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EDUCATION AND ADDICTIONS: REFLECTIONS ON AN ETHICAL CONFLICT (II).

educational practice in our social and ethical conflict is a constant with which we must live. Are many and various ethical problems that can occur in educational practice everyday, but we would like to discuss two ethical issues (raised by Szasz in his field) which are essential for educational and usually do not arise explicitly and frame structure of all professional activities. The first conflict, has to do with the explicit and implicit answer given to the following questions: who is the educator social agent? "At whose service is the teacher? The educator who works for a public or private institution, in principle, serves paymaster. But the educator has a legal and ethical obligations with respect to the subject: it is because Act, subjects to "your truth" and professional ethics. In the professional educator in fact converge various conflicting interests: the social interests ( Law, norms, customs, etc..), Interest contracting institution, the interests of the individual and the interests of the professional himself. When, in practice, the different interests "lawful" conflict, the teacher should ensure the interest of the particular subject that is usually the weaker party. The professional educator can not ignore their duties as ethical authority, but will have educational functions epistemological foundation, based on professional knowledge and not in power. The second conflict, interrelated with the previous one, refers to whether the conduct professional activities with the voluntary consent of individuals or whether the activity is imposed, directly or indirectly. We understand that adults are responsible citizens, therefore, free. All educational activity forced undo any foundation of ethical or epistemological. If the subject is forced to undertake any educational activity, then the educator is the exclusive service of who pays and / or their own. In this case we speak of social control, coercion, repression, punishment, therapy, indoctrination, re-accreditation, re-entering or re-education. But that is not to educate. The teacher is an agent, theoretically and legally, both social and educational welfare of the subjects (which means no harm and respect), and the institutional demand and the Law The objective of the institutions social policy and often the "control" and "exclusion" of the conflict, private firms of "economic efficiency" and "exclusion of the risks." The objective of the subject is his own welfare, their own interest. If these objectives are in conflict what is at stake is the independence or otherwise of the subject, the violation or enforcement of their rights and freedoms (dignity, personal autonomy). The ethical conflict is posed starkly tragic, too often, usually resolves to the welfare of the subject and to the welfare of the teacher.

When we speak of freedom we assume the possibility of error and the wisdom. Prevent the negative effects of personal liberty of the subjects of education is not possible without coercion, their disability or their alienation. Learning is also built with the errors and mistakes. For freedom is possible the individual should be responsible for their actions, their choices. If the State, institution or professional guidance assume the subject is placed at the site of the disabled. The citizen is placed by the dominant discourse that stigmatizes a disqualified as a holder, in person responsible citizen. The myth of "responsible medicine the rule "has established itself among the ethical-legal discourse and medical-legal with the effects of control and expansion of the" symptoms "treated as psychological disorders, personality or multiple addictions. [1] Mannoni, identified as institutional control justified in the name of a science created aseptic neutral and stigmatizing segregation measures that classifies the subject into a "diagnosis" responsible for behavior modification. [2]

As noted, Savater, the state has assumed the functions of management and protection: the first, serves as intermediary (harmonizing) the conflicts that arise between citizens and institutions, administering best resources in the collective interest is the "Status Manager", the second "(...) is committed to ensuring the happiness of every citizen (...)", is the "State Shepherd." [3] This "symbiosis" between the two functions is classified by the author as "medical condition." "Clinical state" that sets a public health model which enhances "content with standing pastoral instrumental for the effective management, and concubinage the utilitarian and teleological, productive performance and moralizing" . [4] So mark the distinction between the concept of a public health understood as "personal invention" versus standardization model overcrowded public health symptomatology. As the author, this is the opposition of life understood as "working" and the understanding of life as "experiment." The first, represents the loss of individuality and difference. The second is the "unique" and "irreplaceable." The personal and autonomous in relation to overcrowding and the mechanical. "In life, understood as an individual experiment is serious about their freedom and life as running the state takes serious liberties with the individual." [5]

medical and psychiatric treatments, therapies, rehabilitation, rehabilitation and forced or compulsory rehabilitation under the "accusation" of being poor, excluded, sick, misfits, social risk or danger has been a social practice from the origin of modern science. Recall the role played by the "science" and its practitioners from the trials of the Inquisition , the use of the guillotine, asylums and mental hospital, state-run eugenic practices, to the Jewish genocide, atomic bombs, the application of lobotomy, electroshock, the application of the death penalty or supervising torture in military barracks, prisons and police stations.

The claim of educators, doctors and scientists to represent the only true, objective, neutral, philanthropic selflessness and altruism (freedom, justice, progress, aid, assistance, charity) has no foundation epistemological or scientific. That claim is usually a feature of abuse of power. Can only be understood from the perspective of power relations and power, domination and control institutional, professional and personal. Social Education is a right, but on many occasions for the citizens is an obligation, an imposition even a punishment.

The "truths" or "values" can not be monopolized by professionals or institutions, because we believe, from education to health are the heritage of all humanity, are part of Culture. We seems important to emphasize that philosophical, ethical and ideological authority can not be accepted ethical one.

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[1] Mannoni, M. (1973). Education impossible. Siglo XXI Editores.

[2] Mannoni, Maud op.

[3] Savater, Fernando . clinical status. Magazine "Keys of practical reason", No. 1, 1989.

[4] vater Sa, Fernando, op.

[5] Savater Fernando, op.

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Social education.