Mesa redonda. La Escuela que escucha 24-10-26

Mesa redonda. La Escuela que escucha 24-10-26

Round table. The School that listens 24-10-26

Title history
  • Mesa redonda. La Escuela que escucha 24-10-26 — observed on 20261101-0213 UTC (YouTube)

by Mario Izcovich (with Amparo Bastos Flores) · View the channel on PSI

Humanities, Social Sciences & Thought Education JNEducationJNCEducational psychology
🎙 Mario Izcovich (with Amparo Bastos Flores) 👥 12K 📅 October 30, 2026 ⏱ 165 min 👁 44 📄 debate 🧭 2026-11-01
Available in: English (current) Français

Keywords

escuchapsicoanalisisinfanciainstitucionesmedicalización

Summary

This round table, organized by the Colegio Oficial de la Psicología de Madrid and Foro Infancias de Madrid, delves into the theme of ‘The School that Listens’. The session, moderated by Amparo Bastos Flores, features an extensive presentation by psychoanalyst Mario Izcovich, who discusses the concept of ’listening’ as a fundamentally political act. Izcovich critiques the contemporary over-medicalization of childhood (referencing DSM-5 classifications and the increasing use of diagnostic labels like ASD and OCD) and highlights how professionals often adopt a ‘master position’ by focusing on behaviors rather than the speech of children and adolescents. It explores the fragility of social bonds in a ’time without compasses’, addressing the decline of traditional authority (evaporation of the father), the rise of algorithmic society, and the phenomenon of ’the ones alone’ (following Jacques-Alain Miller), illustrated by concepts like Hikikomori and the addictive, isolating nature of screen use. A central paradox is noted: children today are simultaneously increasingly isolated and hyper-supervised by parents via geolocation. The presentation concludes by stressing the urgent need for effective dialogue and connection between institutions (family, school, health, social services) to address the complexity of modern suffering, emphasizing the challenge of bridging clinical and pedagogical discourses.

198 words

Critical Evaluation

Value of the Information & Strength of the Argument

The value of the information lies in its insightful, practitioner-centered perspective on the systemic failures in education and mental health. The argumentation is coherent and thought-provoking, skillfully weaving Lacanian theoretical concepts (such as the ‘position of master’ and the notion of ‘one alone’) with vivid clinical vignettes and current social examples (panics around geolocation, the movie ‘Her’, the mobilization of educators). The reasoning strongly emphasizes the importance of subjective listening over behavioral management. However, the argumentation is primarily narrative and relies on persuasive case studies rather than rigorous data or methodological transparency, which limits its generalizability beyond its specific psychoanalytic and clinical standpoint.

Scientific Rigor, Source Quality, Title Accuracy

Scientific rigor is moderate: the presentation is methodologically qualitative and relies on the authority of its clinical experience. Although the speaker cites key figures (Jacques Lacan, Jacques-Alain Miller, Jonathan Haidt) and references the DSM-5, no specific empirical studies or formal citations are provided during the discussion, making it more of an expert opinion debate than a literature review. The contextual link between social mobilization and clinical practice is insightful. The title perfectly matches the content, summarizing the thematic focus on listening and institutional care without overstatement.

204 words

Title / Content Match

The title accurately describes the content: a round table discussion centered on the theme of 'listening' in schools, connecting it to institutional care and social emergencies.

Quality & Reliability

6/10

The discussion offers a highly coherent clinical and theoretical framework (Lacanian psychoanalysis) with strong professional credibility. However, the arguments rely heavily on anecdotal clinical case studies rather than systematic empirical or statistical evidence. It references contemporary literature (e.g., DSM-5 critiques, Jonathan Haidt) but without precise citations, while the introspective analysis of 'listening' and institutional linking is intellectually rich.

Key Moments

Markers derived by PSI from the transcript: the creator did not define chapters.

Contribution & Novelties

The original contribution of this round table lies in its strong articulation of an ecological perspective on child well-being, linking the micro-level of clinical listening to the macro-level of social politics through the metaphor of institutional ‘compasses’. It moves beyond a simple critique of over-diagnosis to propose a concrete, qualitative method for professionals: prioritizing the speech of the child over the label. This represents a valuable, though not entirely novel, contribution to the debate on de-medicalization in education and mental health.

Pour aller plus loin:

  • Lacanian psychoanalysis — Relevant for understanding the theoretical framework of the speaker (concepts of ‘master’ and ‘subject’).
  • Hikikomori — Directly relates to the discussed phenomenon of extreme social withdrawal.
  • Digital media use and mental health — Useful for exploring the empirical literature behind the claims about screens and anxiety, complementing the anecdotal references.

138 words

Radar Profile

The radar profile shows a strong imbalance, with a high score in 'quantity of information' (8) reflecting the dense clinical and theoretical content, against lower scores in 'quality of information' and 'reliability' (6), indicating that the intellectual richness is not fully supported by rigorous empirical evidence. The moderate 'technical level' (5) suggests it is accessible to a professional audience but uses specialized jargon that may not be universal.

Reliability 6/10