continue with gathering materials for and against the LEU for everyone to form their opinion.
--------------------------------
EPISTEMOLOGY AND POLITICS IN THE LAW OF HIGHER EDUCATION
By Carlos Lanz Rodríguez
turns out that after decades of waiting, our universities will produce changes in several areas, administrative and academic, educational, arguing on the mode of knowledge production, distribution and appropriation.
The actors involved in maintaining the status quo university (public or private institutions) are part of an elite that has profited from monopoly and hierarchy of knowledge with all the plot that this symbolic and material involving: titles, credentials, privileges, influence peddling, wage differentiation, etc.
As "knowledge is power" has been playing a relationship of domination in our universities on behalf of the discipline and specialization, so that the old Cartesian thought has legitimized the punditocracy on behalf of science and technology. This disciplinary logic (indeed, as outmoded paradigm) has imposed a real "thinking" about what is known, and who knows how it serves. The LEU raises the abolition of monopoly and the hierarchy of knowledge base disciplinaria, que posee como sustento la división social del trabajo capitalista. Esta relación de producción posee las siguientes implicaciones epistemológicas:
* Separación entre la teoría y la práctica o divorcio entre las tareas intelectuales y manuales.
* Fragmentación y atomización del saber: disciplinas y especializaciones.
* Dualismo sujeto-objeto: separación entre universidad-comunidad, distancia docente-alumno.
* Dispersión de las estructuras administrativas y curriculares.
* Divorce between teaching research and extension
These conditions generated by the social division of labor, has a strong involvement in the definition of curriculum content, organization and structure of curricula, their organization and administration, as we find today in academic institutions: lectures, courses, qualifications, examinations, qualifications, professional associations of each discipline doctors, historians, engineers, educators,
As regard social-historical this is the basis of the "transfer work, "denier of freedom of thought and creativity of human beings.
educational field in this particular process anachronisms in today defended by Ms. Arocha, Scharifker y Cia:
- Resumes with decades of life and no updates
- Teaching repetitive and rote
- Breeding Research, projects and theses to nowhere, that have no connection with real problems, no subject or context, nor can scale technology.
- Evaluation punitive, based on the award-punishment, using techniques not in use: tests, oral or written tests, grades or grades.
The aforementioned deficit is the epistemological and pedagogical background that want to perpetuate in the name of "academic freedom."
Of course, size does not go unnoticed and truculence in that sense only enough to make a "comprehensive reading" the articles of the LEU, which relate to these topics:
About 1.-LEU accuse of promoting dogma or single thought, we can cite, for example, the definition of university education, which is embodied in Article 3, paragraph 1:
"A universal human right and a fundamental social duty, aimed at developing the creative, and liberating the human being and society."
Also in paragraph 4 of Art 3 the same relation to the definition of higher education, claiming the creative abilities and knowledge dialogue:
"An organized strategy to explore, stimulate and develop transformational thinking by applying various forms of creation, re-creation and knowledge transfer in the context of knowledge dialogue."
Also in Art 47 of the LEU, which is a conceptualization and characterization of the basic processes of university life, explains how to assume comprehensive training,
"... is the process aimed at strengthening the comprehensive nature, collective and solidarity with, and students, develop their creative thinking, critical and transformative; interrelating theory and practice, education and work, articulating different knowledge, skills and learning situations, adequate action to thought, aware of the historical and social contexts and the implications in all dimensions of reality .. "
This article clearly plasma kind of thinking to develop: critical, creative. It is also assumed overcoming the division of labor interrelating theory and practice, matching action to thought and articulating different knowledge.
But if this is not enough, we reiterate the libertarian approach in another article that refers to the general features of the comprehensive training. In that sense, Art 48, paragraph 1 arises
"learning processes in university education in all areas of knowledge, have the following general characteristics:
1. Educational spaces that will serve the communication, characterized by free expression and confrontation of ideas, respect and appreciation of diversity, multiplicity of sources of information, the claim of the question and the integration of all participants as valid interlocutors. "
But not surprised that there's more, the numerals 6, 7, 8 and 9 of Art 48, posed as follows:
"Development of skills reflective thinking, critical and transformative, problem solving, decision making, cooperation, dialogue and learning ability in context. "
" Consideration of the multidimensionality of the issues and realities object of study by working in interdisciplinary teams. "
" epistemological privileging the concepts of totality and dialectics that characterize the relationships and movements of the natural and social phenomena. "
9. Critical learning privileges of hegemonic knowledge and skills, questioning the rote learning, methods, strategies and conservative procedures.
After making these many events, we can afford to give notice to the governing Arocha and partners who cite a single article of LEU which promotes dogmatism or thought.
