After 1989, we had a process of capitalist transformation, during which various forms of capitalist property were revived through the privatisation of state-owned establishments and cooperatives, bourgeoisie was revived.
The layers of the fresh bourgeoisie came from different social and political backgrounds, neo-rich groups needed a circumstantial "intellectual nobility" by providing better education to their children. authoritative propaganda created an illusion of the anticipation of easy promotion into the business ranks, of easy profiting on street trade.
Transformation Ground
Many large establishments, playing a major political function during the period of the Polish People's Republic of Poland, were privatised and reduced in the number of crews, were given up to abroad capital or simply liquidated. The working class and the planet of employment did not enjoy the applicable designation of the authorities, they were deprived of the "real socialism" of their social achievements, they were reduced by the real value of the labour wage, which had to exacerbate social contradictions. The privatisation of the economy and the triggering of the economical crisis led to multi-million-dollar unemployment and a change in income structure. Many household fathers went abroad looking for a job. It was hard for the remaining mothers in the country to supply appropriate care for their children. Thousands of children from the working families were undernourished – there was a request to grow feeding at school, request for educators and psychologists increased. It was dominated by the conviction of the “end of history” and the disappearance of contradictions between working masses and capital that the importance of manufacturing work for the improvement of services had ceased. Vocational education has been severely restricted to various general education schools. In violation of the existing law, for political and ideological reasons, the teaching of Catholic religion was introduced into schools, the sacralization of many elements of school life.
Non-uniform strategy Officer
Jerzy Kochan appeared against the idyllic image of the teacher-teacher-teacher. The Master in all class society torn apart by antagonistic conflicts of interests is active in "good" and "evil", he is simply a "traitor" and "agent" of the socio-political strategy in which he has to work.
Regardless of the occasional social conflicts, the ideology in this apparatus (schools with their teachers) forms young people so that they become active and independent entities, happy, rational, tolerant and wise citizens, supporting the politics of their "state". But that's where the idyll ends. For many teachers who have no thought of the ideal-class condition of their work, who are in blissful unconsciousness, it may be a shock to what Kochan next wrote. He compared the teacher to police officers who are in a state force apparatus, any of whom wear uniforms resembling terrorist outfits and night burglars, is equipped with pistols, gas throwers, paralysers, handcuffs, radios, batons and armored fire trucks. The teacher has at his disposal only chalk, computer, active board and his dying authority towards the Internet. A teacher cannot usage violence, although there is 1 “but” in a class society... "Teacher is an agent of the state regime. Only after the civilian (...) decorated, perfumed, washed and combed, open, polite and modern. If categorical, it's in the name of a good parent, in the name of truth, and sometimes God too! He's a civilian agent, a real wolf in sheep's clothing. Acting secretly and under the cover of the most prominent slogans and values, concealing its actual profession of headhunter for the reigning government of exploitation and colonization. He wants to colonize our subjectivity, make us not slaves, but spontaneously available citizens with automatically internalized values of strategy ideology. The police officer is more honest. At first glance you can see what is expected of him. Master, the teacher is more cunning and cunning, hidden behind the masks of decency, humanism and truth”[1].
Far from the idyllic image
For individual from the outside, the teacher's work even during the period of capitalist transformation is simply a calm, predictable, good and warm occupation for retirement, depoliticized and deideologized, with holidays in terms convenient for remainder and celebration. But not for Kochan, who knows his teaching work, being a prof. at the University of Szczecin. He sees how in reality the school community is torn apart by interior contradictions (which is peculiarly evident after the power taken over by the Law and Justice in 2015) that it is “an incessant, heated battlefield, an ideological, cultural and political war, and they will not stand for harmony, a depoliticized land of the illusion of fact and happiness. And specified a war can be observed all day. Its universal existence is shown (...), the continuing conflict for working conditions and wages, for the place and rank of education and teaching, the fight for political, ideological content of curricula and the fight for teachers' staff, for their composition and for their formatting, discipline, subjugation... (...). cognition and educational functions of the school are treated instrumentally towards the current policy. besides higher education, which at 1 point in the crisis and disasters of mass unemployment has been reduced to the function of “unemployment waiting”[2].
Change form and content
During many decades of capitalist transformation alongside state schools, social, civic and private schools emerged, at the expense of the former. Unfortunately, fresh schools were not built erstwhile they came alternatively than the demographics, but the erstwhile ones were liquidated. The number of students in classes has not been reduced, but in a fewer cases. At the same time, not without any resistance, the state schools were received, patrons associated with the Polish and global labour movement, even if they had fallen in the fight against the Nazi occupier or deserved for the improvement of the Polish People's Republic. Thus 1 of the state schools patron Ernst Thälmann (German communist murdered in Nazi concentration camp) took the name Makushinsky Cornnel (authored, among others, Two who stole the moon and Swamp Kopytko and Duck Kwaka).
