Post on 09-Mar-2016
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Why not considering changes in the educational system?
he world of education is weighed
down with contentious concerns.
Undoubtedly, the documentary
film, ‘ La educacion
prohibida’, made an outstanding research
about the background facts on notorious
issues regarding elementary, middle and
high school. Its chief theme is to look into
the modern teaching methods screening not
conventional didactic experiences around
Latin-America and Spain. But a question
arises: is it possible to introduce a totally
new educational program? Speaking
personally, whilst watching the
documentary film I could make up my mind
and realized that it is possible.
Undoubtedly, if this new implementation
takes place in our country definitely it will
have great impacts. As it is stated by Albert
Einstein ‘I never teach my pupils, I only
attempt to provide the condition in which
they can learn’. I have an unshakeable
belief that Argentinean education is highly
rewarding in providing the individual with
a new educational system.
Sense of love, integration, respect and
freedom while discovering are the key idea
when learning. Current ways of learning
encompasses a traditional approach which
is accomplished by means of stress and
boredom. It is widely asserted that old
generations as well as the new ones are
equally educated in certain ways. In the
past, students were in charge of
authoritative professors that proclaimed
obedience and attention. All students in
orderly rows, with uniforms, and in some
cases boys and girls divided. The main aim
is to focus the attention in providing
children a good quality of living. As Angela
Camargo from Pachamama School
(Ecuador) declared, ‘here the curriculum is
set up in a road, and kids are who walk
down that road. First playing freely
(exploring, finding, investigating) and then
learning’.
Consequently, the
professor is not the
protagonist but the
kids.
The traditional educational system is no
longer meeting today’s demands. Schools
are not managing the way young people
learn. They are trained by inhabitants that
grew up before the internet era. Many
educators still require the skills to teach
modern youth in the way they are
accustomed to. It is time for a change.
Blogging and trying to foster autonomous
learning is the best way to change.
Institutions pretend scholars have the same
extra homework and the same time to
perform the entire subject as the curriculum
is set up. Lack of attention could be seen to
individuals’ opportunities instead of
developing each scholar his own interest
such as music, arts, language, math and
other dimensions.
T
However, there are those against the change
of the educational system. According to
opponents, they make a persuasive
argument that
scholars do not need
new schools;
instead, they just
need a little more
time at school.
Others declare to improve students’
achievement they need to do more
homework. Others utter that children not
only are more time in front of the computer
but are also inclined to play computer
games instead of reading. As Mary Dorr
affirmed on facebook, ‘Books give you
knowledge and knowledge gives you
power’. Of course everybody is entitled to
their opinion but, it is my firm conviction
that considering a new educational system
could be profitable for future generations.
All in all, undergoing education involves
different viewpoints. Taking into account
pleasure, love, integration, respect,
freedom: it is thought the less stressful
education is, the better for kids. Concerning
the fact of having technology and being
acquainted with it
is crucial for
learning. As
regards a new
educational
program, it is my
firm conviction that a change in the system
is well worth taking since it is actually
feasible. Finally, perhaps if those opponents
watch this documentary film, maybe they
will end up changing their opinion! Due to
the previous points, Why not considering
changes in the educational system?
By Daniel Alejandro Gomez.
Education in Argentina, an unresolved issue?
By Lais D. Büttner “When it is obvious that the goals cannot be reached, do not adjust the goals, adjust the action steps.” In the 5th century BC, the well-known Chinese philosopher, Confucius,
established the way out for the Argentinian conflict related to its constant failure in education. Ignorance, illiteracy, gullible population- is that what we must expect? Imagine a nation with those characteristics, because this is our students’ final destination with such an education. It is my firm belief that the educational system in Argentina hangs in the balance as certain aspects related to schooling need to be shifted out of a necessity which comes together with society’s development. One of the main aspects which are bound to be questioned has to do with the
infrastructure. From the educational point of view, this has to do with the basic
systems and services that are necessary for a country or an organization to run
smoothly, for instance buildings, water and power supplies. Obviously, Argentinian
schools lack these three basic amenities. Most buildings remain from the 1800’s
when Sarmiento officially inaugurated them without mentioning that in those
times electricity generation was a privilege for a few. Coldness in winter and heat
in summer days contributes to prevent students from concentration and promote
bad behaviour. The educational budget for infrastructure from 2008 to 2011 was
supposed to be $1934 million in order to finance this shortage schools. Up to
March 2012 only $633 million were used according to the province political party
that governs the different provinces. To name just a case, Buenos Aires has
received only 13.66% from what it was promised in 2008. Because the classroom
atmosphere creates the ideal set for any acquisition, infrastructure should be a
topic to be under consideration urgently. Is it fair for students and teachers to
deal with this lack of investment?
