Regulating Social Life by Helena Ostrowicka

Author:Helena Ostrowicka
Language: eng
Format: epub
ISBN: 9783030168889
Publisher: Springer International Publishing

In the analysed discourse of the European Union, we are dealing with adopting the idea of a young person as a student and of youth as a resource. The “diagnosis of the problem” includes the results of research on learning outcomes, e.g. the international PISA comparative studies (Programme for International Student Assessment), coordinated by the OECD and assessing the basic skills of fifteen-year-old students.

In the discourse of competence, the temporal perspective is revealed in the mutual relations of the notion of youth with a specific educational discourse embedded in modernity. In this discourse, education is construed in terms of a process oriented towards an ambitious goal located in the future. The idea of improvement and optimization indicates the nature of the changes made and the new experience of time, progressive time (cf. Koselleck 2003, 2006). A subject subjected to education construed in terms of the development of competences that he does not have yet bases itself on the temporalized notion of youth. The principle of the isomorphism of economic and individual development enhances the hopes associated with young people. Linking hope and expectations in the concept of youth legitimizes the control of activities of young people owing to their imagined consequences for themselves and for the rest of society. Since the educational system is a proven method of control known for centuries, the pedagogization of the problems of Europe by means of youth becomes “obvious”.

In addition to investing in education, the topos of the unique role of youth is associated with the topos of youth work, which provides an argument for creating conditions and helping young people to use their abilities and fulfil the role assigned to them (cf. Example 4).

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