A teacher in the process of capitalist transformation could work in schools of different types of property – state, social, musical and private. Many teachers were forced to search work in many schools at the same time – primary, junior advanced school, advanced school, state college and state or local government college. The teacher could go from state school, where there were more than 2,000 students and about 150 teachers, and the teaching ran from 7.10 to 18.20, to a tiny and intimate social school, where about 240 students were educated at the highest period, in 4-16 students classes and all classes began at 8.00 and ended at 2.20. The reorientation of politics from east to west led to many teachers having to retraining, specified as Russian language teachers to teach English or another Western languages.
Transformative conflicts
During the transition, there were many social conflicts in which parents participated and they were reflected in conflicts between students, especially in state schools. In schools where discipline was paid, and little many classes, conflicts were rarer and had a different, alternatively cultural character.
Social and private schools attracted customers with a wider scope of programs, increased hours for learning abroad languages and individual subjects, a richer offer of physical education classes initially in the 3 hours dimension (e.g.: gymnasium, ice rink, swimming pool, horse riding, tennis, sailing camps), global cooperation (e.g. no-name exchange, native speaker). frequently private and social primary and secondary schools employed academic teachers, doctors, and provided real access to psychologists and educators. In the first stage, they provided extended opportunities for experimentation with programs and teaching methods. In social schools, parents had a greater influence on the functioning of the school and the selection of teachers.
The transformation has resulted in a fundamental change in programs and multiple exchange of textbooks, with the top benefit to publishers. The introduction of state examinations and the examination of work by state examination commissions led to increased discipline in the implementation of programmes, the application of a number of fresh teaching materials and methods.
Social school programme
Two languages have been taught since the beginning of the transition in social schools, but within twice as many hours in state schools. However, it was not only English and German, but besides French, Swedish, Spanish, Italian and another languages. In addition, classes with native speakerThat's what state schools couldn't afford. In time, many of these schools have profiled themselves as language schools, where primary school students presently have up to 8-9 hours of leading abroad language within a week.
Since the beginning of secondary social and private schools, they have had the chance to introduce the division of pupils into specialities, which was not in state schools at the time. A advanced school student could specialize in individual humanities or in science. Those who chose e.g. extended past had to choose the Polish language, or otherwise there would be no plan; those who chose mathematics – they chose physics; those who chose biology – they chose chemistry, physics, etc., etc. Those who chose objects as unadvanced finished the given object after 3rd grade. As a result, in 4th grade advanced school subjects remained advanced with even more hours and students focused on selected subjects. State schools did not initially have specified large opportunities to manipulate the program.
Did the strategy work? Of course, he immediately gave the advantage to the students of social schools during the exams for higher education, especially erstwhile qualifying for studies, points for "social origin" were abolished. And in time, they began to accept it in a somewhat different form, besides state schools, parents in state schools besides began to have more to say.
After the introduction of the State Examination Commission, the teachers' accusations of infidelity and corruption ended during examinations after primary school, junior advanced school, advanced school and higher schools.
Tuitional and evaluation
Better working and learning conditions in social and private schools resulted in better results and higher grades than in state schools. In non-private and social education environments, there were immediately allegations that students of these schools received higher grades for financial reasons. It's fair to admit that there was no direct relationship, just indirect. It became apparent much later erstwhile a crisis in recruitment occurred in many schools, mainly related to demographic decline. The students who were neglecting their studies were not to be excluded from the list of students, so as not to lose their state grant. But this has led to contradictions with parents who felt that it had a demobilizing effect on their children and that the level of teaching had fallen. In the early years of private schools, there was no request to worry about recruitment, as there were more people willing than places.
When the thin years came, everything was done not to exclude from the list of students – alternatively they left for different reasons. Similarly, however, it was besides in state schools where, alternatively than demographics, it sparked competition between schools and teachers. However, the average results of curatorial and another investigation in private and social schools were always higher than the average in the country and the city. Despite these difficulties, those students who wanted to learn had better conditions to learn than in state schools.
In order to increase the motivation of students to learn, and to free teachers from parental pretension, a point assessment strategy was introduced very rapidly in many schools, and by the end of the semester, points were converted into standard assessments according to appropriate criteria. Even behaviour assessments are performed according to points collected by the student. It can be said that "legal clerinism" and "rat race" proceed throughout the transition, but with appropriate strategies it is possible to "use" in this system...
Promotion and manuals
In the first years of transformation, private and social schools organized open days – full classes from state schools came to schools to see the equipment, decor and participate in selected classes. This served to break down certain stereotypes, but besides recruitment goals.
Private and social schools besides organized evening schools of different types, where learning was more favourable than in state schools. The teacher may have found additional employment. However, many of them did not last for more than 10 years.
