benefícios da universidade

7/30/2019 benefcios da universidade

1/8

For Newman a university does not exist simply to convey information or expertise.The university is a society in which the student absorbs the graces andaccomplishments of a higher form of life.

Para Newman a universidade no existe simplesmente para transmitir informao

ou especialidade. A universidade uma sociedade na qual o estudante absorve asgraas e as habilidades/talentos ou competncias de uma forma de vida superior.

In the university, according to Newman, the pursuit of truth and the activediscussion of its meaning are integrated into a wider culture, in which the ideal ofthe gentleman is acknowledged as the standard. The gentleman does notmerelyknow things; he is receptive to the tone, the meaning, the lived reality ofwhat he knows.

Na universidade a busca da verdade e da discusso activa do seu significado estointegradas numa cultura mais ampla, na qual o ideal de gentleman reconhecidocomo o padro. O gentleman no se limita a conhecer as coisas; ele est receptivopara o tom (som, timbre, tonalidade), o significado, a realidade vivida do que ele sabe.*Gentleman: cavalheiro, senhor, homem educado, honrado.

Thus, for Newman, "the general principles of any study you may learn by books athome; but the detail, the colour, the tone, the air, the life which makes it live in us,you must catch all these from those in whom it lives already."

Por conseguinte, os princpios gerais de qualquer ou de todo o estudo pode seraprendido pelos livros em casa; mas o detalhe, a cor, o tom, o ar, a vida que faz istomesmo viver em ns, tu deves colher/recolher/respiga-los daqueles no qual isto jvive.

The university of Newman's day was a place in which men (and it was then aninstitution for men only) lived for scholarship, and arranged their lives around thesacrifice that scholarship requires. It was not simply a repository of knowledge. Itwas a place where work and leisure occurred side by side, shaping each other, andeach playing its part in producing the well-formed and graceful personality.

A universidade do dia ou poca de Newman era um lugar em que os homens (e eraento uma escola s para os homens) viviam para uma bolsa de estudo, eorganizavam as suas vidas em torno do sacrifcio que a bolsa exige. No erasimplesmente um receptculo (armazm) de conhecimento. Era um lugar onde

trabalho e lazer ocorria lado a lado, moldando um ao outro, e cada um fazendo asua parte na produo de uma personalidade bem formada e graciosa.

A reader of Cardinal Newman's book today is likely to agree that the university, ashe describes it, would be an institution of irreplaceable value. Newman's universitywas to be an integral part of the social order. It was to set an example and to helpyoung men to live up to it. It was not the antagonist but the completion of ordinarylife, and the great rewards that it offered were to be purchased by social discipline.Newman's university was to be eminentlyrespectable: critical of society onlybecause critical of itself.

Um leitor de hoje do livro de Newman provvel que concordo que a universidade,como ele a descreve, ser uma instituio de valor insubtituvel. A universidade deNewman seria uma parte integral da ordem social. Seria para dar um exemplo e


2/8

para ajudar os jovens a fazer juz universidade. No era a antagonista mas aconcluso ou realizao da vida quotidiana e as grandes recompensas que ofereciadeveriam ser adquiridas pela disciplina social.A universidade de Newman seria eminentemente respeitvel: crtica da sociedades porque crtica de si mesmo.

I suspect that many middle-class parents, when it comes to deciding on theirteenage children's future, entertain a picture of university life that is not entirely atodds with that painted by Newman. They will recognize the gap between Newman'sideal and the imperfect realities. But they will recognize that this gap does notnecessarily represent a decline. Universities now admit women, and try as best theycan to offer their benefits to people in all walks of life and regardless of personalconnections or social class. Those changes will count, in most eyes, asimprovements. And the resources available to a modern university are many factorsgreater than those enjoyed by the university described by Newman, which had nextto nothing in the way of lecture halls, book-lending facilities, concert halls, andplaces of recreation.

