In reality these problems simply highlight one of the biggest mistakes of our education system: children are objects to be moulded and not subjects of their own learning process. We forget not only their needs but also the development of their capacities, which are set aside by the egalitarian banner that reigns within the school classrooms, which functions as a factory to produce "good citizens".
Education has been set aside and a large number of parents no longer care about what happens inside the classroom. We have developed a society merely immersed in the fallacy ad verecundiam, in the idea that the school - the highest institution of prestige - is the place where our children are formed to be "someone in life".
However, education is a process in which parents assume a great responsibility, the responsibility for the formation of the knowledge of tomorrow's young people through learning and effort. The goal of education is not to impart knowledge manipulated by politicians, but rather the function of education is to serve as a tool for children to initiate their own search to know and understand much better the world, history, science, human behavior, among others.
Educating goes hand in hand with the intellectual development of each child and their ability to think in a self-critical, reflective and independent way to give meaning to broader contexts that go far beyond what is personally experienced. The instrumentalization of education for political or ideological purposes is just the opposite of educating: it is hardly training. The monopoly of education, secured through educational legislation, guarantees that we all learn from an early age how the citizen of tomorrow should think and act.
The only reality advocating universal, compulsory and free education is the monopolistic control of social indoctrination. The biggest scam ever seen is precisely the control of thought through schools, a much bigger lie than the Vietnam War or the Iraq War. The real raison d'être of public education is to minimize social alternatives for shaping ideological thoughts at a much younger age. And if not, why do politicians whose pedagogical capacities do not exist, legislate, order and establish laws with respect to education?
"The philosophy of the school room in one generation will be the philosophy of government in the next."Thus we have come to a system in which education can no longer be seen as a system of flexibility in which the educator can adapt to the felt need of his students, does not foster the development of the faculties of the students, rather focuses on fostering the unique thinking of his students. School curricula are full of what I like to call the "inclusive project" proposed (imposed) by the ruling political class. In the end, the ideologization of schools generates a school system in which it is no longer the quality of pedagogical concepts that sets the standards. What really matters is which group has the power to suppress the educational interests of other groups and impose its own through political action.Abraham Lincoln
If critical thinking is used when reviewing classrooms, it seems that schools are there to limit young people rather than build their capacities. Although children are naturally lively and restless, they are forced to stand still for many hours every day to memorize content they won't remember for more than a week. Despite all the data that science has provided to improve our education centers, politicians continue to monopolize education with their ideas and people are indifferent about it. Physical mobility limitations are joined by those aimed at limiting intellectual mobility: children are indoctrinated in what is good, and what is bad: they learn to obey. Twelve years of conditioning in the denial of the critical spirit and the stigmatization of rebellion, exceptionality, merit or simply individuality.
A consequence of all this is that today, defending free societies, free initiative, free trade or individual responsibility, is the work of crazy utopians. Our children do not learn that societies are dynamic and that it is they, from their particularities and the multiplicity of interactions with others that arise from them who determine this dynamic and the emergencies that characterize it. They are presented with a "good" social model, perfect and desirable, the only desirable one. Our children do not learn that it is their will and their actions that determine most of the success or failure of their endeavors. Politicians will take care of everything.
The problem goes far beyond the discussion of the desirability of, or how many hours children should go to school. Social integration, for example, is also a political objective that has been perverted to the point of vitiating the educational sphere. Placing schools under political pressure by turning them into factories of social cohesion is only possible at the expense of educational standards. Thus, instead of demanding performance and effort, it is more important not to exclude anyone.
What is truly difficult is no longer important. Intellectual demand is abandoned while the level of minimum requirements is reduced so that no one is left behind. And yet I say: the effort is not elitist; denying children and young people social and economic opportunities is. And that is exactly what happens when most children attend schools that are no longer interested in promoting knowledge.
The contents of education should not be determined by the guardians of the virtue of social or emotional well-being, but only by their nature. Knowledge and a better understanding of reality pursue a moral objective that transcends our understanding, one could say that the reason for being of the human being has a close link with knowledge, and, without knowledge, what would become of the human being?
Socrates represents a magnificent example of what education should be, it was executed by what all educators should do: corrupt youth and deny the gods of their city. Their educational offer made young people "too critical" in the eyes of those people who had then the objective of what we would call today "social cohesion".
