“A teacher can teach or instill a doctrine. When teaching prevails over indoctrination, education performs its primary function in the interests of those who receive it, and in the interests of democracy, properly understood. On the other hand, when indoctrination is imposed, such education becomes destructive and replaces culture with imposture.” (Jean-Francois Revel. Useless knowledge, 1988)
“Words can be like meager doses of arsenic: they are swallowed without fear, they seem to have no effect, and now, after a certain time, their toxic effect is felt” (Victor Klemperer. Language of the Third Reich, 1947)
On Tuesday, March 29, the Council of Ministers approved a Royal Decree establishing minimum exercises Compulsory secondary education (THIS). A text of more than two hundred pages, in which there is practically no mention of knowledge, about what teachers should teach and what students should learn. A royal decree written in a language incomprehensible to ordinary citizens, because perhaps it intends to hide its ideological character.
In any event, this Royal Decree makes it clear that socialist model of education, what we Spaniards have had since 1990 has as its main goal neither the raising of the cultural level of society, nor the promotion of the full development of the abilities and talents of students, nor the promotion of the social advancement of people. For the left, the school is a tool for transforming society and establishing its cultural hegemony.
There are three main characteristics of this new regulation on compulsory secondary education, which is not really that new, because it is about changing even more the model that has prevailed since 1990: lack of interest in the transfer of knowledge, egalitarian obsession and the importance of pedagogical language.
contempt for knowledge
Reading the twenty-year-old chapter “Betrayal of Teachers” of the book useless knowledge written by French philosopher Jean Francois Revel and recently republished in Spain, convinced me of what I had long suspected, but which, even in an environment critical of socialist education, I did not dare to hold in public. Revel meant that the decline of French education was “Consequence of a conscious choice, according to which the school should not have the function of transferring knowledge“.
If we now translate Revel’s phrase from French into Spanish, it will not only take on amazing relevance, but will also allow us to understand where this royal decree came from, in which, for more than two hundred pages, knowledge, learning or learning is hardly mentioned, except in cases when a key competence for its authors is developed, namely:learn to learn“.
There are two examples that clearly show this cultural lack of interest: Philosophy’s replacement of “ethical and social values”, which is catechism of leftist principles personality; and competency-based structure of curricula, where attitude is more important than knowledge. “Curriculum” is a term already adopted in the world of education that LOGSE educators have coined to refer to what has been called “curriculum” all their lives.
The equality that socialists talk about has nothing to do with equal treatment and equality before the law. Left egalitarians believe that the main function of the school is smooth out natural differences in intelligenceThus, for the left, an educational system that allows the full development of individual talent is elitist, neoliberal, and complicit in the reproduction of social inequality.
The current Secretary of State for Education, Alejandro Tian, was once asked what he meant by “fairness” in the education system. To which Tiana replied, “No meritocracy until high school.” For socialists, merit and effort are educational anti-values.
Therefore, this explicitly ban honorable mentions and extraordinary awards after the end of the ESS. When anyone in their right mind believes that it is fair to recognize the academic merit of the students who put in the most effort, and that it is good for the student and for the whole society to stimulate the spirit of self-improvement. , today refers almost exclusively to the world of sports. How right Jean-Francois Revel was when he said about academic egalitarianism, in the book mentioned above, that “prospective equity matrix“gave birth”supreme injustice“!
Newspeak and the “skills curriculum”
Orwell in his book 1984 He beautifully explained the power of language in imposing a way of thinking on society. GramsciThe philosopher and politician revered by 21st century socialists today, including Podemos and perhaps an important part of the PSOE, has already explained well in his writings from prison how important it is to gain power over education in order to have control over the thoughts of citizens, that is to be the owners of the ideological and cultural hegemony of society.
The most surprising thing about this royal decree is that “neolinguistic” rhetoric is used to develop a whole theory about the skills that students need to cultivate, learn and acquire. The Organic Education Act (LOE) of 2006, drafted by the Zapatero government, included the eight “core competencies” of the European Reference System, defined as “those that all people need for their personal fulfillment and development, as well as for active citizenship, social integration and employment“According to the OECD definition, competencies will consist of “knowledge, skills and attitudes” that learners must acquire throughout their learning. However, there was a group of dogmatic “anti-knowledge”, which we could call “educators”. , who strongly called for a competency-based curriculum.
