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description= 15 posts published by Lars Syll during March 2026;
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the, of, economics, total, nonsense, recent, comments, lars, syll, ça, plane, pour, moi, school, manifesto, for, future, still, shining, after, all, these, years, perfect, day, personal, on, poverty, economic, model, platonism, who, owns, national, debt, rich, critical, realism, morphogenetic, approach, walk, life, what, wrong, with, neoliberal, work, absurd, fiction, habermas, im, unabgeschlossenen, dialog, mit, adorno, real, business, cycles, theory, how, to, make, progress, in, quantitative, analysis, foucault, empirical, insights, and, normative, confusions, nairu, posts, policy, reading, list, categories, archives,
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2013 (12), 2014 (12), 2015 (12), 2016 (12), 2017 (12), 2018 (12), 2019 (12), 2020 (12), 2021 (12), 2022 (12), 2023 (12), 2024 (12), 2025 (12), science (12), time (12), does (12), theoretical (12), empirical (12), which (12), then (12), also (12), often (12), possible (12), you (12), where (12), analytical (12), identity (12), lönebildning (11), och (11), arbetslöshet (11), like (11), economists (11), debt (11), lars (10), 2011 (10), since (10), normative (10), into (10), important (10), different (10), rational (10), able (10), point (10), theories (10), people (10), das (10), vernunft (10), adorno (10), some (10), parts (10), reality (10), life (10), lives (10), will (9), nothing (9), long (9), equilibrium (9), demand (9), foucault (9), was (9), through (9), even (9), rather (9), them (9), true (9), off (9), sie (9), anything (9), approach (9), being (8), den (8), unemployment (8), out (8), problems (8), way (8), power (8), want (8), für (8), would (8), necessary (8), know (8), logic 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n and society at large what was once new becomes old the rebellion of reform pedagogy against a fossilised school institution with its outdated norms and teaching styles was new and radical in the 1970s today reality has surpassed it when everyone already perceives themselves as doing as they please and basing their actions on their own experiences and lives it is no longer radical to say to students do as you please the answer is often can t we avoid having to do as we please we already do so much of that in our daily lives and in modern schools it no longer gives us an emancipatory experience it s just more of the same slack and indifferent the innovative power of de formalisation and subjectification has long since exhausted its potential therefore it is hopelessly outdated to demand increased informality closeness and subjectivity in today s schools to some extent starting from the pupils reality must not be synonymous with fully adopting and embracing it on the contrary one must present a counter image an alternative not identity but difference the school should teach for a life other than the one that exists in school above all it should ensure that each pupil s potential to live a different life from the one they are living today is fully realised when continuity stability and traditions lose their significance and self legitimising aura this becomes even more important the school must cultivate the principle of hope without the future oriented hope of a better world the school cannot fulfil its task therefore socialisation theoretical explanations regarding the question how one has become who one is cannot be the starting point in the school world the educational theoretical question how one can become what one has the potential to become in the future must be the guiding starting point today when the lifeworld everyday life and subjectivity are fully embraced in the school world more of the same is not needed reform pedagogy has been so successful that it is now falling on its own grip subjectification has long since reached the saturation point and saturation has led to negative marginal utility the euphoria of novelty has turned into the discomfort of over saturation it is no longer helpful to invoke phrases from another time a non saturated time where these demands may have seemed emancipatory today the response from pupils is usually only we ve been there we ve seen that we ve done that point to something that goes beyond ourselves and allows us to grow instead what was the highest radicalism in the 1970s start from your own interest in bikes and write the history of technology based on that today has only a glimmer of laughter when everyone already writes their bike history something else is needed distance and separation provide perspective the school should be an island in a sea of societal routines insisting that the school should continue to approach the pupils experiential horizons is no longer viable the school cannot be a reality tv world where people expose their private and intimate lives to satisfy exhibitionistic self affirmation impulses today we do not need more levelling between the pupils lifeworld and the school on the contrary we need more respect for the necessary difference between these worlds learning in school must acknowledge as a starting point the difference between the pupils lifeworld and the school itself in order to function as a forward looking bridge school is not society or family the school should not be an extension of the pupils lives outside of school on the contrary it should be an alternative something else in its otherness it should create conditions for the future and not keep pupils experiential horizons in the present the school