Gaps in National Education programs and limits of new narcissistic educational methods

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Macro
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Re: Gaps program of Education




by Macro » 03/07/17, 09:22

I like this way of seeing things .... Except that in 10 years these moms will find themselves facing the world of work .... Personally not seen much "wall of emotions" in companies ... Or so they are well hidden ...
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Re: Gaps program of Education




by chatelot16 » 03/07/17, 13:03

do not make wall con ... the surface of the wall is never enough
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Re: Gaps program of Education




by Christophe » 03/07/17, 13:08

Macro wrote:Personally not seen many "wall of emotions" in companies ... Or they are well hidden ...


Maybe in the union offices for big boxes? In still ... I doubt it : Cheesy: : Cheesy:

On the other hand some services know very well the emotions: the marketing and advertising departments ... but it is not necessarily for your well being! : Cheesy:
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Re: Gaps program of Education




by Macro » 03/07/17, 15:46

chatelot16 wrote:do not make wall con ... the surface of the wall is never enough


Ben it depends ...

Personally I post in "my" office on the wall behind my workstation all the memos concerning my "bullshit" (it's quite heterogeneous, it goes from the work medal to letters notifying a convocation prior to a sanction through the bonuses for exceptional services a winner's cup has a karting competition, notes for non-compliance with maximum working times, delay in taking CP ....) well there is always a benevolent to come in sneak away ... And strangely, these are the ones I display to keep a memory of the "real bullshit" that I could do, which disappear ... So that instead of a "wall of shame "I find myself (in spite of myself) with a table of honors ... I admit all the same ... That those who remain have all the same a little yellow with time ... Except the last one: an emanating letter of the HSE service of 06/2017 which serves as an oral reminder that will be kept in my file on site ...
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Re: Gaps program of Education




by Christophe » 19/10/17, 13:11

At the moment, the special issue of Le Point is devoted to "alternative (for us) and effective" teaching methods ...

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22528416_10154887042260703_816189898213285422_n.png (505.71 KIO) Accessed 3582 times


Not sure that it is possible to make them pass this kind of "new" methods to the educator. nat ... who prefer ancestral, ineffective or obsolete methods ... Yes there are not all bad ones among students at school ... : Cheesy:
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Re: Gaps program of Education




by Christophe » 10/12/17, 09:52

The minister of the brain

The new Minister of National Education advocates the use of neuroscience at school. But traditional teachers are rising up, shouting at scientism! How to go beyond this sterile debate?

Since the start of the school year, Jean-Michel Blanquer, Minister of National Education, advocates introducing neuroscience to school, convinced that teachers can not teach properly without understanding what is going on in children's minds. that is to say in their brain. But soon, voices rose to denounce this vision.

For example, Francette Popineau, General Secretary of the first Primary School Teachers' Union (SNUipp-FSU), has said, all over the press, that you can not consider a single royal voice - the neuroscience - for answer all the questions asked at school. Similarly, Philippe Meirieu, star researcher in education sciences "à la française", also warned: if, according to him, the contribution of neuroscience is extremely interesting, it should not mean eclipse all the others enlightenment necessary for the teaching of psychology, sociology, linguistics, history or pedagogy.

...


http://www.cerveauetpsycho.fr/ewb_pages ... -38914.php
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Re: Gaps program of Education




by Christophe » 15/01/18, 19:49

https://www.lesechos.fr/04/10/2016/lese ... -ecole.htm

How France sabotaged her school

By imposing the sacrifice of an education based on memorizing contents in favor of "educational differentiation", progressive intellectuals have killed the French school. And accentuated the social gap they wanted to fill.


At 88 years old, ED Hirsch continues the fight of his life: to rehabilitate traditional education, based on memorization and learning of content (content-based). In a recently published book, Why Knowledge Matters (Harvard Education Press), the famous American professor of educational sciences recalls the merits of "cultural literacy", the only one capable of producing a united society, and above all of giving everyone's chance ED Hirsch denounces the progressive illusion of teaching "skill-based" skills: argumentative capacity, social qualities, critical thinking, analytical skills, individual creativity, etc. cognitive sciences and linguistics, he demonstrates that such skills are intrinsically linked to memorized information.To produce autonomous and modern individuals, it would therefore be necessary, in a counter-intuitive way, to re-establish a strict and classic curriculum.

