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EDUCATIONAL RELEVANCE OF THE ACTION IN THE "addiction."

How relevant is the educational activity in the "conflict addiction "or" dependency conflict "? Social education is a broad social role in relation to the "transmission" of a common cultural heritage, knowledge, values, habits, social practices, social patterns of movement of boundaries, accountability, autonomy or independence . Social education does not address the addiction, dependence, drug abuse, or disease or pathology, nor makes therapy or re-enable or re-enter or re-education. These categories are commonly used political concepts, psychiatric and medical-legal: no education, although there are educators who have assumed own. Education has goals, methods, concepts and discourses other than medicine or law but interact continuously positive and should remember that education is different than a cure, educate to judge or punish.

social education in the field of addictions , aims relations subjects (including social) establish among themselves, with drugs, food, Internet, about their own responsibilities, their choices, their customs, ideas or values. What is legal and what is illegal, good and bad, health or sickness are issues that interact with education but are subject to other disciplines. Education as an object theory and practice is focused on how to socialize, how responsible, how to foster autonomy and independence of the subjects, how to transmit the common cultural heritage, how to provide individuals resources to adapt to an active social life and participatory, how to communicate the values \u200b\u200band principles of the UDHR of 1948 or the English Constitution of 1978.

What can justify a professional action? If people make good use (of drugs, food, ...) only from the abuse of power can "justify" an intervention. If the person misused, that does not relieve him from personal responsibility. So, when the action is relevant for education? The practice of social education are structured in the following circumstances:

• when the subjects of education are children (at the request of their legal guardians).
• when the subjects of education are disabled or legally protected (at the request of their legal guardians).
• when there is a voluntary request and free of the subjects (adults).
• when the educational (not compulsory) is addressed to the institutions or community indiscriminately with educational, informative or informative.

Social Education is a social practice guide transmission and to enable new generations (or adults) to adapt to their social environment. His role is not to intimidate with a "health education" based on the damage produced by drugs, or failure or if one or other practice, or moral punishment, criminal or medical. The educational function is to provide the subject of resources for social movement independent, critical and normalized. Provide them with:

• The basic resources of language and communication (Verbal and nonverbal) interpersonal its own time: Reading, writing, comprehension, analysis, synthesis, expression, digital literacy and use of new technologies, etc..
• Securities. An ethical framework that integrates life of dignity, recognition, self-esteem, resilience, respect and coexistence. Ethics and consumption. And media ethics. Ethics and advertising. Democracy, rights, freedoms and responsibilities.
• resources and basic concepts to understand the relationship between citizens and society. Basic skills for a social movement adapted to their time. Society and culture. Laws and regulations. Conflict and Consensus. Contextualization of the conflict (drugs, food, body image, Internet) in our time. Grounded knowledge of our time on "addictions." The knowledge of the conflicts in which drugs, food or sex are essential. Elements for a self-critical and to the prejudices, the prevailing fashion or Manichaeism about addictions. Significant knowledge of the different social values \u200b\u200band interpretations about addictions.

Our specific proposal regarding the conflict drug, can be summarized as: A professional educational practice, socialized and mediated that is oriented towards the values, accountability and personal independence. Education for awareness of the value of one's life, choice, dignity, self-esteem and responsibility for their own actions. Education for, and not against, autonomy and personal independence. Things

social Education.

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STATEMENTS ON EDUCATION.

social education (school knowledge) is a cultural product and cultural fact, h uman. As a cultural product knowledge is related to educational ethics, with philosophical, with the "scientific" and the law as a cultural event every age and culture has established practices and institutions of knowledge transfer, their channels of socialization and social exclusion.

There

currents Advocates of education understood as facts (education-reality), data and behavior, others favor a media education and the purpose (education-value), or , what is and what is done or what should have or be (1). Nor is it uncommon to find eclectic positions. Diversity, conflict and permanent change is a constant of the sciences in general, and especially by social sciences, conjectural or moral.

