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Materialist Pedagogy for the 21st Century The validity of Dialectical and Historical materialism as a scientific and social research method: The Chilean case Roberto Enrique Villaseca Muñoz I. Context • The ideas regarding Dialectical Materialism and Historical Materialism reached their peak during the Russian Revolution. • The Second World War and the atomic bomb became elements to start questioning positivist ideas. • The Cuban Revolution reinforced materialistic ideas about the transformation of the world and society. • The Vietnam War was an example of the crisis of Capitalism. • The Dictatorships in Latin America reinforced the idea of the ideological crisis of capitalism. • The fall of the Soviet Union helped to discredit materialistic ideas. • Postmodern ideas from discourse and language were placed in the collective imaginary as the only ideas that were able to explain the fast structural changes of the economy and society. • The ideas from discourse and language, as well as from constructivism, were validated by the means of communication. Even so, they were mainly validated by education, academic programs and curricula. • The crisis of capitalism or Neoliberalism was characterized by worldwide war tension, the destruction of the environment, poverty and hunger in the planet. in Chile: – Neoliberal experiment. – Private sector over public sector. – Public services such as: water, electricity, health, social security and education were privatized. – The role of the State was reduced to a minimum and the State became a subsidiary. – The education system was based on teaching contents. – Commercialization of education. – Greater investment in private education than in public education. – Students and their families were regarded as clients. – A sole vision and ideology that came from language and discourse. II. Dialectal Materialism Laws regarding life and nature; 1. The law of transformation of quantitative into qualitative changes and vice versa. 2. The law of unity, struggle and mutual penetration of opposites. 3. The law of negation of the negation III. Laws of movement Characteristics of movement: Dialectical materialism vision of the cosmos Aymara vision of the cosmos III. Laws of movement – Forces of attraction and repulsion – Transmission of movement – Repulsion + attraction – addition of repulsion = equals energy – The law of conservation of energy • • • • • • – – – – Gravitation Celestial Bodies Terrestrial mechanics Quantum mechanics and physics. Physics and nuclear fision. Physics, heat and electricity Chemistry Mathematics Astronomy: Electromagnetic waves and sensory perceptions The importance of Dialectical Materialism in the progress of natural science knowledge • Relevance and importance of dialectical materialism in knowledge: Dialectical materialism conceives knowledge as a perennial activity of the human specie. It also proposes that each new category and development achieved brings new levels of depth and evolved development to the human specie. • It criticizes people who by condemning positivism search to discredit the developments of the scientific world. It laughs at the disagreements regarding whether knowledge is acquired by induction or deduction, since neither of these positions by themselves come near full knowledge. Dialectical materialism is concerned with the relations that help deepen knowledge, as the aforementioned ones. IV. The importance of Historical Materialism in the progress of Social Sciences knowledge. • • • • • • • Historical processes Primitive societies. Matriarchy. Primitive communism. Slavery Feudal Bourgeois society Capitalist Crisis Second half of the 20th century and late 20th century – – – – – Cuban Revolution. Vietnam War Dictatorships in Latin America The fall of the Soviet Union helped to discredit materialist ideas. Peak of discourse and language theories. 21st Century – – – – – – Hegemony of power and coercive power. Worldwide military tension. Worldwide economic crises. Hunger. Poverty. Destruction of the environment. Means of communication and their ideological effect in the collective imaginary of society. • Collective representation of the truth • Definition of practices, values, meaning, symbols, culture and identity • Alienation. • Labor and alienation. • Labor and conscience • Symbols and language • Language as an element of power and as an agent that dislocates really from truth • Language as an articulator of hegemony • Dislocation of reality and truth. • Language seen as a contribution to knowledge • Historical memory. Validity of historical materialism as a method of research in social sciences, human relationships and economy. • This is the analysis that historical materialism makes about the philosophy of social and human sciences, society, human beings, reality and subordination to factic powers. • It is a liberating and critical analysis, of social and human construction, a construction that is placed in the center of the discussion, as an articulating axis to understand reality and as an emerging theory for those who seek to hide it. V. The Chilean case Chile, an objective reality or theory of discourse? Poverty: • The theory of discourse states: “Poverty has decreased from 38,6% to 13,7% since 1990 to 2006”. The poverty line in Chile is drawn at a USD 118 monthly per capita income. What if the line were drawn at minimum wage income? Poverty in Chile would reach nearly 40%. Behavior of poverty according to income % of poverty 40 38 36 34 32 30 28 26 24 22 20 18 16 14 12 10 8 6 4 2 0 ≈ 40 % ? Poverty Line 35 27 % 22 % 15,1 % 13,6 % 89,3 1990 - 2006 118 140 160 321 Monthly per capita income in USD 2006 - 2010 Minimum wage declared by the law 70% of the working class earns minimum wage Income: According to discourse theory: “Distribution of income in Chile: the richest earn 14,3 times more than the poorest”. The income distribution difference raises up to 56,4 times GDP (Gross Domestic Product) • The poorest decile group in Chile accounts for 3,2 % of the GDP. The following decile group accounts for 6,2 % of GDP. • Therefore, 40% of the poorest people in Chile don’t account for even 10% of the GDP. • On the other hand, the 20% richest in Chile account for 64,4 % the GDP. VI. Materialist Pedagogy for the 21st century “Forming young people who can see objective reality and who have the ability to change it”. “Critical and auto critical young people, capable of transforming the world” Using the theory of discourse, the political agents of Chilean governments declare to the world: “Educational reforms in Chile are an example of educational quality and equity in the world and in Latin America”. • But, Chile is an experiment of Neoliberalism. • Public services such as: water, electricity, health, social security and education are privatized. 