Another point that should be taken under consideration has to do with the question of the educational superstructure which needs to be radically changed. The system itself comes to be outdated and inefficient. As a proof of this, not only apathetic students but also reluctant ones can be witnessed in everyday classrooms due to the boredom they experience in many lessons. At any rate, as far as I am concerned, the existential educational law currently in force covers all these aspects previously mentioned though they are not put into practice.
People in general think conductivism keeps on being an icon in education leaving
behind the vital changes of the 21st century students. Therefore, education will
not change until we recognize and challenge its central role as a superstructure
which legitimizes the base of our society.
However, and unbelievable as it may sound, there is a certain percentage of
people who oppose this viewpoint. This opposition seems to have its base on the
Educational Law slogan: “...time for equity and quality”. Although it sounds good,
it is far to be in practice. It would be worth to mention the netbooks availability
for those who are in inferior circumstances, the Encuentro channel which
provides interesting facts and historical resources or on-line courses for free.
Nonetheless, while it is highly acceptable that all these resources do contribute
to optimize the process of education, it is completely out of the students’ reality
with no internet connection nor TV at home and, in the worst of the cases, not
even electricity at school!!
To finish with and because of my long interest in education and my experience in
the field, I would like to call your attention to Confucius´s quotation once more:
it is obvious that the educational system is not reaching the goals and this may
be due to the mismatch between real needs and the government priorities. What
can we do, if anything, about education? Are we the ones who are supposed to
make the difference?
By Exequiel Dornelli
a educación prohibida is a movie that struck the educational community since it pointed out
several examples of flaws that have never been considered before. One of these is the critique towards the rigidity present in every single aspect of the whole system, from timetables and physical space to even the classification by age of the students. Is it possible to rearrange everything from the very foundations without ending in chaos? Are we prepared to undergo these drastic changes? It is my firm conviction that these revolutionary ideas are inconceivable because our society is a solid structure. It does not allow extreme changes and these new approaches would take such a long time to be developed, that their efficacy is not even possible to be estimated.
Many attempts have been made throughout history, without success, to reform educational systems and paradigms. Yet plenty of individuals could not adapt themselves into these utopian visions. In a way, whenever the stability of a system is threatened, a sense of disorder is perceived and this indubitably affects society as well. Education
should definitely prepare youngsters to life, taking into account the current reality in which we are immersed. And the reality in our case is that specific roles and positions are already established; and that is something not to be disturbed.
The New School is the latest innovation in pedagogical theory, but as the famous saying goes: “all that glitters is not gold”. Certainly, this is not the first revolutionary discovery in which many hopes are pinned to. But that is the point: the new always looks better. Positivism is undeniably necessary, but progress for the sake of progress must be discouraged since some worthwhile dimensions might be lost in the track e.g. curricula organization or age classification. As teachers of English, we are reliable witnesses of the history of our profession and the excitement caused by the subsequent new teaching methods. This feeling may be an explanation to all the hope raised by the New School.
Nevertheless, a significant percentage of the population fiercely opposes to preserve our
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educational system as inflexible as it is nowadays. The New School has been proved to be successful in a few countries and the hope remains. It offers freedom to the individuals, respect towards diversity and an incredible flexibility as regards organization in the educational field. It should be stated that the effectiveness of such radical approach cannot be equally applied in different contexts, since it has been tested only in places with plenty of economic opportunities and resources (something still unknown in our area). What’s more, given our day-to-day reality, can our government afford to invest massive amounts of money to cope with such diversity?
To sum up, which is the path our schools should follow? Without any doubts, I daresay that schools are formal institutions that necessarily have an inflexible structure which corresponds to life in society. It is true that improvement most of the time comes with change, but we should no longer pursue a change only to try something fresh as we risk to lose already effective aspects. Charles R. Swindoll once asked about the concept of change said:
“We cannot change our past. We cannot change the fact that people act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude”
What if our attitude towards our current system should change and accept it as something worth preserving.
Education and Education and Education and Education and school:school:school:school: Are they synonyms?Are they synonyms?Are they synonyms?Are they synonyms?
By Yoana Robol
An article written by a specialist
in education states that ¨Education
must promote the desire, the
willingness and the joy to learn¨.
This is a true nature that schools
should take for granted in order to
not only promote academic subjects
but also instill values, confidence
and ways of facing life into learners’
personal integrity. Education and
school are not objectively viewed as
synonyms owing to the fact that
schools impart didactic knowledge
without pondering learners’ human
integrity. In other words, schools do
not educate for life. To what extend
school and education have
something in common? I am totally
convinced that although education’s
aim is forming individuals to confront
everyday problems and situations,
schools are not completely
concerned about and therefore they
are not seen as equal to education.