Eu suspeito que muitos pais de classe mdia, quando se trata de decidir sobre o futurodos seus filhos adolescentes, acolhem um retrato/imagem da vida universitria que noest totalmente em desacordo com o pintado por Newman. Eles iro reconhecer adiferena entre o ideal de Newman e as realidades imperfeitas. Mas eles iro reconhecerque esta diferena ou lacuna no representa, necessariamente, umdeclnio/enfraquecimento.As universidades actualmente admitem mulheres e tentam o melhor que podem ofereceros seus benefcios a pessoas em todas as esferas da vida, independentemente dasrelaes pessoais ou da classe social. Estas mudanas iro contar, na maioria dos olhos,como melhorias. E os recursos disponveis de uma universidade moderna so factoresmuito maiores do que aqueles desfrutados pela universidade descritos por Newman, queno tinha quase nada em termos de salas de aula, bibliotecas, salas de concerto e lugaresde recreao.

The middle-class father, preparing to meet tuition fees of $40,000 or more, andboard and lodging on top of that, will naturally dwell on all the ways in which thisrepresents a good investment. But when his daughter emerges three or four yearslater with a degree in Women's Studies, the main outward sign of which is a well-honed grievance against men in general and the last one in particular, he is likely toquestion the wisdom of throwing away a third of a million dollars on such anoutcome. Finding that his daughter's ignorance of the classics is as great on leavinguniversity as it was on entering it, that she has graduated from her teenage popidols only to immerse herself in more "advanced" forms of rock and heavy metal,and that her attitude to career, marriage, childbearing, and all the other things thathe had hoped for her is entirely negative, such a father is sure to regret the use ofhis money.

O pai da classe media, preparando-se para atender a propinas de $40,000 ou mais,e alojamento e alimentao em cima disso, ir naturalmente residir ou viver emtodas as maneiras na qual isto representa um bom investimento. Mas quando a filhaaparece trs ou quatro anos mais tarde, com uma licenciatura em Estudos da Mulher, o

principal sinal exterior de que uma queixa/ofensa bem afiada aos homens, em geral, e

ao ltimo em particular, provvel que ele questione a sabedoria de jogar contra(rejeitar ou desperdiar) um tero de um milho de dlares sobre esse resultado.


3/8

OF COURSE that is an extreme case. But it has been apparent to manycommentators that all is not well with the university today, and that parents havelittle or no guarantee that the vast cost of a university education will be rewardedwith a viable product. If young James or Clarissa studies math and sciences; if he orshe makes the right friends; plays viola in a string quartet; joins a theatre group;

avoids drink, drugs, and promiscuous sex and holds on, against the odds, to thereligion of the family home, then the experience will be worth the vast expenditure.

claro que um caso extremo. Mas tem sido evidente para muitos crticos, que nemtudo est bem com a universidade, hoje, e que os pais tm pouca ou nenhuma garantiaque o custo enorme de uma educao universitria ser recompensado com um produtovivel. Se o jovem James ou Clarissa estudam matemtica e cincias, se ele ou ela temos amigos certos; toca viola num quarteto de cordas; se junta a um grupo de teatro; evita

bebida, drogas e sexo promscuo e abraa, contra todas as probabilidades, a religio dacasa de famlia, ento a experiencia ir valer a pena a vasta despesa.

But I have just described an exceptional case, and certainly not the majority. Moststudents now graduate in soft subjects that require ideological conformity ratherthan intellectual growth, and most spend their leisure hours in ways of which theirparents would not approve. This is often defended as the natural result of academicfreedom. You cannot grant to universities the intellectual freedom that scholarshiprequires, it is argued, and also deny the moral freedom that enables students toadapt through their own "experiments in living." Freedom is indivisible, andwithout it knowledge cannot grow.

Mas eu acabei de descreve um caso raro, excepcional, e certamente no a maioria. Amaioria dos estudantes j graduados em leves assuntos que exigem conformidadeideolgica ao invs de um crescimento intelectual e a maioria gasta as suas horasem formas que os seus pais no aprovariam. Isto muitas vezes defendido como oresultado natural da liberdade acadmica.Tu no podes conceder/doar s universidades a liberdade intelectual que requer abolsa, argumenta-se, e tambm negar a liberdade moral que permite aos alunosadaptar-se atravs das suas prprias experiencias de vida. A liberdade indivisvel e sem ela o conhecimento no pode crescer.

The problem with that argument is that, outside the natural sciences and a few solidhumanities like philosophy and Egyptology, academic freedom is a thing of thepast. What is expected of the student in many courses in the humanities and socialsciences is ideological conformity, rather than critical appraisal, and censorship has

become accepted as a legitimate part of the academic way of life. "No platform"policies, forbidding people of unorthodox or offensive views from addressingaudiences on campus, or speech codes that condemn unorthodox statements as"hate speech" are now widely accepted. This would matter less if the opinions andidioms condemned were those of some antisocial minority. But they are usuallythose of the "moral majority," and are often condemned in order to appease groups(Islamists, gay activists, radical feminists) whose loyalty to the established order isquestionable at best.

