*Chapitre dédie a mes jeunes amis ayant connu (malheureusement beaucoup trop) bien les entrailles des systèmes d'enseignement et de la psychiatrie.
***
In the future, if you want a job, you must be as unlike a machine as possible: creative, critical and socially skilled. So why are children being taught to behave like machines?
Children learn best when teaching aligns with their natural exuberance, energy and curiosity. So why are they dragooned into rows and made to sit still while they are stuffed with facts?
We succeed in adulthood through collaboration. So why is collaboration in tests and exams called cheating?
The best teachers use THEIR character, creativity and inspiration to trigger children's instinct to learn. So why are character, creativity and inspiration suppressed by a stifling regime of micromanagement?
When they are allowed to apply their natural creativity and curiosity, children love learning. They learn to walk, to talk, to eat and to play spontaneously.
Bolton gives every pupil an iPad, on which they create projects, share material with their teachers and each other and can contact their teachers with questions about their homework. By reducing their routine tasks, this system enables teachers to give the children individual help. Teaching programmes designed to work with children (not against them) encourages them to form teams of enquiry, solving an imaginary task – such as running a container port, excavating a tomb or rescuing people from a disaster – that cuts across traditional subject boundaries. A similar approach is based on the way children teach themselves to play games. To solve the complex tasks they're given, they need to acquire plenty of information and skills. They do it with the excitement and tenacity of gamers.
~ George Monbiot, Factory Outlet, The Guardian, 15.02.2017
www.monbiot.com
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