The Freudian theory, rejected or outdated in our time, although the subconscious does not give us peace even today, reminds us of the passionate study of dreams in which Freud observed the numbered, tense, intense fulfillment of some desires (us), known in reality, which the dream censors and distorts beyond recognition in his creative work. Simply put, any dream is a search for pleasure not yet achieved in conscious life, and the pleasure principle tends to dominate reality, often the very in damage reality, initiating a cascading series of personal misfortunes. It can be said, only exaggerating the intensity of the analogy, that the dreams or dreams of people when they are awake resemble states in sleep. “How I would like to stand up at the meeting and explain to all my colleagues the plan to reform department x, which does not bring the desired profit to our company” – this is already an obvious meaning, behind which he hides even without much effort or talent for deception or baiting, a hidden desire get a promotion and a management position. Daydreaming limits this excess of soulful delight in seeing your desires fulfilled even sooner than you wait to realize them in flesh and blood in the realm of everyday experience. Dreaming thus appears as an activity that is not random or that cannot be rationally investigated, despite the fables that often double the dream.

Therefore, the question arises: how and, especially, what one dream, is it possible to speak in such idealistic terms about reforming Romanian education? What do those who invest their souls in the fate of public education in Romania want? We must first try to find out who are those who no longer dream, or who have never really dreamed in connection with this subject. There are few actors here, but the majority in and out of Romanian schools: pupils or students who see education as a chore or as the shortest path between matriculation and graduation, those who do not understand or do not reach to believe that the education that they attended, did not benefit them, or that they could work for the same salary without such schooling, is not particularly dreamed of by those who hope to retire as soon as possible from the existing education system, or those who are skeptical of the very idea of ​​something to reform in the harsh, relentless conditions of today’s degradation. No doubt these morally depraved voices have their justifications, most of them are motivated to think and act accordingly. We cannot sue them for intentions regarding a state of mind that is facilitated by external circumstances imposed by the course of society. Psychological suffering is not manifested collectively in a vacuum, but against the previous background of the disintegration of certain functions and tasks of joint responsibility. However, the dreamers are of primary interest to us in this analysis. They stand out as living agents in a landscape numbed by despondency and hopelessness, sulphurous cynicism and vile indifference elevated to the rank of art. What do they want? dreamers from U.S? What will the future be like? designed of them, still full of momentum, emotionally strong and calm in their inner circle? Here we will identify some apparently healthy tissues from the Romanian education system, which we will examine under a magnifying glass, starting from the premise of their genuine sincerity and creativity.

The first in line are some specialists in the sciences of education who, being in research institutes or in the university environment, take the pulse of the modern world. They hope that one day after colloquiums, webinars, courses, master’s degrees and papers their from the USA, England, France, Holland, Denmark and Finland etc, so that the Romanian school becomes a peaceful space of tolerant, creative communication, focused on diversity and a critical spirit. This means that symbolic violence (but not only), intolerance and dogmatism based on prejudices of all kinds (religious, gender, class, racial, sexual, etc.) are the order of the day in Romanian schools. Undoubtedly, these reformers, most of whom are progressive, know that “evil” begins at the root: primitivism, aggression and cruelty in the behavior of some children and adolescents come from the street, due to pollution from the workplace of parents, which it imitates them, from the functioning of the state and the Romanian economy as a whole, from striking inequality, social disillusionment, from hunger and poverty, from corruption and luxury at the other pole. Romania is, in most respects, a late Dickensian world, but without the protective veil of Victorian hypocrisy. However, the progressives do not have the power to change much, although they have the financial and ideological support of the European Union, from which they receive grants and funding for research projects. In the nearly 20 years of Romania’s presence in the European Union, several opportunities have been invented, say followers of multicultural educational Europeanism, such as the condition of being an active student with special needs in mainstream education to benefit from a beneficial presence. school counselors and a support teacher, to have legislation that is generally favorable to the student, to be able to enter secondary school in places reserved for disadvantaged minorities, and to break the often brutal, authoritarian and discretionary way of disciplining and dealing with the Romanian student of 20 – 30 ago. All of this seems true, but the conservative voices that still dominate the Romanian education system ridicule these reforms, which, admittedly, do little to improve the overall quality of Romanian education. Reformism, if not directly cataloged political correctness pathological and violent neo-Marxist anti-traditionalism on the part of its ideological opponents, it does not address the deep disease, but only scratches the surface pustule. The patient is the suffering education of the middle social classes compared to half a century ago, increasingly proletarianized downwards, but digital – does not lead exemplary anywhere in the “free world”. Treatment with medicinal plants, because it is an educational progressivism ceiling, does not work in Romania. Our society has a different social structure and cultural identity than those from which the exotic model of success was derived, implemented poorly, anapodically and without certain results in our country (how do those citizens live, for whose professional retraining they spent European money 10-15 years ago in the counties of the homeland?). Most likely, our social customs are incredibly similar to Slavs from the south, but also from the northeast, even beyond the Urals. The stable Romanian world, not the one that has gone, has almost nothing in common in terms of public culture, at least in the deep layers of the population, with what is experienced in the west and in the center of the European continent in public markets, in hospitals, in police stations, on the streets in traffic jams and, of course, in schools. That is why in Romania, Western palliative drugs fall like a nut in the wall or replace painkillers for a while. The process of Western acculturation was not yet complete north of the Danube for the lower half of society, and in expressive forms, not just superficial and behaviorally deviant – hybrids unrecognizable from the original – for the ruling elite.

The second compact group of change adventurers includes those parents who firmly believe in home study or those adults in urban areas who have sufficient financial resources to be well above average, quite low in Romania, who prefer alternative private education such as Montessori, Waldorf, step by step, etc. or in any “other” way, but for a fee, within the framework of a properly equipped material base and with a teaching staff of a different profile than in public education. Unfortunately, this social category is extremely weak from a statistical point of view in Romania, and then, although its voice is strongly heard in the media, its effective presence as a weight which counts insignificant in society. We only assume that if more Romanians had incomes close to the average in developed countries, they would rather send their children to private education at any level, but we are far from being on such a growth trajectory after the pandemic years. and in the context of global economic failures that resettle. Economic convergence is formulated for 2040-2050. However, even private education is not a real solution for reforming formal education in Romania, as it is currently done in our country: the patronage of these institutions aims to receive certain dividends and nothing more. The social responsibility of most kindergartens, secondary schools and private secondary schools in Romania is zero. These are hospitable places for the children of those who have money to hang out. The intention is not to raise us to a high standard, but to keep us isolated and safe from the rest of society, stigmatized as inferior in every way, which is not far from the truth. Private education in our country is actually a class privilege and a means of sanctifying the gap between the existing social classes. The richest 1% of Romanians already send their offspring to study abroad for a fee, from where they return as if from a longer camp to occupy the same social position as their parents, regardless of the education they received.

And last, but not least, we can talk about the mentality of change – dystrophic, burning, with rare and occasional authentic and convincing representatives – even in the public education system, which administratively dominates the hierarchical scale of the wives of police chiefs, secret generals, army officers and non-commissioned officers of all ranks, covertly or on the face. _Read the entire article and comment on Contributors.ro