51% of primary and secondary schools are private and only 49% are public. 70% of college or higher education institutions are private and only 30% are public. Some results of educational quality and equity in Chile: 7% of all schools obtain the best results. 76 % of middle, middle-lower and low class schools obtain bad results. 7% of young people receive quality education and 83% receive poor quality education The case of Cuba Cuba obtains the best results in the region. • • The best results from Brazil, Chile and Argentina are not as high as the worst results obtained by young Cubans. The lowest results in Cuba are higher than the best results in countries such as Brazil, Argentina and Chile. Teachers and the worldwide crisis of the current economical situation • Teachers, upon the evident crisis of postmodernism, its ideological expression and practice, put into practice by the free market and Neoliberalism, can not remain as observers and replicator of models. • We must promote the education of social beings, with social conscience, who are critical and auto critical, who are creators and re-creators of their context and environment. • Pedagogical ethics are understood as having the diversity to deliver all kinds of visions, without bias, and in the search of a deep explanation of social, political and economic relations, as well an explanation of the relations between beings and spirit. • Teachers must reflect profoundly about the essence and sentiment of educators. The economical model may suffer variations and fast changes, but ideology acquired through education, resides generation after generation. Education as the interpretation of their bond with reality • Reflecting as an educator, instead of assuming the concept of an absolute and totalitarian truth of hegemonic means of power. Not acting as a replicator and not being obedient to an absolute truth. • Reflecting about education, understanding education as a form to: put in front criticism and auto criticism instead of acceptance and consent, incentivizing scientific and technological development, adding value to labor and distributing its increased value for public interest. • Reflecting about history and native cultures such as Aymara and Mapuche cultures. Studying their vision of the cosmos about earth, land, and work, the caring for nature, the distribution of assets and the forms to reproduce those cultures. Reflections based on economical and social terms to promote: • Equitable distribution of income. • The social benefit of public services such as: water, electricity, telecommunications, transportation and social security. • In the field of science, promoting medicine, robotics and bionics applied to the well-being of human health. • In the field of social and human sciences, promoting education and housing for the well-being of the community. • In regard to national resources, adding value to mineral, fishing, forest and agricultural resources is not selling to the world our natural resources as primary materials. The goal is to add value to those resources so that the added value returns as profit to the country, providing social welfare. Education in Chile today: • • • • • • • • • • • • • • The education system regards students and their families as clients. The education places emphasis in discipline more than in thought. Repressive education, focused on expelling students. Schools which are isolated from their communities. Excluding education, replicating poverty and inequalities. Education oriented only to the learning of contents. Pedagogical models to educate people that can administrate the economical model, only for to educate and forming contemplatives young people. Young people in social risk and in state of social vulnerability. High rates of school desertion. Delinquency and drug addiction. The State has only a subsidiary role. Teachers suffer work instability. They are hired as company workers. Private schools and universities that make a profit out of education. The higth education prepare profesional for adminstrate services enterprises. Paradigm for pedagogy and materialist education for the 21St century Pedagogical Paradigm: • Teachers who are better prepared, who are well-paid and who are public functionaries of the state. • Schools oriented to young people putting together their life projects. • If there is an objective, the student will endure through the process. • If students see or have a future, they will do any type of sacrifice to finish their studies. • We need a type of pedagogy that is close to the problems and expectations of young people. • Educating young people who are capable of changing objective reality. • Recurrent pedagogical research coming from educational reality and society. • Profestionals with skills in dustrialization, because Chile is a country rich in natural resouerces minery, silvicultura, acuicultura, pesca agricultura and other. About schools and Universities: • More than schools of knowledge, they should be schools of thought. • Schools don’t have all the answers. It is necessary that schools nourish themselves by the community, by other types of knowledge. Therefore, a school should also listen to young people and should be part of the community. • When a school is part of the community, it shapes the community’s identity. This develops a sense of belonging and commitment in young people. • An including school, more than a repressive school, focusing on expelling students. • A democratic school, where collective thinking is the guideline to adapt to fast social changes. • Institutional culture, in opposition to recreation and reformulation. • Reflecting about quotidian practices teaches the school how to better function and develop. About the State: • Educator and doer. • Education as a public asset, managed by the state. • Ending with the commercialization and profit in education. • Curricula oriented towards reflecting about nature, life and society from the perspective of objective reality. Some experiences in the world show us that: “Not only a different world is possible, but it already exists”. Thank you very much for listen me. Roberto Enrique Villaseca Muñoz