In these times, what does mean to educate? 



Camilo E. Ramírez 

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As Freud said, education is one of the imposibles; the other two are, to govern and to psychoanalyze. In spite of being impossible we did not resign to any of the three. Nowadays education has become, like any other topic in our post-human society, more business than education in its fundamental meaning: requiring a lot of certifications, qualified programs for professors and members of the administration staff, standardized evaluations, goals, the human rights etc. Which make us realize, What really means in these times, to educate? Why go to school in these times?

Therefore, their effects are: we have education but without its substance (like Slavoj Zizek has said about others objects, like alcohol, war, sex, coffee all the decaffeinated life) we have students and teachers, working together -in vain- just in order to conclude the programs, to fill the standards that the protocols of the school system requires.  

 This situation is possible, at least by three elements: 1) the pure technological illusion, which refers, what students, teachers, educational and political authorities believe (in order to guarantee all the educational goals) all we need is more technology: computers, multi interactive-media, more network systems, and other technology platforms. 2) Standarized programs and evaluations that are separating knowledge from wisdom; this explains why there are a lot of students specialized in how to do, instead of, how and why to become like, we have a lot of information and a little purpose and professors that just repeat the tasks that supra-educational system (computers, laws of education, protocols and evaluation criteria) give them. 3) The illusion that knowledge is separated from political and economical power (see M. Foucault, Truth and Judicial form) 

So, in these terms we just have buildings that we have called schools, institutes, universities, etc. We have education, without education, we just have the copy-paste effect in the students work, without reflection and debate, there is a great deficiency of dialogue and authority. It seams like new education is becoming more statistical, pure quantifications of knowledge.  

Is there any relation between this operational educative reality with the school shootings (to be listened with bullets) the bullying phenomena, one kind of sadistic and masochism relationships in school, one kind of (possible) love, the proliferation of drug treatments for those problems considered just as behavioral problems  an apparently easy way to correct the errors? 

The questions are open