I refer to the problem that Professor Mastrocola would solve trivially, in my opinion, creating special schools, of which only one for the true and just "studying". See for example this link . This idea is very dangerous and unfair, because "fingering" the very act of trying to suck in government resources to public school: making it work by cutting, destroying, burying. Incidentally, there are many other trends, on the school, the "culture of knowledge" to "citizenship", already well dictated by the European Union in Lisbon. We do not need the frustration of teachers to know where to go. Research also says a lot, a lot that is still out from school and is not found in the books of Mastrocola. I say first that the school can not give up its main task. He did not do anything that would be possible to carry it out.
can not be deleted because the problem still can not solve it properly. Montaigne said: "When a problem has no solution then it is necessary to eliminate the problem," but apparently was referring to problems of individual nature. Sharing and cultural identification are essential social glue of a country, and can certainly be made more painless way of how the school would continue to do with methods that were appropriate to the company of two or three generations ago. Such as thinking to be able to transfer their ideas of beauty, good and useful, associated with certain content, students should acquire good and ready, with the same meaning and significance that perhaps the teacher has not yet fully developed. With all the dedication, good will in the world, this is not possible because otherwise all'asserto critical pedagogy: that knowledge and awareness of individual constructions are mediated by social dialogue. Rejecting the idea that education can distort the teaching of so disappointed to have just before students eager to follow in the footsteps of their beloved teacher.
I believe that my teaching can be helpful and positive regardless of the ideals lives of my students, otherwise I am making a mistake, a reduction. For example, learning what it means to know and understand, solve problems, come to understand that this can be good and beautiful, as well as useful, can not be acquired for only a cross section of society. The school may have margins of success in providing these tools at all. And we do so, unless we think that the culture of understanding, E. Morin, to be clear, is accessible only to those who have to drive (maybe it was, I'm thinking) or, worse, that he be replaced by the religious sentiment as the only able to reach all people.
reject the notion that the school does not serve and modifier indeed for every young crystallize in childhood on his life plan, whatever it is, that is, on its social context, on its own microworld.
Unleashing a young means you understand that this school is not working, but then give everyone, young and old, the basic tools to understand and choose the time, not once in a lifetime.
My fury is less crazy than many think, my job is sweet, because I see students who have the most diverse interests, when I still can hire them, when they realize that their head does, change the light in their eyes . But this happens only if and when I can get past the feeling of dissatisfaction. If you can not do it, alone, to shed the frustration behind him, alleiamoci, we begin to unite, roll up our sleeves and take action to succeed where others have failed. But do not throw overboard "not studying" or "chattanti", which are the only ones who can give us some real satisfaction. And how much there is to learn for the studying of Professor Mastrocola!
now is enthusiastic about the emerging patterns, an idea promoted for years by J. Novak and A. Cañas. I'm trying to put it into practice and adapting it to all my previous studies and experiments, with and without concept maps.
My attempts can be found for example in this document shared. Refusal to
basarmi on an empty hope: "... with the hope that many will choose and that culture will not let our life)", referring to the school for the study, one for albatrosses, isolated, different, led the study and neglected. "
0 comments:
Post a Comment