And even if society were to do so, as
it seems that it feels it must, the investment would be in
imposing useless skills and a primitive perspective on the new
generation, until the time comes when it can escape society's
pressure. Education in our day remains a compromise between the
interests of the institution of education (with tens of thousands
of teachers who would become unemployed) and a new pragmatic
framework that few in academia understand.
One of the elements of this equation is the practical need to
extend education to all, and if possible on a continuous basis.
But unless this education reflects the variety of literacies
that the pragmatic framework requires, admitting everyone to
everything results in the lowest general level of education. The
variety of practical experiences of self-constitution requires
that we find ways to coordinate access to education by properly
and responsibly identifying types of creativity, and investing
responsibility in their development. Continuous education needs
to be integrated in the work structure. It has to become part of
the reciprocal commitments through which the new pragmatic
framework is acknowledged.
To all those dedicated to the human aspects of politics,
business, law, and medicine, who deplore that the technicians of
policy-making can no longer find their way to our souls, all
this will sound terrifying. Nevertheless, as much as we would
like to be considered as individuals, each with our own
dignity, personality, opinions, emotions, and pains, we
ourselves undermine our expectations in our striving for more
and more, at a price lower than what it costs society to
distinguish us.
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