School Without Culture

The source of all problems we need to look for in the educational and educational system. And the main essence of this system is culture. The best response to illiteracy, especially functional, is found in the concept “school without culture”. But what does that mean?

Schoolchildren also learn unnecessary, conceptually wrong, and not based on their needs different from the needs of previous generations. The entire primary education system, besides basic knowledge, should be based on culture. And who better than sociologist can legalize and educate culture? Elections especially have to be given priority to projects aimed at forming and cultural awareness of students.

What do 14-year-old children need for European Union classes and themes? We explain about the EU as well as not being taught in the EU. At the university we find students who have no concept of the EU, we also have professors who have an identity crisis in terms of state concepts, nation, integration, and we expect primary school students to master the EU concept! Instead of being taught about culture, morality, behavior, communication, identity.

This new generation has yet to create awareness and memory for its country, culture and history, and we burden it with the EU! We need to cultivate institutional awareness. Do you know the difference between young people in Kosovo and those in the West, the question and the awareness of the state? If you ask Kosovo's youth “what is the state?” or “what are you all thinking state?”, most of them identify with the president, prime minister, the Speaker of the Parliament. So the State is identified with power, the government, the leader. Because this is where the cult of the leader is installed in politics and this cult has become a culture of mind and consciousness.

In the West, the state is identified and associated with the institution. For example, when German citizens mention the State concept, their minds go to institutions. Because institutions make decisions, decisions set the standard of citizens, and the standard depends on their well-being. That's why they've cultivated institutional consciousness and as a result, they have better jobs than we do. Here young people know all politicians, their media images look at them dozens of times a day. While they do not know the difference between institutions, they do not know the laws, they do not know many of their rights, because in schools they are not offered this education, this culture.

Consider the example of the subject “Citizen Education”, which I think only sociologists should legalize. Civil education is a whole dimension of culture. For the family, for the system of values, for public behavior, for critical awareness, for human rights, professional competent is sociologist, his research methodology, his articulation and contextal explanation, his socio-cultural sense. Therefore, the STAT Administrative Guide needs to be changed, which in the course of teaching contests on this subject is given priority to sociologist.

How many taboos do we have in society? Not only do children have sexual sexuality, but many parents also know nothing but sexual acts. From a conservative point of view, we can prejudge sexual education, but we're wrong. We have to admit that children need to understand the complexity of sexuality, that is, sex as culture, education, as a factor in family and society, with all its causes, consequences and implications, not just as a physical-emotional act, not just as passion.

Learning what sexually transmitted diseases are; how they should be protected from abuse and sexual trafficking; what are the psychological and cultural consequences of pornography and prostitution; how can they be protected from blackmailing physical integrity; how language and sex thinking are expressed; where there are subtle lines in private and public communication on sex; where there are limits and distances in student reports teaching ♫ how to react to private and public harassment; the dangers of sexual sacrifice on social networks; the consequences of communication with strangers; and the encounter with them as a result of online communication; what is sexual promiscuation; what is unwanted abortion; and what causes are the consequences of sexual sacrifice; what is moral and what is the relationship to the law and what is involved; and what is involved; and what is involved in the use of the law and what is to break and what is involved; and what is to break out - of the use; and what is the use of the law - law and what is to break and what is, and what is, and what is involved in the consequences of the law - law - law - law and what is involved. Sexual education means cultural education. So our society needs the subject “Sexual Education”, and sociologists can give this subject.

According to research, a large percentage of students in Kosovo consume pornography on their phones. They don't know pornography is industry. Where image and sexual role combine with profit logic. They don't know it's about sexual reality, sexual health. Frustrated, illusion, and sexual promiscuity are some of the possible effects of pornography, where females are usually represented in oppressive, exploiting, and misleading positions as sex objects. Pornography reinforces the feeling of many men for their right to use the bodies of women. It confirms stereotypes. In effect, pornography means that the only thing women and girls are good for is to please their husbands physically. Let's not talk about invasiveness and many other forms of pornography.

While many children are endangered by fraud and abuse, they are victimized during their search for pornography. And then how many of these victims, especially women, because of the pressure, fear, and effect of blackmail, have committed suicide? It can start with a curiosity, a click, but end with depression and suicide! Why not offer this education to our children? No one can do this better than sociologist.