One country demonstrates in an exemplary and documented way the failure of progressive methods: France. ED Hirsch devotes a whole chapter to the educational reforms in our country, eloquently entitled "the French debacle". The report is painful: with the entry into force of the Jospin law in 1989, which sets up with the best intentions in the world the "educational differentiation" (the idea of ​​adapting teaching to the diversity of students), France has sacrificed a reputable education and a relatively effective social lift to become in less than thirty years the most unequal country of the OECD, according to the recent report of Cnesco. As a good researcher, ED Hirsch quotes his sources, and congratulates the French administration for having made such a methodical account of its own mistakes. We can thus see how, from 1987 to 2007, all the measures of evaluation at the entrance to the college show a strong decline of the average level, even more marked as regards the workers and the unemployed. The recurring psychodrama of the PISA classification, whose next edition is expected in 2017, has the merit of showing in a rather irrefutable way the extent of the "debacle".

ED Hirsch traces the origins of this paradigm shift. He insists on the devastating work of Pierre Bourdieu, challenging the methodology of his major opus The heirs ("bewildering superficiality"), and criticizing the conclusions of the Bourdieu-Gros report that inspired the radical reforms of the Rocard government. "The new school" which Bourdieu had championed has thus imported the worst of the American ... conception: naturalism of learning (hence the global reading method for example), refusal of a transmission considered to be too homogeneous, the victory of the formal "logic" over the "encyclopedism" of real knowledge, all wrapped up in a conceptual verbiage that ED Hirsch calls "providential individualism" - the idea, Rousseauist at bottom, that the development individual should take place spontaneously, under the benevolent eye of a master who has become a simple guide. There, as elsewhere, France bewitched by her intellectuals sabotaged her revolutionary legacy: had the school system inherited from Condorcet not allowed Bourdieu, the son of a Bearnese peasant, to join the best schools in the country?

The whistleblowers are legion. ED Hirsch quotes them with the admiration reserved for true rebels, from the world-renowned mathematician Laurent Lafforgue to the young philosopher François-Xavier Bellamy. It's time to take them seriously. The counter-reform around the "knowledge base" is still too timid.

Promoting a form of conservative education is not a reactionary project. ED Hirsch, who has always claimed to be on the democratic left, does not have enough harsh words against the progressives who, by rejecting culture out of school, have allowed social reproduction to reach unsustainable levels. It is not an authoritarian project either. Liberalism begins at 18. Before, it was only licensed. To be able to break the status quo, you have to have assimilated the tradition. To think freely, you have to share a cultural ground that ED Hirsch calls, in another book, “the oxygen of social relations.” Air!
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Re: Gaps program of Education




by Remundo » 18/01/18, 23:32

Barbara Lefebvre, punchy and intelligent, rubs against GG on RMC

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Re: Gaps program of Education




by Christophe » 19/01/18, 01:35

Barbara Minister of National Education !! And quick !!
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Re: Gaps program of Education




by chatelot16 » 19/01/18, 13:38

she will not be minister of national education who is a mamouth too difficult to govern

the problem is more serious ... a free national education is effective it would be good ... an inefficient national education is a disaster because the free and compulsory creates a monopoly that forbids to do otherwise

we must go back to freedom ... recognize that the national education does not have the right solution, so we must allow all other solutions to let appear the best solution

equality is not a quality if equality means imposing the same bad solution on everyone

It does not matter if you have the privilege to enjoy a new and different school, it does not detract from those who go on to national education ... but one could hope that the diverse experiences that succeed will later benefit a greater number

with the current system identical for everyone no progress is possible ... those responsible for failure persist in making failure almost mandatory
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