ABSTRACT

In this contribution, we look – both historically and in the present – at how children are objectified in data and how it is assumed that this objectivation is a way to dismiss ideology, or at least to separate the ideological from the scientific. We argue, however, that the separation of data from ideology is itself a highly ideological choice. As Freire points out: education never was and never can be objective. The objectivation of the child and, more generally, of pedagogy means that the agenda that this serves remains veiled. A closer look at what data are put forward as the means to objectify education reveals that this agenda is deeply individualistic and fit to serve a competitive capitalist society. We argue that if this is the case, it ought to be the result of democratic debate and, therefore, we need more, not less, ideologies in pedagogy, because facts and data are always embedded in ideologies. And so they should be.

摘要

在这一贡献中，无论是在历史上还是现在，我们都在研究如何在数据中对儿童进行客观化，以及如何假设这种客观化是一种消除意识形态的方法，或者至少是将意识形态与科学分离的方法。但是，我们认为，将数据与意识形态分离本身是一个高度意识形态的选择。正如弗雷雷所指出的那样：教育从来没有而且永远不可能是客观的。儿童的客观化，更广泛地说，是教育学的客观化，意味着服务的议程仍然蒙蔽。仔细研究什么数据作为客观教育的手段，可以发现这一议程具有深远的个人主义色彩，适合服务于竞争的资本主义社会。我们认为，如果是这种情况，那应该是民主辩论的结果，因此，我们需要更多而不是更少，教育学中的意识形态，因为事实和数据始终嵌入意识形态中。所以应该如此。