The problems of the formal sciences, mathematics or logic, they have their own codes, its own logic, their own questions and answers and, above all, their own limits: its specific field of knowledge. The natural sciences have another speech, another logic, they ask other questions, have other limitations and other knowledge. The social sciences deal with issues such as society, values, knowledge, habits, well-being, emotions, dignity, justice, intentions, transgressions, la autoestima, la resiliencia, la educación, la convivencia, la adaptación, el lenguaje y la comunicación, los derechos y libertades o las pautas de comportamiento. Tratan de personas, instituciones, comunidades y sus relaciones. Por lo tanto, es lógico que usen signos, códigos y conceptos diferentes. Los problemas sociales o personales no se pueden resolver con fórmulas tautológicas del tipo 2+2=4 ó E=m·c2, ni con medicamentos o vacunas, ni extrapolando los experimentos sobre cobayas y monos a personas o sociedades, aunque no falten ingenieros sociales dispuestos a intentarlo, incluso, con la manipulación genética. Los modelos empiristas, positivistas, biológicos, genéticos o matemáticos can provide information about very specific or particular, may make general laws about things important or crucial to humanity but are not valid to assess, understand, explain or act on the complexity and diversity of the human or social, are nomothetic models, mechanical, meaningless, ahistorical. (2) Their paradigms exclude human in the broadest sense. Social science foundation and only acquire meaning in the context of a democratic social state of law where the rights and freedoms are respected by ethical principles and law with the epistemological foundation that enables our time and place. The math problems are likely to be solved on paper or computer, on the contrary, in human (or social) conflict is more likely to be changing shape, symbolic, meaning, of meaning, nuance or paradigm to be solved. The "solutions" are relative, are changes, variations, operating gains or losses in relation to the chronicity, or otherwise, conflicts, solutions or total end are dangerous for both the subjects and citizens and social education itself.

the empirical sciences are of the phenomena and their knowledge should test and verification. From Kant allows understanding the experience, making the given (real) object (reality), thus indicating the difference between metaphysical truth and scientific truth. (3) The principle institutionalized science denies everything known, everything can not explain, and even denies the validity of knowledge of metaphysics, psychoanalysis, philosophy, mythology, or of magical rituals. The "science" only accepts that which can be tested or experimentation with the technical resources of time and according to deductive hypothesis. This dogma has led to atrocities committed serious or disqualifying many science knowledge social by the difficulty of verification and, above all, by the impossibility of consensus. The institutionalization of positive-cutting scientific empiricism has led many professionals in the social sciences to emulate their colleagues in the empirical sciences tried to encode their speeches as if the subject and the object of his speech were numbers, weights, measures, molecules, epidemics , chemical reactions, endorphins and neurotransmitters. Fatty mistake to reduce the human, society or culture to a simple code tautological. Life, personal and social development will never be a pure equivalence between a sign (or code) and a given phenomenon. The human part of the sense and meaning the desire and the will, the subjective and the unconscious, the symbolic world. (4) The human, social and natural form so complex that our knowledge (science, epistemology, philosophy and metaphysics), together with all our technologies fail to provide convincing explanations, much less solutions to major problems of humanity (wars, genocide, exploitation, slavery, poverty, famine, disease, environment, unemployment ...), even in the middle ( drugs, anorexia, school failure, social maladjustment, social and cultural uprooting ...).

The scientific paradigm more "orthodox" (positivist, neo-positivist and deterministic in general) agree that the ability of "autonomous man" to choose is an illusion. (5) Neither freedom nor human dignity belongs to the science of the facts, not significant for certain scientific discourses. There are theories of social sciences (pedagogy, medicine, psychology, sociology ...) that reduce the human and social facts (what is). As posed, the human reality, the metaphysical questions of science, the first one seeks the rationale and meaning of human and social, he wondered what the man or society, second, to describe how work, try to explain what laws apply to men or society. (6) In other words: duty, courage, the ideal and the right to oppose the existence, reality, being and actions. (7) In science there is no consensus either on the premises, or on the experiment, nor on ways to check: what you need is plurality, divergence and conflict. In the social sciences each discipline defines (and limits building) codes, object and subject of knowledge and professional action, according to the paradigm of departure. (8) Each discipline defines and constructs its discourses and practices and all are conditional by myths, laws, ideologies, histories, values, power relations, economies and forms of knowledge and ideas of the time and place.

