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What is a successful education?
Education is successful if to the question 'How to succeed in life?'The young person is resolutely oriented towards' succeeding his life' as opposed to 'succeeding in life'.
This means that the young person has adopted a philosophy by culture allowing him to go beyond the simple genetic heritage of the human species. This is a complete reversal in relation to the vision of Jean-Jacques Rousseau.
Classification
Three levels of education can be briefly defined.
Dysfunctional education:
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It damages, see destroying the individual, by ill -treatment, or major emotional deficiencies.
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Conventional education consists of the following elements:
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Knowledge and respect for social conventions.
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Mastering rhetoric and networking to promote access to a high social position.
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Successful education includes the following achievements, which will allow the child to eventually become fully adult:
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Be capable ofestablish sincere relations, which supposes the moderation of social ambition and the search for collective happiness.
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Master the problem -solving technique, that is to say mainly being able to conduct a serious and objective analysis.
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Have integrated the meaning of not to judge, therefore renounced to interpose what should be between oneself and reality.
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Have techniques for Minimize your negative emotions so as not to be led by his fears.
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Have integrated the difference between Modern science and beliefs, and the need to gradually acquire solid knowledge.
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Be able to lead an effort in the duration andaccept frustration.
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Have integrated the need for a Minimum search.
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Have enough self -confidence to face the group When necessary. This last point is rarely acquired from the age of 20.
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Conventional education very largely corresponds to the recommendations of Emile Durkheim. It mainly produces individuals who manage well in society, while remaining collectively irresponsible, that is to say incapable of collectively solving the two major problems of our time: satisfying ecological constraint, and stopping the slow degradation of the social fabric. Indeed, this education leads to to prevail social conventions on the facts.
In addition, conventional education models a nepotic emotional, which produces a high level of social violence, including within families.
Finally, a conventional education can be dysfunctional for individuals who do not present a standard psychological profile.
To better understand the relatively long list of the points to be provided by a successful education, note that it contains on the one hand techniques (problem solving), on the other of values u200bu200b(search for collective happiness), but also mixed elements that one could qualify as knowing how to live or quality (accept frustration), and finally consequences (ability to establish sincere relationships).
Note also and especially in this list the presence of a main technique, keystone of the whole:
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Problem solving to limit social violence.
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With two techniques whose acquisition is necessary for its good practice:
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THE Psychotherapies Act and CBT To make our cognitivo-affective system docile to reason.
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There Modern scientific method as a method of acquiring reliable knowledge.
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Other techniques and elements of knowing how to live in the list defining a successful education can be seen as other tools useful for the good practice of problem solving.
Become efficient in problem solving
Once explained that the center is the result of problems, we can still enrich the list of qualities that education can cultivate, which will allow it to be practiced more effectively:
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a healthy body
When the body functions poorly, it monopolizes our attention and is not docile.
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technical knowledge and personal experience
These are elements that will be useful in the analysis and finding a solution stages of problem solving.
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logical reasoning ability
The solution must be constructed in accordance with logic and modern scientific method, as opposed to being a simple compromise between the different elements considered at the level of analysis. Above all, it is not a question of arriving at a synthesis following a thesis then an antithesis as we learn to do in literary classes.
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the ability to mobilize one's thoughts
This supposes a certain taste for mental effort, as opposed to the cult of the rapid decision which serves, in many people of power, to dress in virtue the fomistary.
This also involves not being too disturbed by emotions linked to his personal history, nor by the beliefs of his social background.
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a network of influence
At the implementation stage of problem solving, we often need to mobilize resources beyond ourselves.
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to have it
Since the agrarian revolution, the accumulation of assets has become the ultimate goal of many people, which leads them to all the baseness to increase it without putting it at the service of a noble cause. However, assets are as important as the network at the implementation stage, because it makes it possible to mobilize resources without the help of others.
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time
Solving problems requires having time to devote to it, that is to say not having a life too busy with the constraints linked to earning a living on one side, and consumerist leisure activities on the other. .
This directly refers to the minimality exposed in the third precept of the question 'How to succeed in life?'.
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motivation
Having sufficiently developed one's morality to move from the primitive objective of seeking personal happiness via a high social position obtained through the game of alliances, to the objective of seeking collective happiness.
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Remarks
Establishing a truly sincere relationship requires overcoming a double difficulty. The first difficulty is the temptation to consciously lie. Renouncing it implies going beyond the simple nepotistic relationship, in which one seeks to use the other for one's own benefit. The second difficulty, much more formidable, is lying to oneself. Giving it up requires being willing to question your beliefs.
The effort and the search for minimum are what allows to obtain margin so that it can then assume the loss linked to moral choices, as opposed to an opportunistic attitude.
Quotes
Nietzsche: “Considering states of distress in general as an obstacle, as something which must be suppressed, is [the supreme absurdity], an attitude disastrous in its consequences [...] almost as stupid as wanting to suppress bad weather . »
Nietzsche always: "If you refuse to let your own suffering weigh on you even for an hour and continually try to guard yourself against any possible distress well in advance, if you consider suffering and unpleasure as bad , detestable, to be eliminated, and as a defect of existence, then it is clear that [you have...] the religion of comfort. How little you know human happiness, you others [...] who value comfort so much, because happiness and unhappiness are brothers, and even twins who grow up together, or, as with you, remain small together. »
Go deeper
Complete the answer to this question with the answer to the question 'What is the perversion of the school system?'
Then refer to the following questions:
Why do humans reason massively wrong?
What conditions must be met to produce serious reasoning?
What is an adult?
What do you have to do to be a good person?
What is the purpose of life?
How to succeed in life?