I have legalized subject “For preventing negative phenomena” in one of Pristina's public schools, prejudice and violence, harassment and abuse, conflict between generations, the consequences of drugs, cyberattacks, hate language, functional illiteracy, etc. But this subject applies very little. There must be as many sociologists at school as they legalize negative phenomena, and education directors should respect this necessity.

Another essential subject is “Media Education”. The media today exert great pressure on human identity, culture, and psych, so young people need to be able to use the media and protect themselves from the harm they can cause. How they receive, understand, and appreciate information because not everyone understands them alike. The effects of news, stories of articles, especially false and sensational, produce different dramatic effects on the public. Even the youth structure is heterogenous, they have different cultural and economic backgrounds and backgrounds, they have different expectations and tastes, so youth reactions are also different. Depression, psychiatric crisis, frustration, hate speech, blackmail, and suicide result from distorted public communication as a result of consumption of unaccompanied content that does not respect any moral or professional principles, especially from commercial media that cause only increase clicks through sensitivities. So there is not only friendship between man and technology, there is also hostility.

Do you know how the twist of voluntary and aggressive public communication is reflected, online confusion, in the psychic world of young people? Of course, the communicative mechanism is not just media education at school, but it's before the family. But here the consequences are mostly suffering from families that leave their children completely free. They let children live on the principle “now enjoy”, without thinking about the consequences and responsibilities. Freedom here is understood to be the space where man has the right to do what he wants, not the space to which he is responsible. Teens combine euphoria, curiosity, imagination, tendency, ambition, temperament, self - confidence, how I quickly got to money, fame, career, success, the risk of changing hedonism into value and way of life. In the absence of control, children exploit unlimited freedom and potentially can be victims because the impact of social networks and society is great.

But because we have parents who are not interested in the fate of their children, we see this in schools, where some parents never care about the outcome of their child at school, never come to meetings called by stewards, don't consult at all, don't worry if their child is missing without reason, if there's complaints to their child from a student or a teacher, if the child himself complains about any student or teacher. If student communication doesn't work, there's no good results here.

So the more the presence of subjects from social sciences that affirm the value of man, individual, and family, the value of identity, tolerance, and normal communication, the better for students at school, for their future. Children need to learn how to write essays, not just detection. They must have them for essays. Not only do they learn extinguishable stories, unilateral, ancient stories, from texts where mythification, deglorification, protagonism, individual cult, are dominant.

First, with days to come up with favorable circumstances for free thought. Second, with thinking days, he provoked my mind, imagination, intuition, outlook, however little formed. Third, by day he expresses his idea. Fourth, days of articulating the idea. Fifth, with days of thought coming up against that idea, with days to confront other ideas. Sixth, if you're willing to take a different opinion. Seven, from the idea to draw a project, a plan, a vision. eighth, with all the professional, moral, social, development of that project. Nine, don't disappoint me and give up even if you fail. And 10th, even if it fails, it starts again...

This may seem excessive, especially when we know that we have students, graduates, who are functional illiterates, who have not been able to perform even an original concept or essay in their lives. Because they've been missing this container of components 1 ė 10.

Students should be quick to establish special identity, not just with structure and mob. I explained Erich Fromm to students at school: Some people die on the day they are born. ” Everyone realized that it is the biological death of the newborn baby. But no, I told you, it's identity death. Biologically, they are born, they grow up, they live and age, but they are dead with social identity because in their lives they are not identified with identity, they do not affirm identity, they are not isolated by any success, contribution or talent, they simply live as a mob. So not as x and y, but as part of the structure.

Children in school should not be killed by self-confidence, nor should we train mechanically in school. It should not be valued just because it has been taught a text or a memorizing task mechanically but because of a logical understanding. Much more important is whether the teacher asks a provocative and curious question that moves the student to think and think about giving an answer, rather than force him to say a word-word text from which he doesn't understand anything.

There is also monopoly on textbooks. Texts that have been reprinted for decades without corrections and resonances. Cultural texts with stereotypes. Texts of history where the past is taught ideologically. Early and insulting natural science texts against marginalized categories, such as the text of biology for people with Down syndrome that I've reacted to with a scientific article, etc. Our society needs cultural transformation along with the education and education system. Otherwise, we cannot say that school is exercising educational function. School without culture.