In the first years of the functioning of social and private schools, wages were 30% higher than in state schools, but after 30 years the salaries of teachers employed in them are lower than in state schools by 30 and more percent. Teachers in them are told that they are employed on the basis of a contract of employment, not on the basis of the Teacher's Charter. For this reason, most teachers who work in public schools work in these schools, and they treat working in social and private schools as "additional". In order to halt the outflow of teachers from these schools, various motivational allowances are introduced, including for working only in 1 school.
In the process of capitalist transformation, there were extraordinary benefits for publishers who made money printing fresh textbooks, in a revised software and iconographic version. The textbooks of the different authors appeared to the same classes based on the same programming bases. But erstwhile the thin years came, the releases encouraged the choice of their textbooks, offering teachers a agenda of materials, lesson outlines, test proposals, etc. It occurred that any releases offered the same textbooks each year, only in a fresh stylistic editorial. The teacher had to learn to decision himself in this thicket of textbooks and programs.
Conflicts between the education system
There have been fresh conflicts of interest among teachers, which weaken their fight for their interests, higher wages and increase financial spending on education and science. First of all, the state authorities are conducting a ‘share and rule’ policy in relation to teachers, and even professional degrees have been introduced among teachers in order to discipline them more and prepare them for fresh systemic requirements. Authorities manage to counter the threat of a general strike by teachers of all kinds of schools. First of all, teachers are economically diverse – there is rather a large group of teachers who supply private tutoring or work with increased hours and in respective schools, for more than 1 period. It is not without meaning that the profession of teacher is simply a feminized profession, which puts him in the same plane as nurses who do not have the main economical burden of maintaining the family. rather many teachers, for whom school work was the only one, complained very much about wages and pay conditions, had to drag dozens of hours of replacements to someway come to terms. Only a tiny group of teachers supply constant tutoring, and most from time to time or at all. A large group of women who worked in schools are wives of doctors, directors, well-attended employees of state administration and business, who worked alternatively for social reasons, as it was said, so that their husband would "not throw distant the spending on cotton swabs." But in schools, there are besides more and more teachers or teachers working part-time.
“Smart Fools”
Many teachers see nothing but their subject – a biologist knows nothing about economics and culture, and a mathematician and chemist knows nothing about philosophy. As a historian, he believes that he is not a politician – although 1 must know that among teachers there are besides many underestimated erudites. Many teachers are not curious in politics, do not read social-political press or books on these topics. It can be said that specified limited teachers are unaware of their place in ideological state cameras, that they are “wise fools”. All these contradictions be among teachers with varying degrees in schools and regions. Therefore, in the early 1990 ’ s, the strike could have been victorious, although only after a fewer years did the government pay out the outstanding money. However, the strike last year during the school exams resulted in a major defeat – exams ran under the supervision of unskilled scabs and teachers “took off” in the teachers' rooms. As a result, we had a parody of the strike, a complete failure of authority of teachers and the Polish Teachers' Union, which "suspension suspended" indefinitely.
Growing Dissections
The establishment of a strategy of private and social schools was the consequence of increasing conflicts and social conflicts. The economically and politically privileged classes and layers already existing in the Polish People's Republic and additionally powered by fresh property transformations in the process of capitalist transformation, aim to reproduce socio-economic and political relations, to hereditary transfer of their professions and functions, to accumulate wealth and capital within the family. They besides see the ability to defend and improve their social position in gaining higher education as well. Hence, the education strategy developed at the beginning of the transformation aims to safeguard their interests and reproduce the social structure and consolidate social exploitation. A narrow specialization in teaching in primary schools, advanced schools and general schools, little many classes in private and social schools supply this. The expression of this is the improvement of universal practice, that additional tutoring is taken not by the weakest students, but frequently very good, from wealthy families, in order to safe an even greater advantage in exams, and thus access to the most prestigious universities. As a result, the gap between the best and the weakest students deepens, perpetuating the existing social structure.
New office trading
It can sometimes be seen that tutoring is an expression of the state crisis of the education system, that teachers force tutoring, that there is simply a different level of education in individual schools, that programs are overloaded, etc., etc. Regardless of the fact that these theories may occur, the underlying reason for the universality of the tutoring strategy is elsewhere. The main origin is the rigidity of the social structure and the suppression of the flow of youth between different classes and social layers and the communities of the nation. This desire to keep existing privileges by parents and their desire to transfer their social, economical and political position is the strongest mechanics to drive tutoring. Obtaining a higher education degree is usually a formal condition for taking this position. Therefore, on the net you can find offers of paid writing undergraduate, master's and even doctorates. In specified a situation, the ability and cognition of parents are frequently not determined by their ability to get a diploma. These people frequently take up employment in institutions that decide on the functioning of the state. It is no coincidence that there is simply a common practice that the direction of completed studies does not coincide with the scope of their work, and students with the best results of survey do not occupy the most crucial positions. The strategy of tutoring has become a deferred strategy for purchasing offices and perpetuating the existing social structure and its trends. No another reason is able to force parents to teach them very well. The same socio-economic, political and ideological causes find the maintenance of private education at all levels.
