Journal Vol 8 No. 10. Evaluation, academic performance and educational quality

Abstract

Any educational proposal is indebted to ethical and anthropological assumptions that give it coherence and meaning. But not only is it based on theoretical principles, it is also conditioned by the socio-economic “circumstances” prevailing in society: model of society and type of relationships established between citizens promoted by that model of society. Education never "happens" in a vacuum. It is due to a time and a space, to the living conditions that surround each student. The proposal of education in the otherness must contemplate the “circumstance” in which the educational action is developed so that it is a response to the situation in which each student lives. One of the most pronounced characteristics of the developed society is the atomization of individuals. The ties of affection, proximity, fraternity and solidarity have disappeared or have been weakened to the extreme. The coldness that characterizes this society has almost become a "universal anthropological", a constitutive element of social life. Social relations have become purely pragmatic, utilitarian, and mercantile relationships, without giving rise to fraternity or solidarity compassion. The result is a conglomerate of isolated, atomized individuals who do not support the world of coldness in which they are immersed, but who also do not see possibilities to reverse this situation. It is a society that proscribes hope, which has made fear and impotence "legitimate" weapons for their own survival.