- 31 Ιαν 2018, 11:25
#480078
Είναι μεγαλο αλλά αξίζει τον κόπο.
Είναι εξαιρετικό.
Στην ουσία καταδεικνύει πως η δομή του εκπαιδευτικού συστήματος και των δυτικών κοινωνιών γενικότερα είναι κατα κάποιο τροπο ενάντια στην "ανθρώπινη φύση" και την εξελιξη μας ως ειδος και γεννάει σωρεία προβλημάτων.
Συνδέεται και με όσα λέγαμε εδώ για τα παιδιά, πως είναι "προγραμματισμένα" να μαθαίνουν και να συμπεριφέρονται και πως εμείς και το σχολείο τους επιβάλλουμε να μπουν σε καλούπια που τα καταστρέφουν ή τα καταπιέζουν.
Σε μερικά σημεία φαινεται λίγο χιπικο αλλά στην ουσία του είναι τρομερα εύστοχο θεωρώ.
Παραθέτω μερικά αποσπάσματα:
"Mini Aodla Freeman says when she first came South from the Arctic, she couldn’t understand the way the Qallunaat, the white people, talked to their children: always saying NO, as if they were dogs."
"Our DNA is a text, a vast, intricate sacred text, carrying information not only about ourselves but about the Kosmos we were created for. We all love clear water; we all love blue sky. Our natures, our wild human natures, have evolved, like the bear’s, over hundreds of thousands of years in an intricately detailed harmony with the infinitely detailed order and beauty of the Kosmos.
Is this a romantic “noble savage” argument? Does it mean that children in their “wild” state are perfect little angels? No. What it means is that no matter how smart we think we are, we are a species of mammal, and like every other species of mammal, we have a natural history, an evolved nature — a wild nature — that we disrespect at our peril."
"We are engaged in a vast dystopian project of one-upping our Creator, of treating the Kosmos as though it were a fixer-upper, and of imagining we can redesign ourselves as well as the world we are to live in. The social engineers who shaped our world understood very well that no matter how far civilization “progresses,” each new human being is born wild –– in other words, human –– and they made it their overt goal to create an institution that would break the will, the “self-will” the “self-determination”–– that would subdue the wildness –– of our children. It works. But like any other radical intervention in the natural world, like dams, like pesticides, like genetically modified crops, the mass institutionalization of children alters our lives and our planet in ways that are both unanticipated and beyond our control.
Species die, our planet warms, and in the name of teaching our children to save the world, we go on destroying their wildness, “socializing” them away from nature and into the cage we have built around childhood. Our nice teachers try to find ways to make it “fun,” to limit or at least soften the damage that is done; like zookeepers giving beach balls to captive polar bears, they try to find substitutes for what is lost. But the world is too beautiful to substitute for, and the wildest of our children––the ones they have to put on Ritalin, the ones they have to put on Prozac–– know it. These children are the canaries in the coal mine, the ones who will not obey our masters, who will not take their place as cogs in the machine that is destroying the earth. They are not the ones who have a “disorder.” They are the ones who still hold the perfect Kosmos in their hearts.
The revolution will not take place in a classroom.
In wildness is the preservation of the world."
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I would never die for my beliefs because I might be wrong.
