Society, Culture, Education & Self

Education

 

Contemporary societies are profoundly committed to creating scientifically, technologically,
and economically advanced models. To this end, modern education, as a principle establishment for training new generations of citizens, provides a society with individuals adapted to operating within a standardized system of communication and control, which supports an action model of compete–gain–win. The final goal
of any disciplinary course boils down to passing a standardized test. Much attention surrounds the issue
of how proficient students are at following algorithms to code for various databases rather than their sociological imagination—the ability to see their autobiography and personal milieu in relation to history
and society.

The logic of standardized testing lies in the fact that, to get good grades, students do not need to bother themselves with reflecting on their attitudes towards others, society, or the environment. The integration of individual irregularities and the promotion of personal interests in accordance with the common good – ‘shared values about what we owe one another as citizens who are bound together in the same society’ – by the use
of individual agency become too disruptive and, ultimately, counterproductive to established standards
of compete–gain–win. Oriented towards the promotion of technical rationality, contemporary education neglects relational perspectives of self and others and, therefore, contributes to the advancement of ID'C culture.

 

 

 

 

 

 

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