either tertiary, university, in the field of work or another. And, finally, to make possible the social mobility. The bad reputation of the student plan PURPOSES, was discussed in each of the groups. In exchange, they mentioned an article of Clarin expressing all kinds of damaging remarks toward the teachers of the Plan, saying that even they were and that this was a plan to give away the title. (A material that is attached to the project). 

                    The professors of the university, are convinced that, " ... in the secondary is not learned nothing," this phrase is common at the time of admission to the university (which we have heard 50 years ago). And in the CBC, common basic cycle, the same " …and in the CBC don't learn anything". The information that confirms this last statement comes from interviews with university students. Match the source that pronounces the affirmation, the professor and the recipients, students. Testimonies of the respondents in a survey. (Also attached are kind of data collection, universe, number of students, ages, statistics and graphic.) discussions continued. The concern about the origin of the expressions found in part its response. Now the goal was to establish the foundations that legitimized the disqualification. In meetings with teachers, (working in the direction), when a teacher approved 6 students, a group of 30, i.e. 24 should be submitted to evaluation committee in December. The obvious question was, what happens, that so many students must be submitted to review? Usually the answers were, "Are some vague" "talk" "they were not interested", etc. , the teacher is distancing itself from its responsibility and focusing the blame on the student. It is possible that a group of students who do not promoted at that time, they are students of the late today. It is important to clarify, that the case cited the professor that justifies the amount of students who did not pass, is by way of example, but it could cite many cases, with remarkable resistance to self-criticism on the part of the professor, and bear in mind that evaluate is to evaluate-is or make a review of practices and not demonizing the student. 

Se debate el proyecto "No necesitamos permiso para pensar"
 

            These practices are still being used. In teacher training, explains that the teacher has by audiences for their work to pupils with difficulties due to the adolescent (syndrome of normal adolescent- Aberastury, Knobel-1977), personal problems, problems of coexistence or other. With students that always paying attention and comply with each and every one of its tasks, the teaching would lose its meaning. Students self-sufficient, need little of a teacher. If the student is enrolled in the plan ends, that is to say that student was excluded, learns, is doing well and also continued his studies, one might infer that the teacher who in his time he excluded the student, made a mistake when he made his selection. (Expression that do not share, but it is a fact that the school you select, at least so express the studies carried out by the "flows reproductivistas", such as those expressed by Bourdieu- Passeron, and Althuser (1970) 

                  Those Who disqualify themselves in universities who approved the CBC, the secondary school or the Plan fines, use practices that are diametrically opposed to the teaching, it is a hasty judgment, a construction of arbitrary power and without basis. From the denial of the other, seems secure the submission, not discussion, non-confrontation and interpolation to the professor, in short, the "not thinking". You don't know= You don't think the existing asymmetry, adds the untying of the "other", well, he is always kept disciplined and obedient. If to this we add the request of the professor, "thinking", which is not always the case, we completed the incongruity. 

Here the "starting point" 

                   In any field, either tertiary, university, in the field of work or another. And, finally, to make possible the social mobility. The bad reputation of the student plan FINES, was discussed in each of the groups. In exchange, they mentioned an article of Clarin expressing all kinds of damaging remarks toward the teachers of the Plan, saying that even they were and that this was a plan to give away the title. (A material that is attached to the project). 
              The professors of the university, are convinced that, " ... in the secondary is not learned nothing," this phrase is common at the time of admission to the university (which we have heard 50 years ago). And in the CBC, common basic cycle, the same " …and in the CBC don't learn anything". The information that confirms this last statement comes from interviews with university students. Match the source that pronounces the affirmation, the professor and the recipients, students. Testimonies of the respondents in a survey. (Also attached are kind of data collection, universe, number of students, ages, statistics and graphic.) discussions continued. The concern about the origin of the expressions found in part its response. 

