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The school that works
An issue that often takes our words: the future of the school.
is a reflection from one of the many smart "provocations" by Sir Ken Robinson.
A brief textual summary of the thought of Ken
The first concept is strongly suggested that facing the challenges of the future damage to school, old answers .
Why? Our current education system is conceived in economic circumstances of the first industrial revolution in the intellectual culture of the Enlightenment.
The idea of \u200b\u200bpublic education (compulsory, paid for with taxes, free for those who receive it) was a revolutionary idea accreditatasi after the 18 th century, not without opposition from the ruling class believed that the "people", the working class genetically unfit to learn, to learn to read and write. Why bother with this utopia? According to the model
Enlightenment intellectual intelligence is based on deductive reasoning and knowledge of the classics ; in this way has given value to a form of cognitive ability of the academic mold. Based on this assumption , our school divides people into two areas: the academic and non-academic, the intelligent and the unintelligent. And according to this vision, the people were assessed by creating winning figures (those who have a cognitive approach consistent with this model) and excluded people (those who do not conform).
Another great observation " our education offers students models anesthetics. The attitude, the aesthetic condition is one where all the senses are operating at maximum, which is present, you live in the moment, you're thinking, it is totally live, and the anesthetic condition is one where you turn off the meaning and you lose touch with what you are experiencing. We are doing live statement from the student anesthetized. We need to wake up.
third point of the reflection of Robinson: our school is modeled on the shape of the production line that provides linear growth, and standardized conformizzata (see, for example, the tests and curriculum standards) because it favors, in people, their personalities, in their cognitive structure elements common to all at the expense of group identity, unique, and that are prevailing. Our school values, therefore, only a small fraction of the resources of the people.
The new education is the one that starts from the identity, resources authentic.
We think differently to human capabilities and exit from the traditional model that divides people on the basis of the enhanced cognitive performance dall'approccio Enlightenment and the industrial model-hierarchical society.
Ken Robinson The proposal is based, therefore, of the use of a variety of skills and cognitive approaches, first of all the divergent thinking and didactic forms of collaboration between students.
Given that we can agree or disagree with this reading of the school, its past, its present and its future, the question is: how can we, as teachers, to date, a suitable school in the world of 'today?
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