should not provide self affirmation for what the students are but help them become what they can be the future is uncertain and that is precisely why it is so important for the school to relate to the future and not the present therefore the school should also be something different and not a mirror of society through its otherness the school can provide preparedness for a new life and a new world when we talk about what the school needs to provide pupils this must be at the centre we often ask what kind of pupils society needs i think that question is misplaced the demand must be a rights based demand that transcends the pupils own experiential horizons and is future oriented by focusing on their potential not their contingent present facticity reform pedagogy nurtured the idea that the distance between school and society would disappear and that identity would prevail it still perceives itself as progressive often with the same unreflected starting points regarding identity politics in general in our modern multicultural societies i see it the opposite way hold on to the difference and distance between school and society like adorno once spoke of false intimacy i would like to argue that this is about false identity the school should be its own entity with its own rules and norms we enter with some of our identities for part of our lives the school should demand and challenge pupils it can make them grow and realise their potential going along and building false intimacy and identity rather hinders than helps these future oriented aspirations to learn one must be able to take in differences this also requires a demand for distancing pupils are not helped by the school merely reflecting and affirming their own lifeworld it should broaden and deepen it here theoretical knowledge becomes important as well without it deepening and perspective on one s own lifeworld cannot take place an identity between school and society would cement pupils in the present instead of preparing for an unknown and uncertain future the school should be the fixed point in young people s lives where they can come and like teachers temporarily withdraw from the storms of family and social life the school should be an island in a world full of intense changes to be able to learn things concentration and opportunities for screening are required in our hyper mediatised world perhaps the latter is particularly important in the constant digital noise that young people surround themselves with around the clock islands of distance calmness and opportunities for reflection screening of noise and processing of information into knowledge are needed not to permanently withdraw from the troubles and problems of lifeworld but to better cope with the constant real transformations that characterise our lives with the strength skills and perspectives that a knowledge based and citizenship based school can provide division of labour is a prerequisite for civilisation this also applies to the school in relation to society the school cannot and should not solve or accommodate all the problems that a constantly changing open world creates the school cannot compensate for all the risks of the modernisation process family and parents as well as society as a whole have a responsibility that cannot simply be assumed by the school to replace or compensate for many social researchers describe family norms and social life as being in dissolution everywhere today that is precisely why it is so important that the school should not primarily function as a compensatory social institution then it loses its soul then it loses its aura and ability to function as an energising dream that everything can be different and that the school can contribute to making it different we all have several different identities we all have different aspirations backgrounds and dreams but in school we should meet as equals different but equal when we enter through the school gate we are all equal entering school also means that you temporarily leave family and society and enter a limited space with its own rules and goals for part of the day we enter a world where we collectively create ourselves as citizens and knowledge practitioners if you are to learn something new in school it must be something other than an extension of pupils everyday lives for the school to be able to catalyse and change it must be something else and not identical to its surroundings in today s society the school must function as something different an alternative to the eroding market forces that threaten society by reducing citizens to consumers knowledge is a necessary condition for being able to resist this development when the family or society does not stand up the school must be able to stand up and take care of the genuine emancipatory interests of the growing generation a good school not least in our meritocratic knowledge society is an important prerequisite for young people to be able to realise their dreams of improving their conditions in the future it should help students get out of the self centred identity fixation they are developmentally in today s over reliance on the school starting from pupils individual highly private and subjective lifeworlds does not work very well today this individualisation over reliance creates more problems than it solves the school should educate knowledgeable citizens a school with religious ethnic or profit making motives is not a good school the school should meet pupils based on what they can become not based on what they are the school should provide pupils with a compass in the landscape of the