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(A5, 154 P.) - The programd obsolescence, bulwark of globalization and one of the main foundations of the world Neo post-modern capitalist, brought to the planetary society problems that she didn't know and/or don't know.  Issues related not only to human issues, social and economic, respective of the ethical content of an individualist capital, but, also, and, above all, environmental problems, the physical world, forward to the assessment of commercialization of all things, material and immaterial, search by unethical profit right at any price, these same companies.
In this scenario of human disasters, social and environmental, appears and we have another disaster: the disaster of the school. 
In other words, in an era where  reigns the ethics of individualism and meritocracy, as being, in fact, synonyms for the background of the exclusion, the school becomes ideological, in so far as it is specifically designed by capitalist state as the place where the precepts of humanization and intellectual emancipation are aborted, blown up, and, in another track, systematized the corollary capitalist as its ethical content teaching.  The process of globalization and at the same time, that brought the possibility to show the different and/or cultural differences planetary carrier, in its different peoples, on the other hand, associated with the capitalist policies of expansion of consumer markets, paradoxically potentiated the development of individualism, consumerism, hedonism ant virtuoso, the narcissism, the genocide, the xenophobic and nationalism, leading to society away from the ability to coexist, to tolerate, to respect differences.
In this sense, the dehumanization prevailed as ethical content capitalist on a global scale, planetary, under the emblem of democratic republics capitalists, compared the Athenian democracy, the Greek world, where approximately 90 per cent of the inhabitants were not considered full citizens and, therefore, did not participate in the directions, the decisions of the polis, by nationalist issues, autochthony, ant cosmopolites, aiming at self-perpetuation. To return to this type of nationalism xenophobic, exacerbated and centered in itself, "the glory of myself" and "disrespect for another", through this capitalist globalization, entered through the veins of different peoples, as a kind of chip of ignorance against the different and the differences, against foreigners, against the so-called strangers, against the so-called enemies in potential, against the not "selves" that, by globalization, have that sees and systematizing the society , transforming, by coercion, by education or by coercion, the other on the same.  Principles of sustainability, biodiversity, environmental education, tolerance and respect for differences were then to be persecuted as ideas biophilic by a small plot social and, on the other hand, on the part of capitalists, trying to mask their specific responsibilities, playing the solution of these problems to the pro-pious society, knowing that the same does not have conditions to resolve them.
Resets the nature of education, the role of the school and as regards the  social function of the teacher, began to sound as an imperative, to the extent that the human condition dehumanized began to be perceived as a product of the society of the capital, demonstrating the inability of the school in terms of coping with this  problem. 
In other words, the school, today, in the societies of the capital, it is disastrous because it reflects and reproduces this perverse society, corrupting, preventing the individual who enters to educate himself in fact, becoming more humane, to emancipate itself intellectually, i.e. to be able to develop, developing a human condition truly humanized.
The school, today, it is not a Greek sophism: the ideal of the statue. The ideal of being able to be myself, the same always; or then the other, the other completely.

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