Publication: Racionalidad cívica, competencia política y democracia radical. Un estudio en filosofía política de la educación
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2019-05
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Abstract
El problema o tema abordado en esta investigación, cuyo carácter es teórico, consiste en pensar (o repensar) el tipo de vínculo que existe entre la educación, en todos sus niveles, y la vida democrática, es decir, la democracia entendida como una forma de vida. En otras palabras, en qué medida la educación en su estado actual, condicionada como está por los discursos dominantes de la denominada Learning Society, contribuye a una plena formación de los ciudadanos o sujetos políticos. La metodología empleada para ello es la habitual en el campo de la investigación filosófica: el estudio de fuentes primarias y secundarias, la elaboración de borradores de trabajo, la discusión con nuestros directores sobre los borradores, y la corrección y redacción final de éstos. Al abordar el problema en cuestión, encontramos tres asuntos que, desde nuestro punto de vista, no están lo suficientemente problematizados en los discursos pedagógicos contemporáneos: por un lado, la idea actual dominante de que la sociedad se beneficiaría mucho de la compenetración entre el mundo de la empresa y el mundo de la enseñanza; por otro lado, el peligro de pensar al ciudadano mucho más como un sujeto «social» que como un sujeto «político», lo cual compromete una cierta idea de lo que es la educación; finalmente, el problema de reducir la democracia a un conjunto de reglas o procedimientos. A cada uno de estos tres asuntos problemáticos corresponde cada parte de nuestra investigación, a saber: la tensión entre los diversos modos de entender la democracia y los efectos que estos generan (tanto a nivel social como educativo); el lugar o el papel de la educación en la vida democrática; y el problema de cómo debemos pensar al ciudadano de un sistema político liberal democrático.
The problem or theme addressed in this research, which is theoretical in nature, consists of thinking about (or rethinking) the kind of link that exists between education, at all levels, and democratic life, that is, democracy understood as a way of life. In other words, to what extent education in its current state, conditioned as it is by the dominant discourses of the so-called Learning Society, contributes to the full formation of citizens or political subjects. The methodology used for this is the usual one in the field of philosophical research: the study of primary and secondary sources, the elaboration of working drafts, the discussion with our directors about the drafts, and the correction and final writing of these. In addressing the problem in question, we find three issues that, from our point of view, are not sufficiently problematized in contemporary pedagogical discourses: on the one hand, the current dominant idea that society would benefit greatly from the interpenetration between the world of business and the world of education; on the other hand, the danger of thinking the citizen much more as a "social" subject than as a "political" subject, which compromises a certain idea of what education is; finally, the problem of reducing democracy to a set of rules or procedures. Each of these three problematic issues corresponds to each part of our research, namely: the tension between the various ways of understanding democracy and the effects they generate (both socially and educationally); the place or role of education in democratic life; and the problem of how we should think about the citizen of a democratic political system.
The problem or theme addressed in this research, which is theoretical in nature, consists of thinking about (or rethinking) the kind of link that exists between education, at all levels, and democratic life, that is, democracy understood as a way of life. In other words, to what extent education in its current state, conditioned as it is by the dominant discourses of the so-called Learning Society, contributes to the full formation of citizens or political subjects. The methodology used for this is the usual one in the field of philosophical research: the study of primary and secondary sources, the elaboration of working drafts, the discussion with our directors about the drafts, and the correction and final writing of these. In addressing the problem in question, we find three issues that, from our point of view, are not sufficiently problematized in contemporary pedagogical discourses: on the one hand, the current dominant idea that society would benefit greatly from the interpenetration between the world of business and the world of education; on the other hand, the danger of thinking the citizen much more as a "social" subject than as a "political" subject, which compromises a certain idea of what education is; finally, the problem of reducing democracy to a set of rules or procedures. Each of these three problematic issues corresponds to each part of our research, namely: the tension between the various ways of understanding democracy and the effects they generate (both socially and educationally); the place or role of education in democratic life; and the problem of how we should think about the citizen of a democratic political system.
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