Education is a continuous process
of learning dissimilar fields that go
beyond academic subjects,
however, schools set limits when
teaching learners. Since people are
born, education prevails in familiar
and external environments. Then, it
goes on at schools where teachers
are supposed to generate motivation
and interest, educate for everyday
situations and help learners to be
better in life. It happens to be the
issues that schools are not
concerned about. Education is what
allows students to relish challenges,
freedom, ideas and moments
wherever they take place. Creativity
develops students’ willingness to
discover innovative and unknown
facts that life presents them daily.
Furthermore, education, being a
space of discovery, limitless, joy,
self understanding, harmony and
experiential learning, shapes
youngsters’ future. A common
misconception arose when the
debate about education at school
revolves around society and affects
offspring and families. As Donald
Walters affirmed ¨The goal… is to
teach children the art of living, while
giving them, in addition, the
knowledge imparted by a
conventional education¨.
If schools do not exceed the system
restrictions, how may education be
connected to schools? Again, it is
affirmed that school has nothing to
do with education itself. Apparently,
the grim reality depicts that schools
are not prepared for forming future
creative individuals. According to
many articles published in ¨La
Nación¨ Newspaper, two reasons
are listed. The former states that the
matter pertains to the educational
system established at schools.
Syllabuses are concentrated in
contents that provide learners with
basic and traditional subjects such
as Math, Biology and Foreign
Languages. Society has changed
and therefore, education has
advanced and altered its methods of
learning. Right of freedom, choice
and expression are demanded by
students, rigid ideas and rules
require being removed from modern
schools. The situation calls for
innovative fields as well as novel
methods to be applied to the
lessons. As regards the second
justification, when teachers’ vocation
is not the real one, acts of will are
not carried out and success in
students’ process of learning is not
fulfilled. Most teachers take the
teaching profession as a job only
and thus, negative consequences
are not reckoned. It may be thought
that emotion, enthusiasm, idea, joy,
truth and view are not conveyed by
most tutors. As Albert Einstein
phrased, ¨It is the supreme art of the
teacher to awaken joy in creative
expression and knowledge¨.
Nevertheless, some educational
authorities and tutors claim that
school system should be aimed at
restrictions otherwise learners’
inappropriate and impulsive
behavior could not be regulated. It is
a coming back to the traditional
school in which the only one who
spoke was the teacher and students
were passive. Neither freedom of
choice nor freedom of expression
was allowed. Learners worked in
activities under pressure in a limited
time. Some conventional teachers
are reluctant to accept the reality.
Today, learners are the active
protagonists. How are teachers
going to induce children to learn if
they do not maintain interest,
motivation, emotions and freedom
during the lessons? Education is
totally different to what it was in the
past and innovative tutors should
reflect on.
Undoubtedly, today education
occurs in every existent context and
is acquired throughout discovery,
creativity and willingness. Currently,
schools do not pursue the common
aim of educating for life. The system
continues operating equally and
fundamental alterations could not be
undergone. What matters is the
creation of an atmosphere where
students learn with enthusiasm
discovering unknown facts and
without limitation expressing
themselves their unease. By
analyzing the situation and thinking
over the satisfactory outcomes,
education and school should be
taken as synonyms as well as
operate cooperatively. If this
adjustment is absolutely potential,
why not extend education beyond
schools syllabuses
Are students from secondary schools prepared to
face society demands?
By Mariana del Valle Aguirre
Bill Gates, one of the most famous and successful American businessman, founder of the most important leader computing companies in the world, once gave a speech to graduates from high schools about “how feel-good, politically-correct teachings created a full generation of kids with no concept of reality and how this concept set them up for failure in the real world.” Do you consider this happens in our country as well? This matter leads to many questions as regards the kind of models we, as society require. Bearing in mind real facts shown nowadays on this generation comparing to my own, fifteen years ago, I reckon that you will understand my point of view. In fact, it is my firm belief that failures faced in society could be led by the lack of educational politics and commitment among teachers-learners-parents.
Students from secondary schools are not prepared to face society demands due to the fact that the government is not taking part in a responsible and accurate form. For instance, having a Minister of Education who needs to be aware of the assignments of necessary resources, who should be able to understand the nature of educational activities and develop with efficiency the functions of plannings, decisions, organizations, control and motivation being in the position of a teacher inside a class dealing with learners, makes me doubt whether he is able to handle
countless demands connected to issues such as weak classroom managements as well as the lack of respect for authorities in educational institutions. Being able to influence decisions that affect a country or a society as regards education, seems to be quite a challenge! Well, it is indeed true that especially our society needs to have a prime educational politics due to the fact that with this one, the single production, distribution and also the merely academic knowledge would turn into something obsolete.