              Now the goal was to establish the foundations that legitimized the disqualification. In meetings with teachers, (working in the direction), when a teacher approved 6 students, a group of 30, i.e. 24 should be submitted to evaluation committee in December. The obvious question was, what happens, that so many students must be submitted to review? Usually the answers were, "Are some vague" "talk" "they were not interested", etc. , the teacher is distancing itself from its responsibility and focusing the blame on the student. It is possible that a group of students who do not promoted at that time, they are students of the late today. It is important to clarify, that the case cited the professor that justifies the amount of students who did not pass, is by way of example, but it could cite many cases, with remarkable resistance to self-criticism on the part of the professor, and bear in mind that evaluate is to evaluate-is or make a review of practices and not demonizing the student. 

                  These practices are still being used. In teacher training, explains that the teacher has by audiences for their work to pupils with difficulties due to the adolescent (syndrome of normal adolescent- Aberastury, Knobel-1977), personal problems, problems of coexistence or other. With students that always paying attention and comply with each and every one of its tasks, the teaching would lose its meaning. Students self-sufficient, need little of a teacher. If the student is enrolled in the plan ends, that is to say that student was excluded, learns, is doing well and also continued his studies, one might infer that the teacher who in his time he excluded the student, made a mistake when he made his selection. (Expression that do not share, but it is a fact that the school you select, at least so express the studies carried out by the "flows reproductivistas", such as those expressed by Bourdieu- Passeron, and Althuser (1970) Those Who disqualify themselves in universities who approved the CBC, the secondary school or the Plan Our project here ask if realized, use practices that are diametrically opposed to the teaching, it is a hasty judgment, a construction of arbitrary power and without basis. From the denial of the other, seems secure the submission, not discussion, non-confrontation and interpolation to the professor, in short, the "not thinking". You don't know= You don't think the existing asymmetry, adds the untying of the "other", well, he is always kept disciplined and obedient. If to this we add the request of the professor, "thinking", which is not always the case, we completed the incongruity. 

Here the "starting point"

             The information was transferred to the students, sought the biography of Rodolfo Kusch, we discovered that their concern was similar to that which we were analyzing and in part the we adopt as our own, in the words of the Argentine philosopher, "… think at home, in the community, the province, the great motherland, the whole world, because definitely you have to do with the man himself, me is relevant… ", (Added,… but we started in the home, not in Germany… ). . Each novelty or relevant information was a matter of reflection with the director, with whom he shared the news and assisted in the construction of the project. We plan the next steps to take. In one of these meetings, we are talking about teaching practices and in particular about the deeper meaning of "to enable the other".
                  We agreed that it was something as well as an order. We tried to imagine the citizen formed with the use of "Enable the other to", and the conclusion was, the other can, if enabled. The much used "You know nothing", here is going to come.
In another aspect of the work, to be able to confirm the initial hypothesis, there was necessary objective information that they were confirming: 1st - That is discredited to the secondary school, to the ENDS (FINES) or to the CBC 2nd - That who were declaring themselves were, mostly, teaching and that who it were not, adopted similar position (attitude) transmitted by the same teachers. (It is difficult to find out of the teaching a judgment  like that) 3rd - to install an opinion with so much force, the mass media were a functional part. 

                      
 Next, there are enclosed the names of the pages in which the practices of the journalist can be observed asking questions and the articles about clarion and the nation, which expressed themselves against the ENDS (FINES) and to the secondary school. With regard to those of the CBC, the interviews from which there comes the information that the planteo allows us to affirm, there are the result of 20 taken cases, of which 15 answered, that at least in an opportunity had listened that the CBC was not serving because they were not learning anything, 3 had not listened to it but they had it naturalized and 2 answered that "not, that is to say, they never listened to say to the teacher that “in the CBC they were not teaching(showing) anything”

                       Videos of expressed(emitted) programs of TV, to which it is possible to gain access by means of youtube 
- https://www.youtube.com/watch? v=ZtgOcBHqTqk 
- https://www.youtube.com/watch? v=tMlhq-lp1fA 
- https://www.youtube.com/watch? v=tMlhq-lp1fA 

