School and its substantial influence on its students.
It is only certain that education is the basic factor of a society.
The issue is to see more fundamentally all this issue of education and the knowledge that children of aging sensitive and especially how. For many, behind the term, “human school” are ideas for a free school with very low requirements, which consciously cultivate among students and forms them systematically and in depth. It is preferable, this pedagogical perception, to transmit the knowledge freely, possibly through the game instead of the lesson.
Here, however, we have something that, although it looks updated, yet the idea of all this, there are several decades back. The spirit of this idea is to make the school suitable for children and not for children suitable for school.
Even if you do not agree to all the structures and applications of the “human school”, it is a fact that they seem utopian, watching the Skamler til institution
phainomenon. And this education is nothing but a pawn of a system that destroys and alienates.
Perhaps the only solution to this can be given by Elementary Education, with some principles, for an educational process that will not become another form of skamler til institution.The key issue is self-esteem. This means that the young person before he has a critical thought is not taught anything as an authority, and the words, obligation, order, and duty are good to avoid. He gets the knowledge as a tool that will help him in his life, and he does not become the tool of his knowledge.
Moreover, what he learns does not teach him as an abstract good that will serve him in the future, but he experiences the practical need to teach it. Everything in this form, from reading to arithmetic. Also essential is the non-existence of a specific curriculum that restricts teaching, as well as author-books. The learning process will be the realization of a multifaceted search on issues that will arise with the students’ will. Only one minimum that is necessary, of the type: reading, writing, mathematics.
If someone tries to understand what is blame for education, they will not find a solution. Because the problem is the school itself. Forced teaching and examinations are a skamler til institution form that leads to a dead end.
Many have concerns about how well schools work. The usual, in fact, contradiction is that skamler til institution can be resolved with more money, better teachers, curricula that cause the interest of students instead of making them intolerant
Has anyone, however, considered whether the real problem is the school itself?
A school is a place where children are required to attend. A place where their freedom is limited and their skamler til institution is a total fact. If we think about it a little, I do not think most adults tolerate such restrictions even at their workplace.
Seeing the look of a child and his dreamlike style as he looks out of a window, maybe understand what I mean.
Over the last decades, we are forcing our children to spend more and more time in this kind of unbearable environment and there are strong indications that this causes serious psychological trauma to many of them. In addition, the more scientists are informed and see how young people should be educated, of course, and effortlessly, the more they become aware of the fact that children acquire knowledge of substance and with greater enthusiasm, in conditions that are almost opposed to those of the school.
Compulsory education, for many generations, is an adjunct to our culture. Nowadays, it is difficult for most people, even to imagine how children could be educated and successfully meet the demands of our culture without school. Most people assume that the basic design of schools as we know it today was based on scientific evidence on how children learn better. In reality, however, only this has not been done.
Schools, with their current structure, are a product of history; not research into how children acquire knowledge, experience, and ways of behavior. The first founding members of schools have made this clear in their texts. The idea that schools may be places to develop critical thinking, creativity, initiative or the ability to learn how to learn, all these kinds of skills that are most needed to achieve the current economy, was the only one which they did not have in mind. For them, strong conscience was a sin that had to be eradicated by the children or to be extinguished rather than encouraged.
In our culture today there are several ways children can channel their natural tendencies and instincts to learn everything they need to know to have a successful adult life. More than 2 million children in the United States now rely on their education at home and in the wider community rather than at school. More and more families crowd out the classical methods applied to the conventional curriculum for the sake of self-directed learning. These parents do not teach or examine; what they do is provide a family environment that facilitates learning and helps their children connect with community actions from which the children themselves will acquire knowledge and skills. Some of these families have begun this approach for some time now and have adult children who are now advancing in higher education and working career.
According to the reports of these families, the main advantages of this approach lie in the continued curiosity, creativity and warm interest of children in learning, in the freedom and harmony experienced by the whole family when relieved by school pressures and programs and the burden of manipulating children who have to do the thousand homework, which does not interest them.
The point is that, beyond any doubt, the physical moments and abilities of young people to learn are fully sufficient to mobilize all of their education. When they want or need help from others, they ask for it. We should not force people to learn!
What we need to do is give them the freedom and the opportunities to do so. Our society is promoted by diversity. Our culture needs people with many different kinds of skills, interests, and personalities.
Most of all, we need people who passionate life and assume their responsibilities throughout their lives.