On behalf of the capital
Capital, which calls for workers to prepare for circumstantial activities, requires a simplification in the participation of humanities subjects in training for circumstantial professions. As a consequence of yielding to specified pressures and policies of the government, humanities, especially philosophical ones, close the universities. Capital so besides demands the training of "wise fools", people with limited thought horizons, who do not realize the function of existing property relations and their impact on the division of social wealth. It seems to be oxymoron, but it is simply a real contradiction to the education strategy that drives it, but frequently besides reduces and paralyzes it. The teacher, as well as his product (school alumni), become "wise" adequate to quit their service to national and global capital and the state to fight for private interests, but at the same time "fool" adequate not to see society exploit itself, accumulate immense wealth in the hands of a few, marginalize the majority of society and stay passive observers. The “fools” glorify private property in all forms, believe that only it provides security, do not draw any conclusions from the widespread improvement of various types of rental and rental apartments. Only a fewer can dare to deliberately argue the full political system. akin contradictions are not unique, due to the fact that there may be a rich man who understands social needs and shares his wealth with the needy, but he can besides be a rich miser, as well as a generous mediocre man who will share everything he has.
Capital does not take into account that in 30 years, half of the employees will gotta change their jobs or lose their jobs. I have a mass at hazard of losing my occupation with a concept of "civil income" belonging to anyone capable of working. The adoption of "civil income" would, on the 1 hand, mean consent to vegetation and, on the another hand, to maintaining "work discipline". The destiny of those who lose their jobs or gotta change their qualifications – capital is not interested. The capital will supplement the shortcomings of the fresh labour force which will flow through controlled immigration corridors, or will be born following the tightening of anti-abortion law.
Discriminations of teaching
If a strategy of contradictions between wisdom and stupidity is integrated into the education mechanism, then not only a wise man can develop, but besides a wise fool, or a stupid wise man. Since the political objectives of the education strategy are dominant, the very good results of teaching only to a limited degree find the jobs and salaries received by graduates of schools. household contacts, agreements, connections and political connections are important. For classes and classes privileged to gain formal education by their children, it ensures that they gain their dream positions, without having a greater impact on the results of teaching and the scores obtained.
In the process of transformation in the teacher lies the contradiction, on the 1 hand between the man of work, the guardian of systematicity and expertise, the concern for appropriate spending on education, education and discipline and the spokesperson of humanism, and on the another hand the teacher as a tool of ideological and political rule, contrary to his interests, social-political views and worldview. Education is part of the prevailing economical and political strategy and an ideological tool for perpetuating it. Therefore, the school can never educate staff against the state and the system, and must implement top-down programs only with a tiny margin for independence. This contradiction is besides revealed at the time of the strikes organised by the teachers – under the authority of the state and the media, which are besides part of the ideological apparatus of the state, tell them that teachers have the position of public officials, that children students cannot be without their care, that students and exams must not be harmed.
Part of the ideological apparatus of the state
The situation is well reflected by 1 of the anecdotes that says that erstwhile a courter Alexander the Great passed by Diogenes He said,
- Diogenes, if you could bow, you wouldn't gotta eat a bowl...
What Diogenes was expected to say: And you, my friend, if you could eat a drink, you wouldn't gotta bow down...
It seems that as a consequence of the teacher of contradictions, the modern teacher has something in him – he works in ideological apparatus of the state, he cannot teach anti-state ideology, he cannot call for a fight against a state that gives him work and chle, even if he himself has another political beliefs or worldviews. specified a teacher cannot trust on a “clause of his own conscience” as doctors. He is then left with a political and cultural mimicry.
The ministerial authorities, which are of their own interest to ignore or conceal these socio-economic contradictions, initiate various cultural conflicts. The last wave of ideological discussions began after the minister announced the National Education and discipline transition to the teaching of “Women's virtues”. The minister's words were understood by any school principals in specified a way that the dress for girls for physical education includes pants-dress for ankles, without straps shirts, without cleavage, not to encourage and tempt the boys and not to make the teacher feel uncomfortable. any directors even banned the wearing of rainbow bags. In this way, the classial conflicts of interests in society that many parents and teachers do not realize and do not appreciate their impact on life.
Dr Edward Karolczuk
[1] J. Kochan, Philosophy, Marxism, Socialism. Studies – sketches – polemics, technological Publishing home SCHOLAR, Warsaw 2021, pp. 303-304.
[2]Ibid., p. 304.