O problema com este argument que, fora das ciencias naturais e de algumasslidas cincias humanas como filosofia e egiptologia, a liberdade acadmica uma

coisa do passado. O que esperado do estudante em muitos cursos das cinciassociais e humanas uma conformidade ideolgica, ao invs de umaapreciao/avaliao crtica, e a censura tornou-se aceite como uma parte legitima


4/8

do modo de vida acadmico. Polticas sem plataforma, proibindo as pessoas devises no ortodoxas ou vises ofensivas ou cdigos de discurso que condenamdeclaraes no ortodoxas como discurso do dio so hoje amplamente aceites.Isto importaria menos se as opinies e expresses idiomticas condenadas forem dealguma minoria (anti-social). Mas eles so geralmente os da maioria moral e so

muitas vezes condenados/rejeitados com fim de apaziguar grupos (islmicos,activistas gays, feministas radicais), cuja lealdade para com a ordem estabelecida questionvel na melhor das hipteses.

COmments:

I kept a critical spirit. I could see, even then, that they were attempting to give mean indoctrination, rather than an education--but that experience, in and of itself,WAS an education--in the way the world works. In the meantime, I was prudent,studious.

Eu manteno o meu esprito critico. Eu podia ver, mesmo assim, que eles estavamtentando dar-me uma doutrinao, ao invs de uma educao -, mas essa experincia,

por si s, era uma educao inserida na forma como o mundo funciona. Ao mesmotempo, eu era prudente, estudiosa.

Universities have always had a prevailing moral consensus and implicit restrictionson speech, teaching, and other forms of expression. These just change over time.

As universidades sempre tiveram um consenso moral vigente e restries implcitas nodiscurso, ensino e outras formas de expresso. Estas alteraes apenas mudam ao longodo tempo.

The university in its original form had three goals: 1)transmit the vast resevoir of culturalknowledge to the student through rigoruous readings of classical text and lectures.2)Humanize the student and 3)prepare him for further studies in either law, philosophy(theology), or Medecine. Most students attended lectures for a decade before theymatriculated. All other "careers" were considered "vocations".

A universidade, na sua forma original tinha trs objectivos: 1) transmitir o vastoreservatrio de conhecimento cultural ao aluno atravs de leituras rigorosas de textosclssicos e palestras. 2) Humanizar o estudante e 3) prepar-lo para estudos em direito,filosofia (teologia), ou Medicina. A maioria dos estudantes assistiram a palestras poruma dcada antes de se matricularem. Todas as outras "carreiras" foram consideradas

"vocaes".

Today's colleges are vastly over-priced and out of touch with reality. Their uncritical,collectivist ideology is being passed from one generation to the next, as the new educatorslearn blind political correctness from the old ones. One major step in the right directionwould be the termination of all subsidies from the federal government (and dismantling ofthe entire Department of Education). Another would be if parents would vote with their feetand simply refuse to give junior or sis $200,000 for an undergraduate degree with littlemarket value.

As escolas de hoje so muito mais caras e fora de contacto com a realidade. A suaideologia colectivista e acrtica (pouco exigente, fcil de contentar) est sendotransmitida de gerao em gerao, como os novos educadores aprendem uma correco

politica cega desde os antigos. Um grande passo na direco certa seria a resciso de


5/8

todos os subsdios do governo (e o desmantelamento de todo o departamento daeducao). Outro seria que os pais se recusassem a pagar propinas para uma licenciaturacom pouco valor no mercado.

We are well into the third generation of this precipitate decline, so that the parents are very

likely to have been almost as miseducated and culturally clueless as they propose to maketheir (few) children. They don't know anything else, so the emphasis tends to be on get-along-get-ahead careerism, and a majority of them don't care if their kids are doing drugs,cultivating an early alcoholism, or rutting in bawdy-house dorms--so long as the kids takethis or that therapeutic precaution and are not jeopardizing their acquisition of the sociallyrequisite sheepskin.

