Educación: ¿arte, burocracia o artesanía? Por una nueva metáfora de la teoría y la práctica educativa

Collet i Sabé, Jordi
The professional practices associated with various educational spheres, including teaching, social education and social work, and pedagogy, face a series of central questions that have proved difficult to answer. One of the most pressing focuses on the sensation, shared by professionals working in these fields, that current theoretical models of educational practice seem far removed from the day-to-day realities of their work, a feeling that generates a certain perplexity and frustration. This leads us to ask why our everyday educational work so often ends up contradicting the intentions and desires expressed in theories, documents, formulations and declarations. These questions can, I believe, be appropriately addressed by using the perspective developed by G. Lakoff and M. Johnson, which asks us to consider what metaphor might organise, structure and make sense of our day-to-day educational practice. In my opinion, and this article represents only some initial generic and intuitive thoughts in this regard, the dominant metaphors in use are those that conceive of education as either a bureaucratic task or as an art. Given that these two dominant metaphors, these two models of educational theory and practice, have proved themselves incapable of delivering a consistently high quality of education, this paper sets out to provide an initial approximation to an alternative educational metaphor, one based on the notion of education as a craft or trade, as described in R. Sennett’s work “The Craftsman”. Examples of this alternative educational metaphor can already be found in practices like “slow education”, “education for being” or those of “reflective professionals”. These proposals take as their starting point the conception, the ideas, the structure and the pragmatics of education understood as a trade, a collective craft exercise that works intrinsically through the use of concepts like slow time, the centrality of the error, cooperative relations, and active accompaniment, and that might lead to higher quality education for both those who are taught and those who teach ​
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