Normal
We are many families (and some teachers) that we walk concerned about the education of our children and in particular the so-called "education system" of our country and the options it offers.
Some families choose private schools different methodologies (Waldorf, Montessori ..), others choose to educate home (homeschooling is a movement with a extensive experience in other countries) and the most, choose a public school or private concert near our home, standard methodology, and what I have seen, barely evolved towards education of thirty years.
We can say that, alongside academic learning, school intended as a platform for life in society. For this reason, learning is never individual (although sometimes it is individual attention to a child), but an experience of group growth. And so, depending on how school is structured primarily on the basis of the methodology used to teach, many times the child is asked to moderate his personal initiative based on a group activity or that critical to reserve your home. And as long as this system, so the group can move forward is to show blind obedience to authority. The obvious result is that the failure to exercise personal autonomy and a critical kill the child even the smallest glimmer of creativity.
But we are witnessing is also a disturbing dichotomy, from school for as long as we are required to families to empower children and stimulate their maturation and their ability to make decisions ... in parallel, the same school required the children to bend to the will group (s ie, to surrender their autonomy) and not stand over the top or the bottom (ie, to follow the "norm").
At school, children do what they have to do and certainly do not expect them to propose a way to run different from that stated. Thus perpetuating a kind of education one way, which is the teacher who has the knowledge and who decides how to manage it, while the child is the passive receptacle of this knowledge. The value of each, also measured in terms of achievements (in many cases only has the ability to store data) and sometimes little or no value processes. is actually the closest thing to the "authoritarian parenting education" which theoretically should be avoided in favor of more teaching positions.
In any case, what takes place during these years is a huge addition (and sometimes surprisingly random) knowledge that comes from the interest or maturity each child but is imposed from outside (now time to talk about numbers, letters now).
and social level is the assimilation of a system in which to form a group and thrive within the same, one must always obey a superior, because neither the leadership or autonomy, or originality, or critical spirit are values \u200b\u200bthat benefit to its development but, quite the contrary, they hinder.
Thus, the system rewards the children who remain in the half and "do what they should" and excludes those who for one reason or another deviate from it. Poets, musicians, free thinkers, radicals, leaders, sensitive, too smart or too little are usually labeled different and rejected because, obviously, goes against the interests of the education system.
Up here we see the problem clearly: the children of parents with less traditional (or modern) is a major effort we operate in a home and another at school. And our children will absorb that cost a few years so what home are applauded in school are punished.
And in a sense, this could be a relatively tolerable if the school actually was a real learning for life in society; would say "well, this is a bit messy, but is necessary because when my son grows really worth it for this learning life. " But it is not. Or at least not totally.
It is if tomorrow our son is required to run a series of actions without question and do it very well (and of course there is still work consisting of this.) And it is also in the sense that it is indeed important to know to function according to rules and modular drives to live with others (obviously, not all system failures).
But of course it is not the time to play any mission in life requires an ability to generate concepts and products themselves, to lead an idea, or simply to improvise, to be autonomous, creative and decisive .
may last thirty years our educational system was the best because it really preparing for the future lifestyle of the majority. But today, our economic and social model tends increasingly in the other direction, becoming more socially and personally valued aspects such as divergent thinking or creativity, originality and ability to see things differently from others, to adapt to change (constant in our current economic system and labor). All aspects definitely not part of the value system of our school, but rather the opposite.
In our daily witness the triumph of all that a few years ago was "alternative" or "minoritatio" and are precisely the free minds the most shine. why I pay for a very hard to understand how a country can move forward if the citizens of tomorrow are educated from yesterday.
And frankly I do not know when or if you live a change someday I will live. What I know is that the only way I can think of being part of the school without dying in the attempt is supplemented from home the terrible shortcomings's disability, coping the best way possible with a teacher who somehow also a victim of this system and relying heavily on our children and their ability to remain themselves nonetheless.
In any case, the witness lies in ourselves, families (and politically us, the citizens). On one side is a responsibility that adds to the already complicated work-life balance and the overwhelming lack of resources and support networks for parenting. On the other hand is a privilege because this need requires us to participate actively in the education of our children and we can show that there are more ways of knowing and being.
Violeta Alcocer.
0 comments:
Post a Comment