Estamos mergulhados na Terceira geraao deste declnio precipitado, de modo que os paisesto muito provavelmente conscientes de ter sido quase uma no educada e culturalmentesem pistas/expectativas como se prope fazer s suas crianas.Eles no sabem mais nada, por isso a nfase tende a ser progredir, para a frente, num

carreirismo e a maioria deles no se importam se os seus filhos esto usando drogas,

cultivando um alcoolismo precoce, ou dormindo em casa indecentes, enquanto ascrianas tomam este ou aquele cuidado teraputico e no se comprometem a suaaquisio da pele de carneiro socialmente necessria (condio indispensvel ourequerida).

But there are at least three other sources of corruption, less amenable to repair:

Mas h pelo menos trs outras fontes de corrupo, menos propcios a reparar:

(1) Administrative bloat amid a culture that stresses fun and games and busybodyactivity and "service" over serious education and reflection.

1) Uma administraao afundada entre uma cultura que enfatiza/salienta o

divertimento, jogos bem como actividades de pessoas intrometidas(espreitar), e o servio a educao sria e a reflexo.

Mas o que isto de conformidade ideolgica? ideology ofconformity?

Philosophers who have been concerned with the problem of indoctrination

have focused attention chiefly on teaching, textbooks, and the curriculum inelementary and secondary schools where the age of the students and the fact

that they have yet to fully develop their own critical judgment suggests a

certain vulnerability and susceptibility to non-rational persuasion.

Os filsofos que se preocuparam com o problema da doutrinao tm focado a atenoprincipalmente no ensino, nos livros didticos, e no currculo das escolas primrias esecundrias, onde a idade dos alunos e o facto de eles terem ainda de desenvolver

plenamente o seu prprio julgamento crtico sugere uma certa vulnerabilidade esusceptibilidade persuaso no racional.


6/8

On the one hand, teachers may abuse their power and authority and seek to

impose certain beliefs and values, actively discouraging their students from

raising problems or objections; on the other hand, certain views may simply

escape scrutiny and pass unchallenged in education because they have become

part of what Karl Popper (1975) labels uncritical common sense.

Por um lado, os professores podem abusar do seu poder e autoridade e procurar imporcertas crenas e valores, desencorajando activamente os seus estudantes a levantar

problemas e objeces. Por outro lado, certos pontos de vista podem simplesmenteescapar ao controlo e passar impunes na educao porque eles tornaram-se parte daquiloque Karl Popper rotula de senso comum acrtico.

In either case, the real danger is that young students will become incapable of

assessing such views for themselves. Indoctrination results when students lose

the ability to assess the merits of the ideas they are studying or coming to

acquire and find themselves locked into certain beliefs and assumptions in

such a way that they cannot seriously consider alternative views because their

minds have been closed.

Em ambos os casos, o perigo real que os jovens estudantes se tornaro incapazes deavaliar essas opinies para si prprios. Os resultados da doutrinao surgem quando osalunos perdem a capacidade de avaliar os mritos das ideias que esto estudando ou vira adquirir e encontrarem-se bloqueados em certas crenas e suposies de tal maneira

que eles no podem considerar seriamente vises alternativas, porque as suas mentesforam fechadas.

To counter any tendency towards indoctrination in schools and to prepare

students to recognize and resist indoctrination, a conception of education is

needed that involves teachers having an open-minded attitude and a

commitment to critical questioning in classrooms. In Israel Schefflers words

(1989), the manner of teaching should respect the students intellectual

integrity and capacity for independent judgment. This means that students

must be encouraged to develop skills and attitudes that will enable them to

assess the reasons and evidence that are thought to support various ideas, to

evaluate the credibility of the sources where such ideas originate, and to resist

the efforts of those who wish to control their thinking.

Para combater qualquer tendncia para a doutrinao nas escolas e preparar os alunospara reconhecer e resistir doutrinao, necessria uma concepo de educao, queenvolve os professores para que tenham uma atitude menta aberta e um compromisso de

questionamento crtico na sala de aula. Nas palavras de Israel Scheffer, a maneira


7/8

de ensinar deve respeitar a integridade intelectual dos alunos e a sua

capacidade de pensar livremente, independentemente. Isto significa que os

alunos devem ser encorajados/incentivados a desenvolver habilidades e

atitudes que lhes capacitem/permitam avaliar as razes e evidencias/provas

que so pensadas para suportar vrias ideias, para avaliar a credibilidade das

fontes de onde se originaram essas ideias, e para resistir aos esforos daqueles

que desejam controlar o seu pensamento.

