Zašto skrenuti s puta: obrazovanje i putovanje

Abstract

Različite obrazovne paradigme često su predstavljane jednom istom metaforom: metaforom putovanja. U prvom delu rada izlažu se tipični primeri istovećenja obrazovanja i putovanja i rekonstruišu razlozi njihovog povezivanja. Potom se metafori putovanja suprotstavlja metafora lutanja – upravo da bi se istakao njen previđan, zaboravljan ili zanemarivan, ali makar podjednako dragocen obrazovni potencijal. Najzad se sugeriše napuštanje vizije unapred konačno određenog skupa vrednosti koje zastupa obrazovanje, u korist otvaranja mogućnosti koje diverzitet njegovih putanja pruža. Kritičkom analizom razumevanja putovanja Odiseja, Rusoovog Emila, Robinzona Krusoa, kao analogona obrazovne avanture, pokazuje se da nije ni uputno ni plodonosno besprizivno usvojiti i slediti obrazac po kome su početak obrazovanja (tačka polaska) i njegov cilj (tačka dolaska ili odredište) strogo definisani, naročito ukoliko on podrazumeva isključenje svakog odstupanja od trajektorije koja spaja „ishodište” i „odredište“. Inspiraciju i svojevrsnu šifru za alternativni model obrazovne procedure, kojim bi se izbegle manjkavosti njenog shvatanja kao manje ili više pravolinijskog i jednodimenzionalnog transfera znanja i veština, autori pronalaze u deridijanskom poimanju derive.

Different educational paradigms are often represented by the same metaphor: the metaphor of a journey. In the first part of the paper, typical examples of equating education with travelling are presented and the underlying reasons for their connection are reconstructed. Then, the metaphor of wandering is contrasted with that of travelling – precisely to highlight its overlooked, forgotten, or neglected, but at least equally valuable educational potential. Finally, it is suggested to abandon the vision of a predefined set of values that education represents, in favour of opening up the possibilities offered by the diversity of its paths. Through a critical analysis of the understanding of the journeys of Odysseus, Rousseau’s Emile, and Robinson Crusoe, as analogues of educational adventures, it is shown that it is neither advisable nor fruitful to uncritically adopt and follow a pattern where the beginning of education (the point of departure) and its goal (the point of arrival or destination) are strictly predefined, especially if it entails the exclusion of any deviation from the trajectory connecting the „origin” and „destination”. Inspiration and a kind of code for an alternative model of educational procedure, which would avoid the shortcomings of its understanding as a more or less straight-line and one-dimensional transfer of knowledge and skills, are found in Derrida’s concept of dérive.