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Educating

27 September, 2012 (18:32) | General | By: admin

Supery has three functions: autoobservacin, brings back to consciousness moral, formation of ideals, that is the fundamenteal, because from the constitution of these ideals they derive the two remaining functions. The denied one goes against the autoobservacin, that it decrees distance or the approach of I with respect to the ideal. The maintenance of this denied returns inoperative the critic from brings back to consciousness moral, since to powerful the everything it is allowed to them, are beyond the good and of the evil. Then, when falling the denied one, I is inner to me before the critic of brings back to consciousness moral. The disrespect of supery is correlative of a retirement of the investitures of the formation of ideals, and consequently supery is transformed into pure culture of pulsin of death.

Freud maintained that in supery the reality and the pulsiones reconcile, and in this sense we think that the disrespect of supery is a defense that attempts against this instance in as much representing of the reality. The educator does not take care of the calls " cordura" proferidos by the educandos, in those who supery is projected. When this defense happens before supery, also it is interfered with the metaphorical process, but on the other reason: because when losing themselves or questioning the ideals, the sense of the reality is lost and, thus, significance of own desires, and the supposed reality. C. In order to obtain disrespect on the part of the student, the narcisista educator can put into play the use of contradictions logics, semantic, pragmatic, answers that turn aside the thought; it can try to break to the interlocutor the relation to him with the sensorialidad. That it does not create what sees, neither in the feelings, nor in the form to think conventional.

The educator puts into play these mechanisms and tries that it suffers educating them. If educating is not rebelled before the educator, educating the low regard. If educating yes is rebelled, forced the educator to rectify itself or to misestimate. When the educating low regard, thinks that educating is a transgressor and who denies to his coast. Usually it says that the student is " rebelde" , or that " the order subverts, and it does not take me in cuanta". (The nature of the contradictions will be treated in the part second). In this interaction generated by the contradictions, educating is object of a violence greater than the authoritarian one. In this last one it is made be silent to the other, but this other maintains capacity to think. However with denied and the contradictions, the possibility can be disabled of thinking of the other, and in this way to take to this one the conviction to him and of making believe it the nonconceivable thing. Educating runs risks when the educator maintains the denied one repeatedly. But a single condition is not sufficient. It requires in addition, of the warning order of educating, abandonante familiar means, certain educative policies of rigid institutions led by fascinating educators. This system puts the student in risk of oligofrenizar it because cannot pass when thinking assets,