The contingent condition of the human being and the scientific administration of education

Abstract

The scientific administration of education has led educational institutions to show, in recent years, a strong interest in rankings, accountability, and quality education based on individual excellence. Faced with this dynamic, the present work shows that, in a society, the demands which have come from conflicting experiences or that want to form sympathetic citizens require a change of perspective from individual autonomy towards the construction of cooperation and respect scenarios for the other. Through a theoretical analysis, this article shows the inadequacy of the Taylorist model of education and proposes an education for uncertainty as an opening towards cooperation and solidarity.