Students need to keep in mind that new ways of thinking may emerge in the

future that will require them to revise the views they have come to hold. They

need to recognize that they may fail to notice the controversial character of

certain beliefs, and that they may be unconsciously learning to accept without

question a general framework of ideas that is closing off alternative ways of

thinking. Philosophy of education, with its emphasis on critical thinking,

consciousness-raising, and open-mindedness, has done much to remind us of

the need to remain vigilant about the danger of indoctrination and

authoritarianism in schooling.

Os alunos precisam ter em mente que novas formas de pensar podem surgir no futuro,que vo obrig-los a rever as opinies que tm vindo a abraar/realizar. Eles precisamreconhecer que eles podem deixar de notar o carcter polmico/controverso de certas

crenas, e que eles podem estar, inconscientemente, a aprender a aceitar, semdvida/questo, um quadro geral de ideias que est fechando formas alternativas de

pensamento. A Filosofia da educao, com sua nfase no pensamento crtico, tomada deconscincia e no esprito aberto, tem feito muito para nos lembrar da necessidade de

permanecer vigilantes sobre o perigo da doutrinao e autoritarismo na escola.

Less attention, however, has been paid to the question of whether teachers

themselves might be subject to indoctrination in their professional

preparation, undermining their own development as critical, open-minded

persons. The relative neglect of this question may itself be an example of thepower of uncritical common sense if it results from assuming too quickly that

teacher education programs, now centred in universities rather than in

separate teacher training colleges, necessarily reflect the ideal of disinterested

inquiry and critical judgment traditionally associated with universities. Chris

Arthur (2004) reminds us that universities are concerned to provide students

with the ability to make wise choices, not to promote allegiance to particular

positions; skepticism has emerged, however, about how far universities in

general, and schools of education in particular, recognize and respect thiscentral ideal in practice.


8/8

Menos ateno, no entanto, tem sido dada questo de saber se os prpriosprofessores podem estar sujeitos doutrinao na sua preparao profissional,comprometendo o seu prprio desenvolvimento, como ser crtico e de mente aberta.Arelativa negligncia desta questo em si pode ser um exemplo do poder do senso comum

acrtico se esse resultar em avaliar/assumir muito rapidamente que os programas deformao de professores, agora centrados nas universidades ao invs de escolas deformao de professores em separado, necessariamente reflectem o ideal dainvestigao desinteressada e o juzo crtico tradicionalmente associados com asuniversidades. Chris Arthur (2004) lembra-nos que as universidades preocupam-se em

proporcionar aos alunos a capacidade de fazer escolhas sbias, no para promover asubmisso/lealdade ou obedincia a posies particulares; o cepticismo emergiu, noentanto, sobre at que ponto as universidades em geral, e as escolas de educao em

particular, reconhecem e respeitam esta ideia central na prtica.

Doubts were raised some years ago in the UK by John Wilson (1993) whowas concerned that teacher educators were beginning to see themselves as

leaders of the faithful initiating prospective teachers into the proper

ideology rather than encouraging them to critically examine the beliefs,

assumptions, and values they encounter in educational theory and student

teaching placements. In the context of teacher education in the United States,

controversy more recently has centred on the Professional Standards

promulgated by the National Council for Accreditation of Teacher Education

(NCATE, 2002) and, in particular, on the inclusion of certain dispositions aspart of the required professional standards teachers must meet in order to be

certified. The Standards require teachers to know and demonstrate the

content, pedagogical, and professional knowledge, skills, and dispositions

necessary to help all students learn. The accompanying Glossary defines

dispositions as guided by beliefs and attitudes related to values such as

caring, fairness, honesty, responsibility, and social justice.

As dvidas foram suscitadas h alguns anos no Reino Unido por John Wilson (1993),

que estava preocupado que os formadores de professores estavam comeando a se vercomo "os lderes dos fiis", iniciando os futuros professores para a ideologia adequadaao invs de incentiv-los a analisar criticamente as crenas, pressupostos e os valoresque encontram na teoria da educao e estgios de ensino do estudante.

benefícios da universidade

Documents

Transcript of benefícios da universidade