And I say educators instead of educators out of respect for what I consider to be the greatest educator in the history of education in Spain, Jimena Menendez PidalPerhaps the last time I thought, I once heard from him that pedagogy is not a science, but an art: the art of teaching what is known.
Educators not only demand that pedagogy be considered a science (the science of education), but also make it an ideology of identity in the sense that it seeks to oppose two types of teachers: their followers (the good ones) and those to whom they are still loyal. to their teaching vocation (the reactionaries) who seek to pass on what they know to their students.
If pedagogy is a science, as these educators claim, then it is obvious that it needs its own jargon, incomprehensible to ordinary people. That is why there will be very few who will read this Royal Decree, and only those who prepared it know the true purpose that this verbiage hides.
This minimum tuition decree, which has just been approved by the Ministry of Education, is that “competence curriculumteachers demanded.
The entire curriculum is built around eight key skills that need to be acquired, namely: 1) language communication; 2) multilingual; 3) mathematics and natural science, technology and engineering skills; 4) digital; 5) personal, social and educational; 6) a citizen; 7) entrepreneurial and 8) cultural awareness and expression.
Acquisition of these key skills must be assessed through a series of activities referred to in the decree as “Operational descriptors“. I extract an example from the text of the royal decree so that the reader can judge with knowledge of the facts: Personal, social and learning competence has five operational descriptors. The first one goes like this:
“the learner regulates and expresses their emotions, strengthening optimism, resilience, self-efficacy and the search for purpose and motivation to learn to cope with challenges and changes and align them with their own goals.”
With this illegible and soporific jargon over thirty “descriptors” have been written. Yes George Orwell raising his head, he would be dumbfounded, far surpassing the inventors of pedagogical jargon.
The acquisition of these competencies, with their more than thirty descriptors, should result in what is called the “Learner Exit Profile” (Appendix I), which the Royal Decree defines as follows: “The output profile is unique and the same throughout the country. this the cornerstone of the entire curriculum, the matrix that unites and to which converge the goals of the various stages that make up basic education“. I confess, I do not understand at all what an output profile is, it should be something like a robot model of a schoolboy completing compulsory secondary education.
In order to further verify that this newspeak is one of the axes of this deeply totalitarian decree, despite its pedagogical disguise, it is very important to observe the curricula of each subject (Appendix II), which include specific competencies, assessment criteria and background knowledge to be connected with Profile output descriptors.
New ItemEducation of civic and ethical values(EVCE), how else, pays attention to all the “isms” of the ideology of identity: environmentalism, feminism, LGBT-ism, anti-racism, post-colonialism, multiculturalism … In short, indoctrination in “wokism”, they want it to be a new religion our time.
Regarding the subject of mathematics, it is said verbatim: “The main lines in the definition Special Skills mathematics problem solving and social affective skills“.
These specific skills are specified in some “basic knowledge” which becomes the specific knowledge that the learners must acquire. In turn withmain responsibilities They are grouped into six blocks called “feelings”. One of them is Social affective meaning which, among other things, includes the following knowledge:
- Beliefs, attitudes and emotions. Emotional management: emotions associated with the study of mathematics. Self-awareness and self-regulation.
- Inclusion, respect and diversity. The contribution of mathematics to the development of various areas of human knowledge from a gender perspective.
etc from two hundred pages that I would ask the academies, starting with the academies of language, science and history, to make an effort to read. So much stupidity is impossible. Parents believe that their children go to school to learn history, geography, mathematics, language … And this is not what they are going to teach them, because from now on teachers will be required to know this unpronounceable jargon, which has no other subject than to devastate all disciplines, traditionally taught in schools.
I have no doubt that experts, civil servants, senior officials of the Department of Education, teachers, right or left politicians, they will all want to speak at newspeak competence it is not understood because it was designed in such a way that it would not be understood. And when everyone gets used to talking, not knowing what they are saying, they will stop thinking for themselves, they will become completely controlled robots. Then it will be impossible to get the value of the instruction. Either throw this pamphlet in the trash, or ignorance will reign in tomorrow’s society.