Abstract
I postulate that temptations of dehumanization get efficiently exercised by means of education. It is school, more than anything else, that is likely to perfect the art of distorting humanity with absolute sense given likelihood of fallacies on the functions and potential of mind—the entity setting mankind apart. The fallacy lies in rendering the free-thinking, creative mind artificial and mechanistic, by establishing strict correlations between intellectual traits and disciplinary or scholastic constrains, and by fixing the tangible flow of thoughts as connected with the living and spontaneous course of entities and incidents. The outcome of such practice is a constantly centralized prototype of a detached and reasoning shaped by prejudice, and it is deeply resilient to change in the minds of individuals. Keywords: pedagogy of the devil; education; learners; thinking DOI: 10.7176/JEP/11-29-09 Publication date: October 31 st 2020
Highlights
A salient feature of education is that it is determinant and all-embracing. This centrality features in all domains being bound up with and informed by education, and in schools being an imparter of conception and the director of thinking, reflection and judgments: No domain implicates and governs thinking as education
This latter industry marks the backbone, and a high-standard education has throughout history characterized the greatest of nations
The fact, remains that no matter how effective education might be, the free-thinking mind is still in threat for learners’ reasoning becomes more and more detached from reality: A common view is that as a student progresses from year to year in school, the academic orientation to teaching and learning becomes more dominant
Summary
The fallacy lies in rendering the free-thinking, creative mind artificial and mechanistic, by establishing strict correlations between intellectual traits and disciplinary or scholastic constrains, and by fixing the tangible flow of thoughts as connected with the living and spontaneous course of entities and incidents. The outcome of such practice is a constantly centralized prototype of a detached and reasoning shaped by prejudice, and it is deeply resilient to change in the minds of individuals.
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