Year: 2024
Type: article
Abstract: This article addresses the current crisis permeated in the school education, from the perspectives of thinkers Hannah Arendt (2005; 2020; 2021) and Inger Enkvist (2006; 2009; 2010; 2019). The reasons guiding this study are both theoretical, concerning the need to understand this current phenomenon, and practical, which is the desire to contribute to the reflection on the formal education. The main issue in this research is identifying the causes of intellectual and moral crisis in education during contemporary times, which is made by the insights found, mainly, in the works The Crisis in Education by Arendt and Education: A Guide for the Perplexed by Enkvist. The hypotheses are: 1) the adoption of the new pedagogy or progressive education; 2) egalitarianism; 3) the influence of constructivist and postmodern epistemologies in school. Thus, using an exploratory research approach, based on a bibliographic design, the results obtained confirm the possible solutions of this study. The progressive pedagogical approach, by focusing its activities solely on playfulness and the autonomy of the student's work, tends to result in the weakening of the teacher's role, leading to consequences ranging from superficiality of the contents to the devaluation of effort and learning. Meanwhile, egalitarianism, by minimizing differences in authority and knowledge, compromises moral and intellectual education, transforming the school into an space used more for coexistence than of proper learning. Furthermore, the influence of constructivist and postmodern epistemologies manifests a relativization of moral values and cognitive contents, which significantly affects the hegemonic aspects of school culture.
Source: Filosofia e Educação
Institution: Universidade Federal de Pelotas
Language: English
Subfield: Philosophy
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4414992535