studybays me — And here is one answer — we are all guilty.

The interview, which is conducted Raczyńska Anna, was released in 2010, has not lost anything on your news. This specific diagnosis of education. This conversation can be treated as well as the announcement of the causes of the global crisis of education. Global crisis, whose effects begin to feel more and more clearly. Professor, in the preface to «Challenges …» he wrote that the book was preceded by an article that was born in pain. What is the difficulty stemmed? I did not think about it so full of ambiguity, controversy, and also simplifications. With astonishment I discovered places that require polemics. Even the greatest humanists — and reached for works of philosophy, psychology and sociology — have trouble with a description and definition of the concept of authority. The aftermath of my research and litigation is another book in which I present my discovered circulating about him superstitions. Jozef Maria Bochenski pointed out in his dictionary only four. I found as many as twenty-one. E.g? The simplest and most widely repeated claim that the authority is the authority that is a model to follow. In this range of false representations considered obviousness hides many paradoxes. There is, for example, the belief that authority clearly leads to authoritarianism. Meanwhile, it can be shown that authoritarianism was manifested in the lack of authority. Worse, these falsifications exist not only in the everyday consciousness, but also in textbooks. Mieczyslaw Łobocki associate the concept of authority in the school undisputed recognition. In other words, authority is always right, so do not argue with him. It’s hard for me to accept this matter. For me, in fact, the authority is something important and helpful in the struggle with the problem of dispossession of culture. The problem that manifests itself in the fact that we do not have to listen to who and what we do not know who and what to read, we can not ask important questions. So I decided to defend my way. Is there such a sphere in which a lack of authority is particularly harmful, so it must be extremely defend? Becoming a participant in the culture, heir to the tradition, a man capable of deep thinking is not possible without his presence. No contact with the authority understood as a valuable voice, which can be appealed, which can result in the dispute, which is pushing us up by his seriousness and excellence in treatment makes the world that we live in a sterile environment of the symbols. Often it is so that in the daily pursuit, in social life, in the sphere of mass duplicate gestures, we do not feel the need to have life-giving contacts. Therefore — in your opinion — there is no crisis of authority, there is a crisis of authority needs. What it comes from? We could not define it anew in the new times, whether there was such confusion that we made do with their rearrangement? The reason is both more dramatic and more pragmatic. Well, the story of the crisis of authority duplicate people who should personally and professionally fill this gap, but they can not do that. They have reduced their potential. They can not be a reference point for others, because first — never had authority, and secondly — it never needed. I am thinking above all academic, cultural, but also political. also teachers, whose task is to develop sensitivity, imagination and desire for contact with the outstanding people and valuable art, they generally do not have either of these contacts, nor their needs. If so even quote the thoughts of great people, they do it as if they did not appreciate this size. three hours easier to talk about Hegel than to give three sentences, which are the core of knowledge for someone about life, about the world of culture. Often I give the students an example, that of the seven volumes of «In Search of Lost Time» by Marcel Proust took out a single sentence, to whom I owe a lot. What? «Suffering can not be a privilege of poets.» This sentence is brilliant. making the analysis of prose with his wife Hermann Hesse discovered that the real educational and cultural impacts must undergo three phases — generating experience something important, to awaken new thinking and transform inner attitude. Unfortunately, as a society we operate in space laundered with such important impulses. I explain the fact that the value of authority has been lost in the modern world. I admit that the consciousness of this state of affairs has become a traumatic experience for me. Statistics show that we become «knowledge society». Nothing similar. It is only ideological impose ‘self. There was the end of the learning culture. Knowledge ceased to be something valuable. He became a commodity. There is no rush to knowledge. It is apparent rush to the diploma, which also means no programming ability valuable life path. Many students in the Bachelor resigns from further study because he has a degree, and employers such paper is enough. We are dealing with the phenomenon of the syndrome described by Zygmunt Bauman as a liquid consumerism. With a large proportion environment that provides this knowledge. Sorry, you’re right. At the meetings I have already pedagogical degenerowaniu of the cultural function of universities, which do not make students heirs of culture understood as a symbolic memory. The most important texts and values ​​are not available to them, which contributes to the cultural disinheritance. What’s more, universities are not aware of this process, so I do not struggle with it. I found in Sigismund Mysłakowski important term «dumb object culturally.» so teachers, the university, citing canon works in education, show that they are also culturally mute objects for themselves. That they do not cause them any experience, do not cause awakening and transformation. mechanism at work here patologizowania function of education. This mechanism is also evident in the lack of effort on the environmental identity, which is part of the authority. In the last twenty years, teachers fought mainly on higher wages. It is hardly surprising that protests, but they do not build identity. Not to mention the fact that poverty does not arouse respect, only compassion. I appreciate Maria Janion thesis, which assumes that high culture is no different from the storage place, only the style unique essay writer of functioning; cultural way of filling space. The problem is that we can not fill this space so that the creative potential development could come to the fore. We satisfied with substitutes and circumstances. for convenience, the rush, the cynicism and the reason that we do not pay for something. So important that after the turn of the 89th access to valuable content becomes unlimited, it turned out to be irrelevant. Not created a need to learn them. Surprised student references to the cult books of our generation, that you downloaded from the second circuit or we brought from the West. They do not become the object of their intellectual curiosity, because no one of them did not indicate serious. Do not awake the need to confront authority. because young people generally do not ask for anything, they not humanize. Zygmunt Bauman once said: «Humanists do not humanize» … … we write, not read. In this way, a researcher of one of the prestigious universities justified the lack of interest in popular science magazine about nature. Mrozek warns that the greatest threat to the future for society, culture and education is no longer