Another fundamental issue which should be changed is the lack of commitment of parents-teachers-learners. Just to let you know something which used to happen in the past, when students got bad written reports on their copybooks, their parents told them off for having bad behaviour or low marks, and talked to the teacher apologizing because of their children. Nowadays, the students do the same, but this time, their parents tell the teacher off for doing they do not clearly know what, to their children. Perhaps, now parents mistakenly think that their children’s education is a task for schools only, which is not true at all. Education begins at home! As regards learners, the concept of independent learning is vanishing. Moreover, learners had lost their routine of studying by their own. Most of them find it difficult to do it without supervision.
Parents seem not to follow students’ homework at home though they are always ready to criticize teaching techniques at schools.
On the contrary, there are people who are convinced that adolescents are prepared for the future to come, for instance, “Greenpeace”, one of the most environmental organizations in the world, is formed by a group of teens who are willing to help animals in extinction and nature itself. However, something that is out of question is the fact that there is still lack of commitment among the “necessary triangle” such as the teacher, learner and parents as it is seen nowadays. The only way of realizing about this
issue is paying attention and following the students’ development at school.
To sum up, my only concern to outlook a nearest future is that those matters might look like dominoes; once you begin doing something right, it is certainly going to achieve an expected goal; however, if you begin it in the wrong way, it will never reach or either fulfill it. Having the luck of a good education ruled by a prime educational politics and commitment among teachers-parents-learners which is indeed something feasible, I am quite sure it will be likely to relish an affluent country with successful professionals in the future.
Does Society’s evolution considerably influence the educational
system?
By Noelia Alegre Balbi
Throughout time the national
educational system adopted different
ideas, subjects and modalities from
foreign countries. Terms like CALL,
NLP (Neuro-Linguistic Programming)
and ICT appeared in the educational
system in the last years, (…) is
Argentina’s society prepared for these
advances and adjustments?
Understanding how society develops
and grows is extremely significant
before applying changes in the
educational system. Through research
on methodologies, theories,
pedagogical approaches and fresh
ideas, the quest for full development of
human faculties and a better world,
have been discovered. Not only foreign
educational ideas but also new
technologies and resources based on
society’s necessities had provoked
radical and abrupt changes. It is my
firm belief that society’s evolution has
considerably influence the educational
system.
Through time, foreign educational ideas
were adopted and incorporated by the
national scholarly system according to
the society’s needs. Federal Education
Law, for instance, was amended from
Spain in 1994. As the film “La
Educación Prohibida” established:
“[…] foreign models are emulated to improve
education but this action has not prevented
the numbers of school as social realities are
[…]”
For many decades the traditional
education was essential for
Argentineans. However, at the end of
the twentieth century, Argentina met
with the new generation achievement.
Nowadays, the country depicts an
uneven development and social
differences dramatically deepened.
Argentinian society needs
contemporary and stimulating ideas
about education. The social
requirements are taken into account,
and also innovative brainwaves
provoke enormous influence in the
national educational system.
The introduction of ICT in different
activities not only involves performing
the actions through other channels, but
it also implies profound changes in
habits, procedures and the amount and
quality of information, which ensues in
deep transformations. Some people
describe those changes as paradigm
shifts; as a complete and utter move
from one era to another, from the
industrial to the knowledge society. The
updated and accurate knowledge is not
only in a limited number of areas of
wisdom, but it also arises in network
societies. You tube, E-mail , Google,
Apple, Blog, for instance, are brand
new terms which depict the citizens´
necessities to acquire tools and skills
that enable them both to use and
produce cognitive, critical actions, and
to be aware of the abundance of data,
in order to apply these concepts to
different contexts and learning
environments, and build relevant
knowledge based on them. Society’s
development through time, affects the
educational system.
On the other hand, supporters of
traditional models claim that the
society’s changes should not affect the
education. The educational actors, such
as teachers, students, and the
educational project, are prepared for
transformation. Apart from that, the
Argentine educational system follows
the foreign countries footsteps, such as
Spain, where the educational systems
are ready for the society progress.
However, I believe that society’s
evolution has considerably influence in
the educational system.
To sum up, I would like to restate the
fact that society’s evolution have
strongly influenced the educational
system. The population necessities to
incorporate new tools, to communicate
and to work are some of the reasons.