Violeta Núñez, gives the following definition of social pedagogy "is the discipline that defines the object of study in Education, understood as a practice of transmission produced different educational environments. "(9) Education as a social theory and practice" is intended the income of each individual to the social world. "(10) involves the" transmission "of the common cultural heritage (knowledge, norms, values, standards and practices social) that facilitate social movement and entry into the community network standard (cultural, sporting, artistic, labor, professional). From social education, "there is equal subjects." "That is what gives value to each: the difference." (11) Every society, every historical moment, noting the differences (values, standards, habits) of what is proposed as an ideal, good, healthy and legal. When the "differences" prevent or hinder adequate social movement, there is conflict, and social dynamics tends to generate categories and marginalizing and stigmatizing circuits sometimes endpoints for the development of chronic conflict (exclusion, marginalization, substance abuse, delinquency, maladjustment, etc..). In this context, theories and professional practices deterministic attribute the origin of the conflict the subject "in itself", acting on it to change, ignoring the socio-cultural factors in analyzing the etiology of conflicts, since they consider the common social structure as a set of neutral elements and aseptic. (12) There are a whole string of theories and practices that reduce the analysis of the problems the disease or disorder of the subject. The problem is usually reduced to individual (or family) and is justified entelechies psychiatric and medical ethicists. There is a long tradition to reduce individual and social behavior to natural laws, social, psychiatric or genetic. In any case, they are not usually recognize people and their choice or personal responsibility.

From a community perspective analyzes specialized social education "shift the conflict from the subject to the context that produced it as such." (13) The teacher focuses not only professional action with particular subject, but articulates it in relation to the context in which conflict arises (community, institutions, laws). Thus, the subject of education has two dimensions: the particular subject and subject environment (institutions, civil society, laws, rules ...). This theoretical separation between subject and subject particular environment is only for analytical purposes, because as we said, Nunez, the subject-society are not two separate realities, are "both inseparable and irreducible to each other" items in a double register: (14)

- "social sites (institutions) of production categories.

- The production of subjects who enter them." (15)

respect to particular subject, community education, will be responsible for assessing and acting on the socio-educational needs that may have language and communication, habits, values, knowledge, patterns of behavior, limits and resources for social movement standard. Respect to the subject-environment educational activities are responsible for evaluating and intervening on the shortcomings of social discourse itself, how it builds and defines the subject, professionals and the "problem" of what and how resources are organized and activities, for example. Educational function is to assess the conflict, its contextualization propose new joint social and educational standards. Normally, when the educator works is because the joint institutions of the Community Network have been unable to achieve effective social movement of its members.

1 Fullat, Octavio. 1983. Philosophies of education. Ediciones CEAC, Barcelona.

2 Morin, E. The epistemology of complexity. [Online]. <>. [Published: February 2004]. [Accessed: January 2006].

3 Fullat, O. Op.

4 Morin, E. The epistemology of complexity. [Online]. . [Published: February 2004]. [Accessed: January 2006].

5 Skinner, BF Beyond freedom and dignity. Barcelona. Edit. Fontanella.

6 Fullat, O. Op.

7 Fullat, O. Op.

8 Kuhn, Thomas S. (1984). The structure of scientific revolutions. Madrid. Fondo de Cultura Economica.

9 Núñez, V., The Community Education. Summer School IV. July 1985.

10 op.

11 op.

12 op.

13 op.

14 op.

15 op.

Things

Social education.

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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.