Better educate exile in a school like Summerhill busily or educate in a mainstream school? This alternative, real or not, goes through the minds of many of my students to the study of the most picturesque speculation teaching given from Rousseau. The points mentioned alternative maybe a hypothetical choice between Rousseau recasting of society or support tension and conflict in society, weight reality. To resolve this dilemma is to be noted before if that option is really possible, if there is truth. In this sense, I think it is necessary to show that where you go its accompanying storm. Ie it is a naive illusion to claim to emancipate excluding willpower that which is to one. The social area is not cleared with the decision to delete it. In fact, this decision, this longing, and a social choice is born in a particular social world. Summerhill plays with an education that is as emotional and physical contagion of a world with another network. AS Neill part, on a line Freudo-Marxism, that the construction of the psyche largely reflects historical order. Summerhill is, first, a new social order and after school, ie not intended Neill against certain interpretations idealist, a structural change from the will or the inner change. He knows that first is the foundation of a new world and then education. Or both in close correlation. Is the new world that is expected to educate their men and women. But anyway, the claim suffers from some obvious excessiveness idealistic. Also suspect that the isolation of Summerhill is only apparent and that the outside world pours in many ways. Summerhill is inserted into a larger structure whose interaction must explain the picturesque school. Are we, in its attempt to reestablish a world apart, however, once again, given the pedagogic hubris?
Since then, the movement in exile to undertake Neill is a product of modernity found society thought possible from the right (contractual) as an alternative to the feudal world of the people and the blue blood. There was no choice but to start from scratch and build the company from a supposed rationale. It was the bourgeois ideology that sought to legitimize his new world as an analyst call "Rationalization" or argumentative justification of what has been birthed by the reality. Thus, Emilio Summerhill or would be, from this point of view, a reflection of the dream of modernity as expressed in the forward repeatedly to leave because they know themselves imperfect, because they know unhappy. But Summerhill, which has some dream and reality at the same time, it also confirms that unfortunately the world turns its back. You can not avoid being stigmatized as a denial for the content of what is denied.
other hand (second choice), we have theories of resistance in the movement of Critical Pedagogy interpret what school (conventional) as a complex between domination and resistance as two behaviors present in it. It may be true that there are cracks in the whole school where you can also go and run, but within it (are we back in another form of escapism interior bourgeois?). The difference between total exile Summerhill (total notional, as mentioned above) and internal exile of any school in the mainstream education system is that in this second exile of uncertainty and real frictions hit us directly. Normal school in the world is present in sleep mode (you can Summerhill have a reference in the normal school by minority among teachers) and how physical forces and oppositions between men and women objectified. At school it is possible for a flight of imagination could go beyond the crude in the world mocked battle of all against all. A world for abuse tailored bourgeois. You must try this universe to dream realistically.
On the other hand, in normal school ends, as we mentioned in yesterday's post, the world, given what is considered a fact and is hidden in his character to be given by other men, crystallization fetish in a human relations. This is the commercial character, fetish, school. Thus, it crystallizes in the school as subtly as it uses it and school for all his turns, also invading their dreams. Because the truth of dreams is reality. The reality is the same field of dreams said Shakespeare. In reality there is no sleep, but there are also dreams reality. In the normal school there is the possibility to dream and then the world is perceived as negative extreme lucidity. It provides a sobering contrast within it. And, here's a paradox: that dream school also makes sleep deprived called Summerhill .
The Summerhill good educator is always a hypothesis, a possible option, perhaps a momentum of its own hubris educator and above all an extension of his desire that everyone, especially the students, things are going well . The teacher wants and must believe that educating a reality within the meaning of dreams, in the sense Summerhill. But the dream, we have again dialectically ugliness of reality with what we face down. The teacher will have to be shaping and reshaping their dream with hard real contact. The clarity of the teacher is in fact what comes after the fatigue and despair of understanding that will not change the world. Then presented again the dilemma but in other words, give up and sell his soul to the devil or resist. The world is experienced as an unstoppable momentum, something with its own rules, like a stone that weighs human relationships and suffocation. So the teacher must experience, paradoxically, in agony, be able to undertake real changes. Thus, the honored teacher in his career has their own learning and maturation. Your school may feel helplessness, hardness, cruelty free and cynicism of the world made against human beings by human beings. In the school will look specifically at our world ugly and suffer their oppression. The school will reveal the ambiguity of being born and the cemetery. At school, in every corner of your furniture and classrooms, it will show the futility of simply wanting to change mentalities , ridicule efforts to reshape the world, his reactionary idealism. But reality show will find its possibilities. Because the school implies, in the cracks and margins, secretly, his real hope and its own refutation.
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