We are able to see the needs in our
students. They are who help us not only
to incorporate innovative ideas but also
to improve the educational system. A
possibility of improvement has been
presented by the arrival of new
technological developments and
methodological theories from different
parts of the world.
Essay ►‘Does school allow diversity among Ss?’
As Nelson Mandela once stated ‘Education is the most powerful weapon which
you can use to change the world’, education in schools is said to be highly
beneficial for every human being. However, can we regard education as a
weapon the way it is nowadays approached by school? One of the main
purposes of education is to improve the good quality of life in all its aspects by
considering, for instance, that each individual is unique and different from the
rest. As regards skills, schools should focus on the enhancement of all the
abilities so as to be developed to the full. Likewise, schools in Argentina
normally fail to include all the issues related to skills that would lead education
to a change in paradigm. Moreover, it is my firm belief that argentine school is
far from allowing diversity among scholars by getting rid of the current
philosophy concerning education. School in Argentina should start considering
a change in its curriculum in terms of diversity.
The fact that most teachers do not usually focus on all the skills the students
possess is an approach to be taken differently as regards educational issues.
‘Students do not think’ is a phrase commonly heard nowadays when referring
to the intellectual skills pupils display. But are they actually taught as it is
expected in the 21st century? Reading habits, understanding linguistic
expressions and critical thinking are some skills the majority of students lack
nowadays when dealing with a piece of text. One of the problems that prevent
students from developing such skills is that they are not usually taught in a
comprehensible fashion. When asked to compare pieces of texts, students are
not normally given guidance concerning the process required in order to handle
them quite properly. So students are exposed to an educational system in
which they are asked to perform a certain task but not provided with an
explanation. What is more, this fact leads most teachers to deviate from the
skills referred to and focus on others in which students are more likely to
succeed such as creativity or management of technological devices. In turn,
these teachers generally reward students for performing better than others,
which further confirms the rejection of diversity in schools. As it can be
noticed, in order to face diversity, Argentine school should include all the
issues regarding skills so as to deal with education appropriately.-
Due to the traditional approach presently used, the school in Argentina
generally neglects to favour diversity among students. Most schools in
Argentina take a teacher-centred approach rather than a student-centred one in
which they would feel actively involved thus avoiding development of the so-
called skills which ensures acceptance of diversity. In the present world the
model of knowledge is focused on research and development, knowledge that
is valid based on explaining reality and finding solutions to problems. In this
way students will be able to start constructing their own learning thus
displaying the skills which accompany the 21 st century students’ needs such
as the so-called Kinesthetic learning. Students who have a predominantly
kinesthetic style are thought to be discovery learners: they have realization
through doing, rather than thinking before initiating action. Currently, it is
required a school which teaches knowledge, but also focuses on learning
related to problem-solving of everyday life. This means that the traditional
method should aim at a more pragmatic view so that students will be likely to
increase their present competence in a wide range of skills. Nowadays
education is expected to promote competence, which is far more complex and
goes beyond common knowledge. It might seem to be an arduous task
provided that Argentine schools are intended to embrace diversity in their
curriculum so as to put aside the conventional method.
On the other hand, proponents of opposing views argue that it is necessary to
keep on applying the traditional approach. Such views are based on the fact
that focusing on diversity through the different skills is not what really matters
since it would be some kind of counterculture. These individuals argue that if
students are taught with the so-called ‘New Paradigm’, education would be
undoubtedly in the wrong direction. It is also claimed there would be no point
of attending school if the new approach of the 21 st century focuses just on the
skills that go beyond the actual contents taught at school. It is alleged students
in schools should be taught all equally and not given the possibility to think
differently, otherwise the school would become too much inclusive.
Irrespective of the opposing views, following the traditional approach and
teaching students equally is not to benefit them whereas allowing diversity by
concentrating on all the skills is bound to be rewarding for argentine education.
All in all, there are several matters to go on reflecting upon education in
Argentine schools. There are currently numerous challenges as well as the
need to take joint action. It is vital for the future of our society and mainly the
students to devote considerable effort by going deeper into the nature of
educational issues as well as setting guidelines in order to transform the
educational system profoundly. The first step to take is to reckon that assent of
diversity is of the utmost importance. It is not enough to improve the current
education but to radically transform it. A question arises: Can we really expect
the school to put aside the conventional approach and take on the challenge of
education in the 21st century?