totalitarianism, but half and quarter-dominance … … we should add — educated. And this is supposed education, from which absolutely nothing is clear, is the basis of claims of large, comfortable «setting», and even — horror of horrors — to enforce its authority from the position of the institution they represent. I am a teacher, and the school is a value, so you have to listen to me. is a grim trap into which fell university professors, people of culture, teachers. Professor, in his book, he wrote that the authority of the modern teacher is expressed by his personality. Personality is gone, can it work? In pedagogy lingering belief that personality is expressed through competencies they understood most often as a skill. It’s a misunderstanding. The key for the development of dispositions are. The Greeks already understood that education (paideia) must be shaping spirit. It’s not about the ability to read today, but that of his desires. Not in this thing, we have the knowledge that somewhere useful, only whether it builds our way of being, affects us. Reduction of knowledge to its practical dimension could make the person does not take a book in hand and a mace. That is why I appreciate the suggestion by Krystian Lupa, provided that the other is responsible learning continuously charging the energy that is the source of the message. A drawing of the load pulse contained in the works of great men. Then the personality or identity, carries such instructions as the imagination, sensitivity, depth open to other people’s thinking. Without this there is no dialogue or meeting. Not: «I think, therefore I am», but «I am, because they say about me.» This — conveying the climate of our times — Descartes paraphrase sentence suggests that Mr. blamed the blame for this state of affairs also the media … I do not want to condemn them. After all, the media appear pulses carrying the truth about life, richer than in the textbooks. No, the media themselves are not guilty, they can be a bridge to otherwise inaccessible spheres. Although sometimes the pressure at work here too shallow to adapt to the criteria and standards reduced, which probably already mastered all areas. We cease to be sensitive to the spiritual wealth of culture. We become — as Herbert Marcuse said — one-dimensional human beings, «przesocjalizowanymi.» But they do not excel in the creation of false idols? But it depends on us whether we yield ago. There are 50 TV channels, dozens of magazines and an open choice. No one needs to be a hostage of the media. And who forbids school, family, shape young people’s taste and imagination? How do you assess this context, the Convention Cuba Province? Young people liked him, watching, but he does not have the necessary distance here. At such a convention usually look or with a thoughtless admiration, because — as he says young people — are the «eggs», or reject it, because it repels us. the two extreme attitudes are the easiest and wrong at the same time. Regional program should look like Umberto Eco looked at the comics. Comics can be degradation of important content, but it can be a bridge, which is only open to people for a language, the content of these important moves. Provincial consciously plays the role of trickster is smart, knows a lot and invites people with whom not only leads banal game. Provocative and scandalous questions are intertwined with care and thoughtfully. This is about something more than trivial spectacle. This is indeed a deeper problem — there is a fundamental question about whether seriousness should not also juggle laughter, fun, provocation? Is education must be a little pompous? Why not reach for measures trickster? Find — as said Leszek Kolakowski — between the priest and the clown? More recently, under the influence of Bakhtin they began to investigate the presence of laughter in the school. I found out that if there is, mostly in dimension primitive, sneering, one-dimensional. As the program is one-dimensional Pospieszalski. And he would not have to be. primitive but use can be done with each work. «Crime and Punishment,» Dostoyevsky can be treated as a crime, and in «Last Tango in Paris» Bertolucci not see the existential, spiritual drama, just pornography. So what’s the trap in which most of the falls? Lies in the fact that all institutions, including the church, politics, media, schools, families are involved in what Peter Sloterdijk once called the reflectivity. In other words — learning, unlearning thinking. Simplification and banal run down do not care if people know how to take something. This rape of reflectivity is further coupled with the symbolic violence. Some things are in fact shown as obvious, and people are buying. Social dominated everyday socialization shallow, banal attitudes and behavior. so students are in college, but do not study, because their main job is to pass the next exam. Teachers, too academic, not instill … hunger for knowledge, because we do not feel it. This is sick. You can indicate the reason for this state of affairs? Determine which came first? Do miserable education, the result miserable times, or vice versa, miserable times are the result of poor education? I say brutally. The question of which comes first is less important than the question: who is to blame? And here is one answer — we are all guilty. We are not the only victims of this situation. We are its shareholders. Satisfied with each other we trust that the instruments of education will automatically carry the mechanism of creative development. Well it is not. A democracy is not automatic and it matures. There is no democratic attitudes of its people. It is therefore important who is to blame, not the one who started it. The answer to this second question will help us to a deeper analysis of the phenomenon. Consent to it, but not in terms of cause and effect. They do not answer questions about our involvement in the process, which we are not even aware of. Disinheritance of culture begins with a lack of understanding that you are disinherited. Of course, you can live without this awareness. However, if one wants to take responsibility for their own lives, for their children, for the future of the world, we must ask ourselves: do we have something to tell them seriously? And it looks like our communication? With hundreds of students, instead of dialogue, we prefer to take a written exam. For lack of time and opportunity, because of poor pay. But in this way we attach the hand to the fact that the most important cultural and educational institutions are losing their basic functions. Captured our imagination polls, rankings, keys interpretive tests. Thinking person can have on high school more trouble than he who slew his head shallow schemes. Dominate — haste and cynicism; appearance and banality. This diagnosis is not just about us. This is a global problem. Among the seven expectations placed upon teachers, the authority is in place sixth. Why it lost its value in the eyes of even those who by reason of age need this authority? Young people are looking for patterns, but they can not put their demands, because we have not learned them. And in this context, the media actually participate in the process of shallowing of the culture in its idolizacji. It takes up the tyranny of mediocrity and a mechanism for feeding and retracting cynical in shallow game weakest people. Often, he translates it and justifies regained freedom. A man of culture can not feel free in space, where the banality reigns, fiction, apparently.