petty / petty is on Nostr

☦︎ | 499808 | 501300 | 835057| structural engineer

Last Notes

2025-01-17 09:12:33

https://mempool.space/block/000000000000000000010c05038d08c742d28a7a248e9d0f94ebe5102f366c8e
https://m.primal.net/NkgQ.jpg

2023-03-18 05:42:33

In his book "Machiavelli Pedagogue", Pascal Bernardin explains the difference between social beings and intellectual beings. Social beings, according to Bernardin, are individuals who thrive in interpersonal connections, with a focus on social interactions, relationships, and the ability to adapt to various social situations. These individuals are often empathetic, understanding, and possess strong communication skills, enabling them to navigate the complexities of the human experience. By fostering a sense of belonging and community, social beings tend to be attuned to the emotional and psychological needs of those around them.
On the other hand, intellectual beings are characterized by their pursuit of knowledge, critical thinking, and deep understanding of complex ideas and concepts. Bernardin posits that these individuals derive satisfaction from intellectual stimulation and personal growth, often engaging in activities that challenge their cognitive abilities. While intellectual beings may not necessarily prioritize social interactions, they still contribute significantly to society through their innovation, analysis, and ability to solve complex problems. In essence, while social beings enrich society through their interpersonal relationships and emotional intelligence, intellectual beings contribute by pushing the boundaries of human knowledge and fostering progress.
Historically, the main goal of education, particularly in the Classical and Enlightenment eras, was to form intellectual beings. Classical education, rooted in ancient Greece and Rome, emphasized the study of literature, philosophy, and the sciences, aiming to develop well-rounded, intellectually capable individuals. Similarly, during the Enlightenment era (17th and 18th centuries), education focused on fostering reason, critical thinking, and scientific inquiry.
The shift towards creating social beings, as mentioned in Pascal Bernardin's book, can be traced back to the latter half of the 20th century when organizations like the UN and UNESCO began to emphasize the importance of social development in their psych pedagogical studies. This change was driven by a growing need for global cooperation, social cohesion, and cultural understanding in an increasingly interconnected world. Per UN and UNESCO, of course. (wink wink)
The author suggests that this focus on social development may have inadvertently led to the neglect of intellectual beings, potentially impeding the growth of critical thinking, independent thought, and innovation. By prioritizing social cohesion and harmony, the psych pedagogical approaches advocated by the UN and UNESCO may have unintentionally diminished the importance of intellectual pursuits, leading to an imbalance between social and intellectual development.
Overemphasis on social development and the creation of social beings have very well studied and intended consequences, such as increased vulnerability to manipulation and political exploitation. Prioritizing social cohesion and adaptability, educational systems inadvertently downplay the importance of critical thinking and independent thought, which are key aspects of intellectual development. In this context, individuals who lack critical thinking skills and the ability to question authority or challenge dominant narratives may be more susceptible to manipulation by those with political power or vested interests. When people do not possess the intellectual tools to scrutinize information or evaluate sources, they may be more likely to accept what they are told without question, which can make them susceptible to deception and exploitation.
No wonder people cannot make sense of their thoughts. No wonder people cannot put their thoughts into words. No wonder people cannot justify their beliefs. No wonder people cannot make arguments.
Obviously, education should aim to strike a balance between nurturing social and intellectual skills. Bernadin doesn’t argue against social skills or social development, neither am I. Afterall, we are social beings. However, a war against the intellect with precise guidelines and objectives started over half a century ago. The education system has no longer the function to educate people. Rather, it is another sphere of our crumbling society that plays the one and only goal we all know, to empower the elites and make the masses effectively susceptible to any sort of deception, exploitation and manipulation.

2023-03-18 04:09:14

#[0] Verifying My Public Key: "pettyengineer"