                          Internet 

http://www.rankia.com.ar/blog/comstar/2098028-educacion-privada-promueve-mediocridad-educativa-n http://www.infobae.com / 2014/04/14/1557324-la-estrategia-del-gobierno-es-generar-un-ejercito-analfabetos-funcionales-tit 

              In the material, it is possible to appreciate a journalist, who, on having presented the note, expresses the decline of the secondary education, ridiculing the young people who are addressed in the public route with questions like(as), 

        What president followed Illia, Frondizi or Perón?  or
         Who is the Argentine chancellor in the USA?  or 
definition of Coseno of a triangle rectangle, after which, it unloads the sarcasm or the mockery that humiliates the young man, saying: 
                "The pupils of the secondary school, every time know less" and it closes the note. 
                        From our perspective, the premeditation of the note and the premeditation of the questions, they construct arbitrary power without foundation from the disqualification and the denial of other, (would cheer up the journalist to improvise another five questions? 
                        And to answer them? 

                  Perhaps if we should ask him for example, all the military coups to democratic institutions it knows, who was or the presidents of fact of the autocalled “Liberating Revolution”, of course we would meet results similar to the expressed ones by the projecting pupils of the secondary school without this one journalist suffering the mentioned disqualification. This degradation of other is promoted because it becomes public. Somehow, in the persons who scarcely were distrusting, it will transform in certainty and who had no idea, the doubt. In case of the journalist not at all, unharmed. In short: -

 Is the school a counterfoil of forms that then are reproduced in the society? 
YES
The practices descriptas, are they real?
YES
What type of citizen forms with the use of these practices? 
A submissive citizen, unable to address, to innovate, to question its environment. Invisibiliza an important part of the reality due to its submissive acceptance, is naturalized and it is already not a motive of its attention. To be employed at the project, sharpened our look and visible new daily examples were done. 

 
A curiosity 


Luis Angel Gómez

                Curiosity called here, to an internal process of the man provoked initially by a phenomenon, by the reason or a combination of both whose(which) purpose(finality) and constitutive part is to summon to the action and it is always a starting point. I initiate. The curiosity is hist
                  One more case, which was installed in the media a few months ago, was of a young woman of 17 years, that disappeared the day of his birthday, known as the "case melina" who, according to the confession of one of the accused, she was allegedly raped and murdered, and then throw his body in the Reconquista river. Daily images showed again and again to the agents, (gendarmes, divers, police, prosecutors, lawyers and others) in the place, moving through the water with boats, walking on the water and a couple hundred between police forces and other walking the shores. 
          The curious thing was that while they were looking for the young, the cameras showed a number of cars pulled by its state (unarmed) could be inferred that they were stolen, that is to say, instead of drawing these cars and verifiability, the shirking with naturalness that could dodge a corpse and say oh no is the Melina! The seriousness of the matter lies not only on police officers and judicial, prepared for the detection of crimes, but that millions of viewers don't seem to have noticed, because had they done so, as applicable, it should have been made the complaint. 

              However, neither means of communication or bailiff, or citizen, seem to have shown interest or anyone interested in. Perhaps the media be so the case. It was thought only to find the young girl. Level 3or levels, are the points of inflection. Some created arbitrarily, the latter emerged from the same project. The third level is the point at which the project continues its course independently. Here, the students informed about every interview, discovery, forward or reverse, begin to act which in the beginning of the project was a hypothetical. One of the panellists, was in a delicate treatment and we had to find a replacement. It was a query and circulated names that did not meet the conditions that the project needed. 