future so that they can learn to navigate in uncertain waters to fulfil the principle of hope the school must be an island of good otherness unrestricted by all kinds of identity politics the more the school is drawn into the cumulative dynamics of society the more it loses its necessary status and self logic if the school is to be a realisation of each pupil s potential rather than a time bound and contingent facticity it must be able to build bridges to the pupil s lifeworld while maintaining the distance between school and society share on facebook opens in new window facebook share on x opens in new window x share on bluesky opens in new window bluesky still shining after all these years 31 mar 2026 at 12 26 posted in varia comments off on still shining after all these years i loved this song the first time i heard it 50 years ago i still do share on facebook opens in new window facebook share on x opens in new window x share on bluesky opens in new window bluesky perfect day personal 30 mar 2026 at 15 44 posted in varia comments off on perfect day personal spending a beautiful afternoon with my lovely daughters linnea and tora share on facebook opens in new window facebook share on x opens in new window x share on bluesky opens in new window bluesky on the poverty of economic model platonism 29 mar 2026 at 15 05 posted in economics 1 comment the weaknesses of social scientific normativism are obvious the basic assumptions refer to idealized action under pure maxims no empirically substantive lawlike hypotheses can be derived from them either it is a question of analytic statements recast in deductive form or the conditions under which the hypotheses derived could be definitively falsified are excluded under ceteris paribus stipulations despite their reference to reality the laws stated by pure economics have little if any information content to the extent that theories of rational choice lay claim to empirical analytic knowledge they are open to the charge of platonism modellplatonismus hans albert has summarized these arguments the central point is the confusion of logical presuppositions with empirical conditions the maxims of action introduced are treated not as verifiable hypotheses but as assumptions about actions by economic subjects that are in principle possible the theorist limits himself to formal deductions of implications in the unfounded expectation that he will nevertheless arrive at propositions with empirical content albert s critique is directed primarily against tautological procedures and the immunizing role of qualifying or alibi formulas this critique of normative analytic methods argues that general theories of rational action are achieved at too great a cost when they sacrifice empirically verifiable and descriptively meaningful information against the recent normativism of pure economics albert adduces the old viewpoint that an economic theory must make assumptions about the actions of subjects in their social roles the system of exchange relationships is so little isolated from society as a whole that the social behavior of economic subjects cannot be comprehended independently of the institutional context that is the extra economic motivational patterns immunization against the influence of so called extra economic factors leads to immunization against experience as such seen from a deductive nomological perspective typical economic models m usually consist of a theory t a set of more or less general typically universal law like hypotheses h and a set of typically spatio temporal auxiliary assumptions a the auxiliary assumptions give boundary descriptions such that it is possible to deduce logically meeting the standard of validity a conclusion explanandum from the premises t a using this kind of model economists are portrayed as trying to explain or predict facts by subsuming them under t given a an obvious problem with the formal logical requirements of what counts as h is the often severely restricted reach of the law in the worst case it may not be applicable to any real empirical relevant situation at all and if a is not true then m does not really explain although it may predict at all deductive arguments should be sound valid and with true premises so that we are assured of having true conclusions constructing theoretical models assuming common knowledge and rational expectations says nothing about situations where knowledge is non common and expectations are non rational building theories and models that are true in their own very limited idealised domain is of limited value if we cannot supply bridges to the real world laws that only apply in specific idealised circumstances in nomological machines are not the stuff that real science is built of when confronted with the massive empirical refutations of almost all models they have set up many economists react by saying that these refutations only hit a the lakatosian protective belt and that by successive approximations it is possible to make the models more readily testable and predictably accurate even if t a1 do not have much empirical content if by successive approximation we reach say t a25 we are to believe that we can finally reach robust and true predictions and explanations hans albert s model platonism critique shows that there is a strong tendency for modellers to use the method of successive approximations as a kind of immunisation taking for granted that there can never be any faults with the theory explanatory and predictive failures hinge solely on auxiliary assumptions that the kind of t...
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