In quotations we have reviewed the charge is unmasked course thinking about all that exist in the LEU and instead is clearly an invocation to the premise of liberating education which are embodied in the Organic Law of Education:
- Developing Critical Thinking
- Comprehensive training and intellectual creation
- collective production of knowledge and the democratization of knowledge
- Teaching Process focused on research and innovation.
2 .- With regard to the fragmentation of knowledge and disciplines, LEU also promotes a tough battle with the mandarins or fiefs, which maintain a kind of "despotism" that is promoting rigidity disciplinary mental and mediocrity, as with all thought of right or as the predominant faith in the UCAB, for example.
should ask because that institution has been a stubborn resistance of "academic audit", without much effort to find that this is due to the concealment of errors and sterility that carry some disciplines too compartmentalized.
In this regard, the Art 50 that relates to intellectual, he says in paragraph 1:
"Understanding the dialectic of subject-object relationship as fundamental elements of the act cognitive, assuming the critical role of theory in knowledge creation processes, to incorporate the concept of totality, breaking the epistemic boundaries, including using various methods and techniques, opening spaces to the complexity and uncertainty that require international approaches and transdisciplinary transcending the paradigm of single method. "
We should not be surprising that this article, contrary to what the right notes, on the left side of the dogmatism of a charge arising out of" post- Modernism ", because instead of applying the" methodological monism "are advocated various methods and techniques. Also assumes the complexity and uncertainty as part of reality, requiring the use of inter-or transdisciplinary approaches
This approach is reiterated in Article 29, paragraphs 4 and 8, which concerns the powers Centers for Territorial Studies, which states:
"stimulate the collective production of knowledge and appreciation of knowledge through the systematization of local experiences and recovery of historical memory."
"develop critical thinking, transdisciplinarity and eco-political theories as privileged forms of progress in understanding the complex relationships between economics, culture and environment."
The universal debate taking place in all latitudes of the globe about the political philosophy of the state, reflects the trends associated with the democratization of knowledge, dialogical interaction, intersubjectivity. In other words, the construction of a new political culture.
3 .- It is here that we must enhance the link between education and work liberating liberating your inner being vital link between epistemology and politics, as the malaise of democracy has much to do with the perversions of fiefs, with the kidnapping of political sovereignty by means of pseudo-participation as in the university senate's monopoly and the hierarchy of knowledge. Today, voting can be manipulated, so the protagonist democracy is closely associated with the "democracy of knowledge" and cognitive sovereignty.
This is clearly outlined in the Art 15, paragraph 2, of the LOE regard to the purposes of education, where it is assumed:
"Developing a new political culture based on the active participation and strengthening of People's Power in the democratization of knowledge ... "
In LEU, this topic is developed in the late college education. Article 5, paragraph 2:
"Developing a culture based on active participation and the strengthening of People's Power in the socialization of knowledge, skills and practices."
This approach, both the LOE and the WBC, has constitutional rank in Art 62 of the CRBV:
"The people's participation in the formation, implementation and monitoring of governance is the necessary way of achieving the involvement to ensure their complete development, both individually and collectively. State's obligation and duty of society to facilitate the generation of more favorable conditions for its practice. "
constitutional mandate is clear, both the State and society should facilitate conditions for the people involved role in the formation, implementation and monitoring of public policies. Here is integrated the whole process, both the tasks of preparing and implementing practical, ie it is considering improvement of the capitalist social division of labor, separating the intellectual activities (training) of the manuals (implementation).
This link between knowing and doing, between the development and implementation, coordination between the intellectual and manual, is enshrined in Art 6, paragraph 3, ordinal D, of the Organic Law of Education , indicating
"comprehensive socio-cognitive development of citizens, permanently articulating, learning to be, to know, to do ... to overcome the fragmentation, the fragmentation of knowledge and the separation between manual and intellectual activities ... "
Therefore, it is not pure coincidence that the PNSB, construction of new socialist productive model, specifying:
"... Production in the pursuit of achieving meaningful work be directed toward elimination of the social division of labor , its current hierarchical structure .. "
Finally, it should be noted that article 8, paragraph 6, of the LEU, globalize the purposes of university education and proposes:
"Strengthening the link between education emancipatory and liberating and creative work as a foundation for training programs to help overcome the alienation model of capitalism, modes of authoritarian leadership, the social relations of exploitation, the social division of labor and unequal distribution of wealth .
As
global approach, this article summarizes the task set in the present historical juncture : Overcoming alienation as a product of capitalist social division of labor. In this right is not wrong, neither we nor,
E / Carlos Lanz Rodriguez
December 29, 2010