                     The subject was debated and the students involved without fear, proposing and arguing, then the classes were expected with anxiety. It was proposed to Eduardo Rinesi, rector of the UNGS, until a few weeks ago, to be the candidate who completed the debate. The students were reminiscent of the rector of the UNGS, that in their spare time they witnessed the classes in the end and its name was immediately accepted. With the draft and the confirmation of the guests, we began to formulate the shaft of the debate. We evaluated the following data: why events of the sensible world, objective facts, circulating among us as ghosts without at least in appearance, citizenship was aware? Rene Descartes, had already been touched upon the topic. We believe that development on the hegemony, raised by Antonio Gramschi, could serve to respond that as symbolic power, could be presented as an obstacle between us and the problems of our society. We found that take two examples from the film "dreams of freedom" with Tim Robins and Morgan Freeman, to respond to the questions originating in, would facilitate the work. 
           Remember, what you can with the current practices, training free citizens, creators, innovators, that question what is being presented as a given and capable of reforming the environment?
                One of the scenes refers to the moment in which Morgan Freeman after 40 years in prison is released and gets a job in a supermarket, packing the customer purchases. Working in full and in a loud voice asked the chief if he could go to the bathroom to make pis, to which the head nodded but called him and said the ear when i want to go, he would do so and did not need to request permission. 
                 The man who was now free, apologized and while he was on his way to the bathroom she reflected:
   "40 years asking for permission to go to the bathroom, if not I ask for your permission I can't do pis" 
                 the same way, we deceive ourselves with the idea of being free. When localize that travel in collective all the unemployed days to reach our work, you may think that it is normal for a man truly free, it is an aberration that subjugation, but of course, for that first we must be able to see it, that is visible. In the case of the film, in the bus and in the search for the young Melina in reconquest dodging stolen cars among other things, there is something in common: the "not see" 
                   
                 the second selected scene of the film is when Tim Robbins, that was a very close friend of Morgan Freeman, escapes from the prison in which he was serving a sentence for something that had not done this, he said to Freeman, prior to escape that if ever gets out of jail, is directed to a particular place that only he knew that underneath a stone would be something. 
                 Years later, when he was released and lost his life meaning and the idea of suicide the adieu, decided to go to the place where his friend had pointed him. There, under the stone of silex, found some money and a letter that said something like:
                  "Dear friend, if you are reading this letter it is because these release and, if you get to here, you can go much further…"
                     deny to the other, is not limited to the school, the plan ends or to the University, on a daily basis we hear sadly as the people walk down their arms with such as for which purposes? , not worth or everything is invented. Nothing is going to happen, not you goals and the list goes on and on. 
A sentence could help us 
    to reflect for the submissive man, everything is invented,    for the man "free", little is known, there is much to be discovered



As closing:

 
                To say that nobody sees what it has opposite to its eyes, or that they naturalize all, it would be to commit the same error of those whom you say “…, they do not know anything”. 
               There is a large number of persons who do not naturalize and want to change, they want to help to that others see that a problem watches us. They work without rest so that we realize the risk that we run with some situations with which we live together and do not see. 
              Two months ago, in this one school appeared, Sergio Levin, father of a pupil of the group of the tragedy of the school ECOS. The pupils traveled round a united(joint) project to the Argentine north. The combi in which they were traveling, hit a truck that crossed and its son killed 9 young people, between them, and the teaching one. The alcoholic driver of a truck, turned the trip of a mike away.
               Sergio is giving chats the whole year, explaining this reality: that the dead persons quantity in transit accidents is four times major than the victims' quantity for insecurity. It was upsetting to see this man, giving the best thing of, trying of “to wake up the persons”, that take conscience of this scourge(disaster). On December 9, 2014, it has not stopped because the cause fell down for a bureaucratic step that the judge did not do. Hence, the idea of presenting simply a curiosity. If there are great or small those who realize, it has no importance, the important thing is to intervene to modify it if it bothers or if it is illegal. Of course, many persons realize.
 Our project here would ask:
                            Why did nobody do anything? 
            How do we know that nobody did anything?, 
 Because of having been like that, the things must have changed.


Thinking, we got here. We can go much further


You can find more information in the sites
 Clic here
In Argentina wealso think
or
http://filocyh.blogspot.com.ar/p/25-anos-de-experiencia.html


Clic here
Think is not bad 
Or

 http://piensoaunqueduela.blogspot.com.ar/