According to the perspective proposed in this paper, truly meritocratic policies are believed to be intrinsically democratic. When certain institutional policies – mostly concerning education and welfare – cooperate in order to protect, en- hance and make personal and subjective merits emerge, the opportunities of social mobility and inclusion are widened, with positive impacts on disadvan- taged people. Promoting democracy in a complex and competitive society means allowing each one to find its own role, according to his\her specific per- sonal talents, and this is why the issue is strongly related to Higher Education. In this respect, it seems urgent to contrast the idea that only certain qualifica- tions will award people the highest positions in society: while these positions are not available for all, the implied “wasteful “competition opens the way to a consumerist rather than educational approach by higher education institutions, and causes a loss of efforts that could have been better invested in other ac- tivities, and many may end up professionally and socially excluded. Both the meritocratic and the democratic instances are so disregarded. A diverse but widespread inclusion is the objective to be pursued, and a proper educational guidance within higher education institutions may represent an initial step to- wards this objective.
Democracy Through Meritocracy. A reflection on Higher Education
Daniela Sideri
2025-01-01
Abstract
According to the perspective proposed in this paper, truly meritocratic policies are believed to be intrinsically democratic. When certain institutional policies – mostly concerning education and welfare – cooperate in order to protect, en- hance and make personal and subjective merits emerge, the opportunities of social mobility and inclusion are widened, with positive impacts on disadvan- taged people. Promoting democracy in a complex and competitive society means allowing each one to find its own role, according to his\her specific per- sonal talents, and this is why the issue is strongly related to Higher Education. In this respect, it seems urgent to contrast the idea that only certain qualifica- tions will award people the highest positions in society: while these positions are not available for all, the implied “wasteful “competition opens the way to a consumerist rather than educational approach by higher education institutions, and causes a loss of efforts that could have been better invested in other ac- tivities, and many may end up professionally and socially excluded. Both the meritocratic and the democratic instances are so disregarded. A diverse but widespread inclusion is the objective to be pursued, and a proper educational guidance within higher education institutions may represent an initial step to- wards this objective.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
