Criticism of School Made Public

Refocusing school in line with Hegel and in close proximity to the temple

Isaïe NZEYIMANA, Ransford A. Adjetey

• Publisher: Babelcube Inc.
• Year: 2023
• eBook ISBN: 9781667445007
• Topic: Philosophy
• Subtopic: Philosophical Criticism

The people who have already built up knowledge by drawing on their immediate environments are only confronted, in education, with the calls for professional integration, at the crossroads between learning knowledge or learning to communicate; whereas the people who have not built up knowledge go from consuming refined products in economics to consuming the most remote conclusions in science and teaching. The school, which is too public and too liberal, the one that has broken with the austerity of the old school in the vicinity of the temples, offers them no resistance.    
People did not invent knowledge. Knowledge was already there, in nature. They only knew how to listen to nature.  In asceticism, deprivation, "the outer and inner desert", they built knowledge; in turn, knowledge nourished and nourishes men. To exist, then, is to be in this debt; while to study is an inner joy of generosity, so that the chain of knowledge never breaks, especially not with me. However, the debate on education and knowledge will never be complete as long as the question of the contexts of the production of the same rational knowledge is not raised.  
If we isolate what is common to all people, then we obtain the most determining contexts of the birth of refined knowledge and these contexts are to be reproduced, especially for those Nations that teach but do not produce the knowledge in which they should be rooted.   
There remains the question of common humanity, between the new generations who, overcoming the frustrations of belonging to strong or weak humanities, must be liberated and assisted in the construction of their common history and their common humanity. The school must then once again be the place of hospitality, of generosity without borders and of the birth of humanity in perpetual maturation. 

Table of contents

• FOREWORD......................................3
• Chapter 1.........................................10
• A PEDAGOGY CENTRED ON CONFIDENCE IN ONESELF AS AN EDUCATOR AND AS A STUDENT  10
• 1.1 THE POSSIBILITY AND THE NEED FOR EDUCATION10
• 1.2 PEDAGOGY, CONFIDENCE AND CERTAINTY...15
• 1.3 EDUCATION THROUGH LOGIC................24
• Chapter 2 ........................................41
• THE HYPOTHESIS OF SCHOOL IN CRISIS AND CONTEXT  41
• 2.1. NEGATIVE EDUCATION, DEFINED WITHIN THE URGENCIES OF DEVELOPMENT OR PROFESSIONAL INTEGRATION  42
• 2.2 DIFFICULT RECONCILIATION OF "RATIONALIST" EUROPEAN AND "PRAGMATIST" ANGLO-SAXON PEDAGOGICAL MODELS  48
• 2.3 ABSTRACT THEORETICAL KNOWLEDGE DISTINGUISHES THE TECHNICIAN FROM THE CRAFTSMAN  54
• Chapter 3.........................................67
• EFFORT TO ABSTRACTION AND KNOWLEDGE AS A SYSTEM  67
• 3.1 MAN: A METAPHYSICAL BEING..............67
• "WE HAVE SO MUCH LOST THE HABIT OF BEING UNDERSTOOD".  67
• 3.2 HAVING THE SCIENCE OF THE SYSTEM OR ENCYCLOPAEDIA  78
• Why is there so much hesitation in educating the Global Science of Nature, in demonstrating and convincing oneself of both the unity of being and the kinship between beings, between living beings, between planets, between star systems? Either matter is independent, or spirit is independent, or neither of them is independent, but they exist linked. Unity is widely shared by the rationalist Leibniz, the rationalist idealist Hegel, the palaeontologist Pierre Teilhard de Chardin, the spiritualist philosopher Bergson. Thus, the true scientific subject, unceasingly carried away by the escapist character of the world, is also led into a kind of mysticism, as a unity of reason and heart, of necessity and emotion... The unity of spirit and matter, spirituality bordering on mysticism, is by no means incompatible with the productions of science and technology.  91
• 3.3 WHY SHOULD WE WANT TO BE PLEASED WITH AN INCOMPLETE MIND?  91
• Chapter 4........................................101
• RETHINKING THE MODERN SCHOOL WITHIN THE VICINITY OF THE TEMPLE  101
• 4.1 ORIENTATION AT THE UNIVERSITY..........103
• 4.2 THE ANCIENT SCHOOL IN THE VICINITY OF THE FAMILY, THEN THE TEMPLES  120
• "YOU, DRAW NEAR IN MIND"...................120
• 4.3 PEOPLE AND KNOWLEDGE..................135
• ISOLATING THE MOST DETERMINING CONTEXTS WHICH PRODUCED SCIENCE AND PHILOSOPHY IN ANCIENT GREEK  135
• 4.4 A HUMANITY THAT STILL NEEDS TO BE REBUILT168
• "WHEREVER MAN GOES OR FINDS HIMSELF, IT IS NEVER HIS HOME"  168
• If we maintain the criterion of writing, if we renew the call to refocus each people on themselves, on their own unexpressed philosophy, on their arts, on their history, on their technologies, industries and family and domestic enterprises that have been neglected and frustrated, then the need for education is unambiguous: to produce generations capable of constructing local corpora that are not called indigenous knowledge, but functional knowledge or chapters in the universal encyclopaedia of the culture of the mind. The important thing is to posit that a science that is generated and hatched is not extra real that it is in the real under the veils. The task of the mind is only to liberate it.  191
• CONCLUSION...................................192
• BIBLIOGRAPHY.................................198