by Sergio Fernández
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aallll cchhiillddrreenn lleeaarrnn iinn tthhee
ssaammee wwaayy,, aatt tthhee ssaammee
ppaaccee?? TThhee mmeetthhooddss,,
tteecchhnniiqquueess aanndd ccoonntteexxttss
eeaacchh oonnee ooff uuss nneeeeddss
dduurriinngg tthhee lleeaarrnniinngg pprroocceessss
ddiiffffeerr.. TThhee bbeelliieeff tthhaatt
eevveerryyoonnee ccaann pprroocceessss tthhee
rreecceeiivveedd iinnffoorrmmaattiioonn,, aanndd
ccoonnssttrruucctt tthheeiirr oowwnn
kknnoowwlleeddggee eexxaaccttllyy aass mmoosstt
ooff kkiiddss ddoo,, iiss cclloosseellyy
rreellaatteedd ttoo oouurr eedduuccaattiioonnaall
ssyysstteemm ffooccuussiinngg oonn
sscchhoooolliinngg iinnsstteeaadd ooff ttrruullyy
ssiiggnniiffiiccaanntt lleeaarrnniinngg;; aanndd
aaiimmeedd aatt rreeaacchhiinngg
hhoommooggeenneeiittyy bbyy ssuuppppllyyiinngg
eevveerryy ssttuuddeenntt wwiitthh aa lliittttllee
bbiitt ooff iinnffoorrmmaattiioonn aabboouutt
eevveerryy ssuubbjjeecctt wwiitthhoouutt
nnoottiicciinngg tthhee iimmppoorrttaannccee ooff
hhiigghhlliigghhttiinngg ssttuuddeennttss’’
uunniiqquueenneessss aanndd ddeemmaannddss
iinn oorrddeerr ttoo ooppttiimmiizzee
lleeaarrnniinngg.. IItt iiss aa wweellll
kknnoowwnn ffaacctt tthhaatt tthhoouussaannddss
ooff cchhiillddrreenn hhaavvee bbeeeenn
eexxppeelllleedd ffrroomm oouurr
eedduuccaattiioonnaall ssyysstteemm,, ssiinnccee
tthheeyy ddiidd nnoott ssuuiitt tthhee
rreeqquuiirreemmeennttss ttoo kkeeeepp ppaaccee
wwiitthh tthheeiirr ppeeeerrss,, wwhheenn iitt
wwaass tthhee eedduuccaattiioonnaall ssyysstteemm
tthhee oonnee ssuuppppoosseedd ttoo aaddaapptt
ttoo cchhiillddrreenn’’ss ddeemmaannddss..
BBeeaarriinngg iinn mmiinndd tthhee
tthheeoorryy ooff mmuullttiippllee
iinntteelllliiggeenncceess wwhhiicchh ssttaatteess
tthhee ffaacctt tthhaatt eevveerryy
iinnddiivviidduuaall oowwnnss aa
ddiiffffeerreenntt kkiinndd ooff
iinntteelllliiggeennccee iiss vviittaall..
DDiivveerrssiittyy iinn tthhee ccllaassssrroooomm,,
aass wweellll aass ssttuuddeennttss’’
aabbiilliittiieess aanndd iinntteerreessttss,,
mmuusstt bbee rreessppeecctteedd aanndd
eennccoouurraaggeedd.. IInn tthhee wwiissee
wwoorrddss ooff PPllaattoo,, 442288 BBCC --
334488 BBCC::
““DDoo nnoott ttrraaiinn aa cchhiilldd ttoo
lleeaarrnn bbyy ffoorrccee oorr
hhaarrsshhnneessss;; bbuutt ddiirreecctt hhiimm
ttoo iitt bbyy wwhhaatt aammuusseess hhiiss
mmiinndd,, ssoo tthhaatt yyoouu mmaayybbee
bbeetttteerr aabbllee ttoo ddiissccoovveerr wwiitthh
aaccccuurraaccyy tthhee ppaarrttiiccuullaarr
bbeenntt ooff tthhee ggeenniiuuss iinn hhiimm..””
AA ccoommmmoonn kknnoowwlleeddggee ffoorr
eevveerryyoonnee;; tthhee iiddeeaa ooff
eevveerryyoonnee bbeeiinngg ttaauugghhtt tthhee
ssaammee ddooeess nnoott rreessppeecctt
ddiivveerrssiittyy eeiitthheerr.. TThhee
kknnoowwlleeddggee wwee aaccqquuiirree
sshhoouulldd bbee ssiiggnniiffiiccaanntt ffoorr
uuss.. NNoott oonnllyy aarree wwee
eesssseennttiiaallllyy ddiiffffeerreenntt ffrroomm
oonnee aannootthheerr,, bbuutt wwee aallssoo
ppuurrssuuee ddiiffffeerreenntt ggooaallss..
