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(en) anarkismo.net: Educational reform follow-up ... by Anarchist College [machine translation]

Date Tue, 27 Nov 2018 08:13:01 +0200


Therefore, we consider that an attempt to change educational structures becomes real when it is part of an overall revolutionary prospect of social liberation. To create a society in which knowledge diffuses socially and contributes to the full development of people's cognitive, cognitive and perceptual skills, in an environment of freedom and through collective learning processes that promote learning and scientific research for the benefit of the community and of the whole of society, and not for the benefit of the state and capitalism. ---- The new government bill on universities and voted in parliament is part of a more comprehensive restructuring of education and of the state / capitalist system itself. The attack on education and the demolition of acquired decades is on the same agenda as wage, pension and social benefits, as part of the memorandum and systemic crisis.

Gavroglu's new law serves the design of a university dedicated to the production of highly specialized and flexible workforce to meet the modern needs of the market. Covering the "primary surplus" memorandum will lead to cuts in resources and spending for education, leading to the elimination of departments and schools and their abbreviation for new curricula. The demolition of labor rights with the splitting of a single degree obliges graduates to undergo continuing studies and raises the need for additional vocational training, leading them to pay a fee for their participation in postgraduate study programs. At the same time, they open up vague business areas, which will essentially undertake the training of "passepartout" supplementary workers.

The bill further adds to the one-dimensional and economistical, technocratic dimension of knowledge. In the university, knowledge is estranged from its social function, it is being devalued as a means of capturing and interpreting the world and oriented unilaterally to maximize the profit of the bosses. The result is the production of unwholesome and persuasive workers who will be able to form capitalist production in the future. In this direction, the devaluation of "non-productive" studies, humanitarian and social, where they are constantly being attacked, highlights how the state and the university are bourgeois.

The new law did not fall from the sky. Reforms in education are an ongoing process that progresses with steady pace and independent government. In recent years, the intrusion of business clubs, managers and securiti companies into schools is a sign of an effort to further synchronize education with neoliberal reality. Financing universities from private interests strengthens and legitimizes the relationship of large entrepreneurs with universities. Funding is not voluntary aid to the educational institution, but rather investment type, since capitalist groups receive direct or indirect benefits and rewards (eg conducting research programs on their behalf) maximizing their profits. These finances tend to ultimately replace the state as a financial feeder, consolidating the presence of individuals in universities. This presence, coupled with the equivalence of diplomas provided by private institutions, creates an educational framework from which even larger sections of our class will be excluded.

The emergence of mass education systems coincides chronologically with the emergence of the bourgeoisie, the formation of nation-states and the development of the capitalist market in the mid-18th century. The technological discoveries of the time, the material and ideological hegemony of economic and political liberalism, the explosion of the sciences and their practical application in the field of industrial capitalist production, the gigantic state mechanism and the need for staffing led state and capital to construct a structure that will channel the requisite specialized staff to the market and the state apparatus. The purely pedagogical part of mass education systems has been an aspect of the attempt by the state and the bourgeoisie to impose coherence on the social body, to equate the boss with the worker, the ruler with the ruler. The vehicle has been and still is today the formation of national consciousness and the infusion of bourgeois liberal ideology through a variety of disciplines, disciplines and propaganda methods (parades, nationalist festivals, ecclesiastics, counterfeiting of history, unilateral information, ideologically lectured lectures, etc.). The system of education, albeit modernized, even though it has escaped from the ruler and the costumes, has not managed to escape its historical role, since by its very nature it functions at the service of the state and capital The vehicle has been and still is today the formation of national consciousness and the infusion of bourgeois liberal ideology through a variety of disciplines, disciplines and propaganda methods (parades, nationalist festivals, ecclesiastics, counterfeiting of history, unilateral information, ideologically lectured lectures, etc.). The system of education, albeit modernized, even though it has escaped from the ruler and the costumes, has not managed to escape its historical role, since by its very nature it functions at the service of the state and capital The vehicle has been and still is today the formation of national consciousness and the infusion of bourgeois liberal ideology through a variety of disciplines, disciplines and propaganda methods (parades, nationalist festivals, ecclesiastics, counterfeiting of history, unilateral information, ideologically lectured lectures, etc.). The system of education, albeit modernized, even though it has escaped from the ruler and the costumes, has not managed to escape its historical role, since by its very nature it functions at the service of the state and capital

The struggle against the new bill concerns first and foremost student college students. The forms of the struggle and its contents are shaped and developed as a product and reflection of the correlations in the student movement and its relation to the other social and class struggles. For our part as anarchists we propose the unprecedented organization of the students, away from party factions, leaders and leaders. We advocate equal and universal participation in decision-making on the organization of mobilizations, actions and occupations.

As anarchists, we stand solidly in the struggles of the people of our class struggling to improve the conditions of our lives. The struggle against this law is important, but even succeeding in its abolition will not have transformed the core of education. An educational system that reproduces and exacerbates exploitation and oppression can not be reformed in a liberating direction. Therefore, we consider that an attempt to change educational structures becomes real when it is part of an overall revolutionary prospect of social liberation. To create a society in which knowledge diffuses socially and contributes to the full development of people's cognitive, cognitive and perceptual skills, in an environment of freedom and through collective educational processes that will promote learning and scientific research for the benefit of the community and society as a whole, and not for the benefit of the state and capitalism. In order to build such a society, it is important to interconnect every partial struggle, small or big, with the most comprehensive struggle for social revolution and the destruction of any governing structure and relationship. For a non-classical, extreme, federalist society, for anarchy. with the most comprehensive struggle for the social revolution and the destruction of every dominating structure and relationship. For a non-classical, extreme, federalist society, for anarchy. with the most comprehensive struggle for the social revolution and the destruction of every dominating structure and relationship. For a non-classical, extreme, federalist society, for anarchy.

THE TEACHING SYSTEM IS THE TEACHING OF THE SYSTEM

FOR THE SOCIALIZATION OF KNOWLEDGE IN A WORLD OF FREEDOM, EQUALITY AND SOLIDARITY

anarchist college en route

Related Link: https://kathodon.espivblogs.net/?p=121

https://www.anarkismo.net/article/31209
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