The book continues the “Belarus for Beginners” series and deals with the problem of organizing political dialog in Belarus. The book studies successively a number of questions which lie in the foundation of this problem: from the differentiation of the notions “people” and “society” — to the specificity of public communication and dialog organization principles.Much… Continue reading Public dialog in Belarus: from grass-roots democracy to civic participation (book)
Education is a function of society serving reproduction and development of the society itself and social activity systems.
This function is fulfilled through culture transmission and the implementation of cultural norms in changing historical situations, based on the new fabric of social relations, by generations of people that continuously replace each other.
As a function, education is distributed throughout the system of human relations. As an organised process, education is carried out by specialised social institutions. For some institutions, education is the ultimate exhaustive framework for their existence that defines goals, values, subculture and self-identification of people: schooling of all levels, teacher’s profession. The purport of existence of other institutions is not limited to educational function, but without it they are unthinkable: the family, the state, the church. Placing the educational function exclusively in the institutions responsible for its implementation reduces the adaptability and viability of the social system as a whole, limits its development, and can lead to cultural decline, regression and degradation.
While others are doing it. They destroy, spoil, rob.
But what some people build, others can destroy.
The opposite is also possible: what is now being destroyed and spoiled will have to be restored, repaired, updated. The main thing is that those who can do it remain.
The Belarusan revolution began without any plans and strategies and – if it had led to the victory of democracy at once – we would have felt no need of them. However, the victory is being postponed and, probably, for a quite long period. It means it is necessary to transfer the spontaneous revolutionary protest energy to the form of a more organized task-oriented social movement. Here, the deficiency of strategies and plans becomes crucial, i.e. there is a need to fill the existing gap.
In contemporary methods of planning in business, in politics, and in military science, the rigid methods of planning gave place to their flexible analogs (“road maps”, “scenarios”, etc.). Unlike the rigid methods, the working-out of Road Maps presupposes the definition of purposes, intermediate stages, ways and techniques of their achievement, and there is a possibility of constantly reorganizing these ways and techniques, depending on the changing situation. The ultimate goal of a Road Map remains the same, while there are many ways to accomplish one’s end. A Road Map also defines stages and points on the way to the ultimate goal, and they cannot be bypassed.
Uladzimir Matskevich is a methodologist philosopher and a public speaker. He was born in 1956 in Siberia in a family of repressed Belarusians. He studied at the Leningrad University and learned fromGeorgy Shchedrovitsky as a member of the Moscow Methodological circle.