TThheerree iiss aa ppooiinntt iinn lliiffee aatt
wwhhiicchh eevveerryyoonnee,, ssoommee
eeaarrlliieerr tthhaann ootthheerrss,,
ddiissccoovveerrss wwhhaatt tthheeyy wwaanntt
ttoo ddoo aanndd wwhhoo tthheeyy wwaanntt ttoo
bbee iinn tthhee ffuuttuurree aanndd ffoorr
tthhee rreesstt ooff tthheeiirr lliivveess;; tthhaatt
““DDiirreecctt hhiimm ttoo iitt bbyy wwhhaatt aammuusseess hhiiss mmiinndd””
iiss tthhee mmoommeenntt wwhheenn oonnee
eexxaammiinneess tthhee ttoooollss
aavvaaiillaabbllee ffoorr mmaakkiinngg oonnee’’ss
oowwnn ddeessttiinnyy.. EEdduuccaattiioonn,, ooff
ccoouurrssee,, rreessiiddeess iinn tthhee ffiirrsstt
ppllaaccee.. BBuutt,, rreefflleeccttiinngg oonn
oouurr eedduuccaattiioonnaall ssyysstteemm……
ddooeess oonnee lleeaavvee sscchhooooll bbeeiinngg
pprreeppaarreedd ffoorr ffaacciinngg tthhee
aarrdduuoouuss cchhaalllleennggee tthhaatt
cchhoooossiinngg aanndd ccoommpplleettiinngg aa
ccaarreeeerr rreepprreesseennttss?? AAss iitt
wwaass oonnccee ssaaiidd,, tthhiiss ssyysstteemm
ooff oouurrss iiss nnoott bbuutt aa ““ssyysstteemm
ooff iinnddooccttrriinnaattiioonn””,, aanndd
wwhhaatt cchhiillddrreenn aarree ttaauugghhtt
iiss ““aann aammaallggaamm ooff ccuurrrreenntt
pprreejjuuddiiccee aanndd cchhooiicceess ooff
tthhiiss ppaarrttiiccuullaarr ccuullttuurree””.. IItt
iiss ppiivvoottaall ttoo bbeeaarr iinn mmiinndd
tthhaatt wwhhaatt iiss ccrruucciiaall ffoorr
oonnee,, mmaayy bbee aabbssoolluutteellyy
eexxttrraanneeoouuss ttoo mmaannyy aanndd
vviiccee vveerrssee.. PPllaannnniinngg aa
ccuurrrriiccuulluumm ffoorr eeaacchh
ssttuuddeenntt wwoouulldd bbee
ccoommpplleetteellyy uunnaacccceeppttaabbllee;;
nneevveerrtthheelleessss,, ccrreeaattiinngg aa
mmoorree fflleexxiibbllee oonnee,, wwhhiicchh
ooffffeerrss aa wwiiddeerr aassssoorrttmmeenntt ooff
aalltteerrnnaattiivveess,, aanndd ggiivviinngg
ssttuuddeennttss tthhee cchhaannccee ttoo
cchhoooossee tthhee ssuubbjjeeccttss tthheeyy
ccoonnssiiddeerr ppeerrttiinneenntt ttoo tthhee
sseelleecctteedd ccaarreeeerr-- aallwwaayyss
ppaarrttiinngg ffrroomm aa bbaassee,, ii..ee..
hhaavviinngg aa ccoonnssiiddeerraabbllee
nnuummbbeerr ooff ccoommppuullssoorryy
ssuubbjjeeccttss,, wwoouulldd bbee
aaddvvaannttaaggeeoouuss,, bbootthh ffoorr
tthheeiirr pprrooffeessssiioonnaall ffuuttuurree,,
aanndd ffoorr ccoonnttrriibbuuttiinngg ttoo
tthheeiirr aadduulltthhoooodd aanndd
mmaattuurriittyy,, iinn vviieeww ooff tthhee
ffaacctt tthhaatt tthheeyy wwiillll bbeeccoommee
ccoonnsscciioouuss ooff tthhee ccoossttss ooff
ffrreeeeddoomm bbyy bbeeiinngg
tthheemmsseellvveess rreessppoonnssiibbllee ffoorr
tthheeiirr aaccaaddeemmiicc ggrroowwtthh..
TThhiiss ccuurrrreenntt ssyysstteemm bbyy
wwhhiicchh aa lliittttllee bbiitt ooff
iinnffoorrmmaattiioonn aabboouutt
““eevveerryytthhiinngg”” iiss bbeeiinngg qquuiittee
ssuuppeerrffiicciiaallllyy ssppoooonn ffeedd,, iiss
nnoott bbuutt pprreeddiissppoossiinngg
cchhiillddrreenn ttoowwaarrddss kknnoowwiinngg
nnootthhiinngg aatt aallll..
