FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 220
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FUNDAMENTO TEÓRICO DEL PROGRAMA LIDERAZGO PARA UNA EDUCACIÓN INTEGRAL / SEGUNDA PARTE
dividual as such, out of the public sphere, were kept to the side because
emphasis on the particular would distract from the mass.
4. THE ETHICAL-MORAL AND SPIRITUAL DIMENSION
IN OUR PRESENT AND FUTURE CONTEXT
The traditional approach to education is not catering for the needs of
students born in the 21st century. Enduring educational pessimism, the
T-wave, war, the pandemic, to name the broad phenomenon addressed
above request a new and more powerful educational proposal. Polarization, disenfranchisement, emotional distress, are daily experiences that
promote disengagement and undermine social cohesion. These are not
new problems. What is new is their scale. The number of youngsters in
Europe that today are disengaged and suffer from some form of emotional distress is incommensurate. Some say this is caused by polarization of
the public sphere that leads to extremism — political, ideological, social,
and religious. Others say this is the outcome of youth being excessively
exposed to social media and other digital artefacts. Others still, point out
that this is an outcome of the pandemic. Probably all are right.
Polarization, excessive social media and the pandemic all lead to disengagement and emotional distress. But these are only contributing factors. While we do have a widespread of acute emotional problems, we
also see healthy, strong, balanced youngsters all over our continent. Disengagement and emotional distress occur when those triggers ond lonely children, bored and angry adolescents, disenfranchised young adults.
But these young people have spent or will spend 12 years in school! So,
ultimately, to a certain extent, we may say that school systems are failing
to scaffold some members of the future generations; the most vulnerable
ones. Vulnerable because they lack something deeper than instruction.
Again, returning to Montessori, though this idea is shared by a range of
philosophers and pedagogues, to build peace (in its profound sense) we
have to engage and offer meaning to each students` life. Furthermore, as
we are learning with the outcome of the pandemic and the not so bad
results of students in international measurements of school success, the
traditional schooling format is not as efocient as we tend to believe; not
even in its core cognitive function. There is time and space to do different and to do better.
