Reflection

In a mediated society with constantly advancing media technology and content innovation media literacy became something indispensable. To be illiterate in this case means to be incapable to read and understand the implications of media technology and its content, which in many cases results in becoming just responsive customer/consumer. The absence of media literacy is also endangering the learning process and expected academic capacities.

When an educational institution accept the premise that pre-planned method, standardized procedure, calculation models, quantitative measurability (quantitative standards of academic achievement) can replace the human capacity of assessments and judgement, we face an imminent contradiction, because dealing with the ESL question and drop out cases require an individual and specific approach in every single case.

To renounce to authority on the side of teachers makes impossible to actualise the role of education as a connecting path by which new generations can step out of privacy and intimacy of the family and enter into the world of adults as adults and prepare themselves to take up political responsibility and concern for it from previous generations.

Entrepreneurship is a specific mind set and posture (attitude) toward the world and human affairs, which is not concerned with the world as it is but with its future - with how to change it. Its introduction into education would represent a specific paradox, namely, to teach how to change the world before or even without being told about it, without knowing its past and present.

Behavioristic operant conditioning with its method of “reinforces and punishers” introduced a problematic conviction that the result of hard learning is a certain reward located "outside" what learning and education can bring itself, which is a serious problem regarding the question how to present the meaning (purpose) of education to those who are to be educated.

If the purpose of education is to introduce new generations to the already existent world and to tell about it as it is, that also means that has to avoid telling how the world should be : “Education can’t foretell the future ; instead it has to keep the future open so that the next generation can take action.”

If the conception and character of knowledge that should be taught is drifting toward “economic survivalism”, then also the approach of school system and educators toward students is prone and subjected to change corresponding to these new demands. The general aspect of this change is that those who are to be educated are not approached by educators as future citizens but as future knowledge workers.