EEvveenn ssoo,, mmaannyy ppeeooppllee aarree
aaggaaiinnsstt aa cchhaannggee..
OOppppoonneennttss aarree ooff tthhee
ooppiinniioonn tthhaatt aann aaddjjuussttmmeenntt
ooff oouurr eedduuccaattiioonnaall ssyysstteemm
iinnttoo aa mmoorree fflleexxiibbllee oonnee iiss
wwoorrtthhlleessss,, aanndd wwoouulldd oonnllyy
ccrreeaattee cchhaaooss.. BBuutt ssoommeettiimmeess
iitt iiss nneecceessssaarryy ttoo ggoo
tthhrroouugghh cchhaaooss ttoo ffiinndd
oorrddeerr.. IItt iiss wwiiddeellyy ccllaaiimmeedd
tthhaatt iitt iiss iillllooggiiccaall ttoo lleett
ssttuuddeennttss cchhoooossee bbyy
tthheemmsseellvveess,, ssiinnccee ggeenneerraallllyy
tthheeyy aarree nnoott rreeaalliissttiicc aabboouutt
tthheeiirr ffuuttuurree,, hheennccee tthheeyy
nneeeedd gguuiiddaannccee.. IInn aaddddiittiioonn
mmaannyy hhoolldd tthhaatt ssttuuddeennttss
mmuusstt rreemmeemmbbeerr tthhaatt tthheeyy
aarree bbeeiinngg ““mmoouullddeedd”” ttoo ffiitt
iinnttoo tthhee ddeemmaannddss ooff oouurr
ssoocciieettyy.. MMyy ooppiinniioonn iiss tthhaatt
iinn ssppiittee ooff oovveerreemmpphhaassiizziinngg
tthhee ffaacctt tthhaatt eevveerryy cchhaannggee
iimmpplliieess aa ccrriissiiss,, iitt ccoouulldd bbee
mmoorree bbeenneeffiicciiaall ttoo bbee mmoorree
ooppttiimmiissttiicc aabboouutt tthhee
rreessuullttss.. IItt iiss wweellll kknnoowwnn
tthhaatt oonnllyy aa ffeeww lluucckkyy oonneess
rree bboorrnn wwiitthh aa cclleeaarr iiddeeaa
ooff wwhhaatt tthheeyy wwaanntt ttoo ddoo
wwhheenn aadduullttss;; tthhiiss iiss aa
rreeaalliittyy,, aanndd tthhee rreeaassoonn
wwhhyy II,, pprreevviioouussllyy ssuuggggeesstteedd
tthhaatt tthheerree sshhoouulldd bbee
vvaarriioouuss oobblliiggaattoorryy ssuubbjjeeccttss
ooff ggeenneerraall iinntteerreesstt..
TTaakkiinngg eevveerryytthhiinngg iinnttoo
aaccccoouunntt,, iitt iiss wwoorrtthh
rreeccaalllliinngg tthhaatt ddiivveerrssiittyy iiss
ttoo ffoosstteerr ggeenneerraattoorrss ooff iiddeeaass..
SScchhooooll sshhoouulldd pprreeppaarree
cchhiillddrreenn ttoo bbee ccoommppeettiittiivvee,,
aanndd iitt ccaann bbee aattttaaiinneedd,, nnoott
bbyy eexxppeeccttiinngg tthheemm ttoo bbee
hhoommooggeenneeoouuss,, bbuutt bbyy
hheellppiinngg tthheemm ddeevveelloopp tthheeiirr
oowwnn aabbiilliittiieess.. BByy
wwoorrsshhiippiinngg ddiivveerrssiittyy,, tthheeyy
wwiillll bbee ccoommppeettiittiivvee wwiitthhiinn
ssoocciieettyy;; bbyy wwoorrsshhiippiinngg
hhoommooggeenneeiittyy,, tthheeyy wwiillll
oonnllyy eenndd uupp ccoommppeettiinngg
wwiitthh eeaacchh ootthheerr.. ““TThhee
mmiinndd iiss nnoott aa vveesssseell ttoo bbee
ffiilllleedd,, bbuutt aa ffiirree ttoo bbee
kkiinnddlleedd..”” GGiivvee cchhiillddrreenn
tthhee ttoooollss tthheeyy nneeeedd,, aanndd lleett
tthheemm bbee..
““DDiivveerrssiittyy iiss ttoo ffoosstteerr ggeenneerraattoorrss ooff iiddeeaass..””