Misadventures of education in the kingdom of psycholand: the alleged scientific support of the European Higher Education Area Aventuras y desventuras de la educación en el reino de psicolandia: el supuesto respaldo cientifico del Espacio Europeo de Educación Superior
This paper critically assesses the discourse that justifies the latest educational reforms in European and Spanish higher education. It is presented as a techno-scientific discourse that attempts to support one of the most important current practices of subjectivity -the educational one- using a par...
| Main Authors: | , |
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| Format: | Article |
| Language: | Catalan |
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Universitat Autònoma de Barcelona
2011-11-01
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| Series: | Athenea Digital |
| Subjects: | |
| Online Access: | http://psicologiasocial.uab.es/athenea/index.php/atheneaDigital/article/view/858 |
| Summary: | This paper critically assesses the discourse that justifies the latest educational reforms in European and Spanish higher education. It is presented as a techno-scientific discourse that attempts to support one of the most important current practices of subjectivity -the educational one- using a particular definition of psychology that forget the fact of the irreducible plurality of psychological practices and knowledges. This paper aims thus to make a double critical assessment. On the one hand, about the rhetorical use of psycopedagogic knowledge as scientific (indisputable) support for the reforms. On the other hand, about the assumption that there is a well definite discipline -psychology- which is unified, scientifically established and able to offer that support. The paper consider also the current socio-cultural scenario of globalization and neoliberalism as a context that makes sense, within the ideology of entrepreneurship, such use of psychology as a scientific guarantor of education reform. Special emphasis is placed on the promotion of subjectivity linked to that ideology, which requires individuals gifted with flexibility, self-monitoring skills and full responsibility for their fate.<br>En este trabajo se valora cr&iacute;ticamente el discurso que arropa las &uacute;ltimas reformas educativas de la ense&ntilde;anza superior europea y espa&ntilde;ola. Se lo presenta como un discurso que intenta justificar tecnocient&iacute;ficamente una de las m&aacute;s importantes pr&aacute;cticas de subjetivaci&oacute;n actuales -la educativa- recurriendo a una determinada definici&oacute;n de la psicolog&iacute;a que deja en un segundo plano el hecho de la pluralidad irreductible de las pr&aacute;cticas y saberes psicol&oacute;gicos. Se hace, as&iacute;, una valoraci&oacute;n cr&iacute;tica conjugada de, por un lado, el uso ret&oacute;rico de los saberes psicopedag&oacute;gicos como respaldo cient&iacute;fico -indiscutible- de las reformas, y por otro lado, de la asunci&oacute;n de que existe uma disciplia bien definida -la psicolog&iacute;a- unificada, asentada cient&iacute;ficamente y en la cual cabe buscar ese respaldo. La cr&iacute;tica toma en consideraci&oacute;n, adem&aacute;s, el escenario sociocultural actual de la globalizaci&oacute;n y el neoliberalismo como contexto en que cobra sentido, dentro de la ideolog&iacute;a del emprendedorismo, dicho uso de la psicolog&iacute;a como garante cient&iacute;fico de la reforma de la ense&ntilde;anza. Se hace especial hincapi&eacute; en el fomento de la subjetividad ligado a esa ideolog&iacute;a, que exige individuos dotados de flexibilidad, capacidad de autorregulaci&oacute;n y responsabilidad total sobre su destino. |
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| ISSN: | 1578-8946 1578-8946 |