Educational tool:


The project

The Office for Anticorruption of the Republic of Argentina had contracted the sociologist Gustavo Gamallo to undertake a large-scale investigation on the views of young people on corruption. On the basis of this investigation, Silvio Gruber (of the company Foro 21) was mandated to develop a pedagogical instrument for high schools. Carmen Olaechea and Georg Engeli were invited to design a tutorial tool for teachers. This tool is deployed jointly with a video produced by Javier Zaín and Clara Beverini. The target audiences are high school students in the age of 16 and older.

The educational tool

The tool is not designed as a manual. It does not mention shared communal values nor promote ideal behavior benchmarks for social coexistence. Rather, the tool focuses, in a hands-on fashion, on a characteristic deeply rooted in a general “culture of transgression”: the gulf between what we know and what, in spite of our knowledge, we do. For, young people (just like the adults, too) are perfectly acquainted with the norms and rules, and do know the fundamental values of life in society… however, at the moment of taking a decision and action, they consider this – their own – knowledge as discretionary and optional. Complying with known and understood rules turns out to be just one among the many available options

The debates

Instead of bypassing this gap we propose entering it even deeper. To that avail we have developed a series of debates. They center on the abyss between knowledge and orientation. The debates do not contain one single prefabricated, “correct” argument. The idea is rather to encourage and motivate young people and teachers to try comprehending the manifold diverging and even antagonistic positions that we take in our everyday life in favor of, or against the rule of law. Students and educators alike shall gain awareness of the deeper reasoning – and the fragility – of the multiple views and arguments. They shall become conscious of the gap itself between knowing and doing, and able to critically review the various arguments we habitually deploy to avoid the gap instead of closing it. Our tool was developed hand-in-hand with the video. The film, too, plunges directly into the gulf between knowledge and action in order to make it even more visible instead of painting it over in noble words. Hence, all personages in the video are one and the same person: for, all the arguments and voices that we hear in our every life are not merely those of “the others” but, in essence, always our very own.