Page 186 - Šolsko polje, XXVIII, 2017, no. 1-2: Etika in šola, ur. Marjan Šimenc in Mitja Sardoč
P. 186
šolsko polje, letnik xxviii, številka 1–2
v obliki retorične figure ali ideološke formule, je jasno, da je ta, pogojno
rečeno, izguba etike, vpisana v delovanje šole in predvsem v obrazce vlada
nja šolstvu. V tem okviru pa vznikne temeljni pomen etike v vzgojno-izo
braževalnem procesu. Ta pomen, ki je potekajoči »proces resnice«, v dobi
neoliberalizma odkriva kritična pedagogika.
Ključne besede: etika, izobraževanje, filozofija, morala, družba
Options of Ethics in Education
If the number of fields of educational studies, which had intensely grown
in recent decades, can rely on the guarantee of being “scientific”, on the
consistency of research methods and on the arguments, based on multi
ple evidences (e.g. data, surveys, etc.), in the discipline of ethics we are –
no matter how it is understood or misunderstood – faced with a fairly un
defined “transcending” of science. Is it always clear that the question of
“ethics” is about its relationship with their definition within philosophy?
This question, simply by being raised, indicates that it is not only “uncle
ar” what is ethics, but that we are dealing with a widespread fundamental
ignorance about its role in philosophy. Ethics are and will remain a philo
sophical discipline nonetheless, in spite of being appropriated by many di
scourses, in which references to them conceals a fundamental uncertainty
about their signification. According to Badiou, in the philosophical tradi
tion, especially in the period from Descartes to Kant, the understanding
of ethics has been associated with the notion of the subject. When – in
the most manifest form in Foucault - became clear that the “end of Man”
had finally shaken the understanding of the subject, the ethics from the
period of the “domination of subject” literally lost ground and they conti
nue as the ideology of “man as victim”. The relativisation of the notion of
subject, whose absoluteness breaks just at the point when it seems that is
achieved, has a historical basis, what we can clearly see in Nietzsche. The
school as a social reproductive mechanism is exposed to all transformati
ons of a “society”, in which ethics vanished into the multiplicity of “ethi
cs”. The universality of classical ethics concerns them only in the form of a
rhetorical figure or ideological formulas. Clearly, this, conditionally spea
king, loss of ethics is inscribed into the functioning of schools and above
all into the forms of school management. In such a framework arises the
fundamental significance of ethics in the educational process. This signi
ficance, which is the ongoing “process of truth”, is in the era of neolibera
lism revealed by critical pedagogy.
Key words: ethics, education, philosophy, morality, society
184
v obliki retorične figure ali ideološke formule, je jasno, da je ta, pogojno
rečeno, izguba etike, vpisana v delovanje šole in predvsem v obrazce vlada
nja šolstvu. V tem okviru pa vznikne temeljni pomen etike v vzgojno-izo
braževalnem procesu. Ta pomen, ki je potekajoči »proces resnice«, v dobi
neoliberalizma odkriva kritična pedagogika.
Ključne besede: etika, izobraževanje, filozofija, morala, družba
Options of Ethics in Education
If the number of fields of educational studies, which had intensely grown
in recent decades, can rely on the guarantee of being “scientific”, on the
consistency of research methods and on the arguments, based on multi
ple evidences (e.g. data, surveys, etc.), in the discipline of ethics we are –
no matter how it is understood or misunderstood – faced with a fairly un
defined “transcending” of science. Is it always clear that the question of
“ethics” is about its relationship with their definition within philosophy?
This question, simply by being raised, indicates that it is not only “uncle
ar” what is ethics, but that we are dealing with a widespread fundamental
ignorance about its role in philosophy. Ethics are and will remain a philo
sophical discipline nonetheless, in spite of being appropriated by many di
scourses, in which references to them conceals a fundamental uncertainty
about their signification. According to Badiou, in the philosophical tradi
tion, especially in the period from Descartes to Kant, the understanding
of ethics has been associated with the notion of the subject. When – in
the most manifest form in Foucault - became clear that the “end of Man”
had finally shaken the understanding of the subject, the ethics from the
period of the “domination of subject” literally lost ground and they conti
nue as the ideology of “man as victim”. The relativisation of the notion of
subject, whose absoluteness breaks just at the point when it seems that is
achieved, has a historical basis, what we can clearly see in Nietzsche. The
school as a social reproductive mechanism is exposed to all transformati
ons of a “society”, in which ethics vanished into the multiplicity of “ethi
cs”. The universality of classical ethics concerns them only in the form of a
rhetorical figure or ideological formulas. Clearly, this, conditionally spea
king, loss of ethics is inscribed into the functioning of schools and above
all into the forms of school management. In such a framework arises the
fundamental significance of ethics in the educational process. This signi
ficance, which is the ongoing “process of truth”, is in the era of neolibera
lism revealed by critical pedagogy.
Key words: ethics, education, philosophy, morality, society
184
