Time and Modernity. The imbalances between Technique and Existence from a Pedagogical reading

Abstract

During modernity, a huge amount of changes (or ruptures) was developed. With them arose the ideal of progress that would permeate all the environments of the time. We perform an analysis of one of the changes, namely, the notion and the attitude with respect to time. We will try to show how an acceleration of time is presented, especially since the Industrial Revolution, compared to previous times. We will explore how the development of science and technique plays a main role in this hurrying, and certain disorder occurs with the existence of man. Concomitantly and as a consequence, we will show in what way this utilitarian and pragmatic logic is translated into the field of education: the utility factor of education begins to prevail against one paidéitico. Its result is disastrous: man is stripped of his dignity and converted into a mean; since education is under the canons of quantity and productivity. The technique is not concerned with the integrity of men but with efficiency and productivity. Therefore, while education does not discover to men the existence of an inner world in which they faces themselves, and in which they must learn to withdraw to their interiors, that education, we consider that, does not deserve such a name.