Experimental School Concept – Schools may be institutionalized and may not respond to the real needs of their students, the community or society in general. Schools with stable and unchanging beliefs and values are unlikely to meet the changing needs of society. This is especially regrettable at a time when the need to solve public problems is most acute.
Society is unlikely to be innovative in cultural, technological, scientific or civic thought or action if schools are not innovative and if people do not think seriously about how education can play a new role in new ways. Schools also help the privileged subgroups of the society. Generally, older people cannot go to school, and neither can poor people, working people or rural people. Many colleges and universities (in the US at least) are becoming more business-oriented, thus promoting the economic advancement of individuals and corporations while ignoring the common good.
Any situation where education or “schooling” of any kind is necessary. This pattern has almost universal coverage because learning is a universal phenomenon. Man is made to learn!
Discussion – Experimental School
For this pattern, we can define an experimental school as a school that seeks to achieve certain objectives (such as social and environmental improvement) generally by adopting experimentation as a permanent orientation and guide. Is. It implies that the school is not perfect and asserts that the school will at least try to adapt to the changing circumstances and needs of the society (while maintaining its values). Additionally, you will work toward your goals through thoughtful experimentation that involves careful and continuous evaluation of the approaches the school is testing.
According to John Dewey, school should be a collective action experiment and break down the walls between academic and practical work. While this pattern is quite broad (and in fact includes many patterns in itself), it highlights several themes or trajectories that support Dewey’s claims, whether the student is ten or eighty, or the student is classically educated. Or be educated. He is illiterate. Adopting an “experimental” orientation reflects a belief in meliorism – that things can be improved through directed effort – and a belief that nothing is perfect; The need for adjustment is an inevitable and normal fact of life. Furthermore, the general orientation is compassionate engagement and integration with the world.
In general, but not dogma, an experimental school will look after the common good, it will emphasize solidarity and activism. It would be much more permeable: the boundaries between the institution, between the teacher and the student, between theory and practice, and between academic disciplines themselves and the disciplines created by people and other knowledge systems, would all be different and more forgiving.
Additionally, there will be greater diversity in when and where the educational setting will take place and who will be eligible to participate. The cost will be as low as possible to encourage everyone to participate. Education is not only for a small section of the population destined for power, prestige and wealth are the main part of experimental school.
Walter Parker believes that “stupidity is the curse of our time and space” (2004). Idiocy was defined by the ancient Greeks as the state of being “short-sightedly preoccupied with personal things and unconnected with ordinary things”. Idiots are neither local nor global community based “rudderless ships”.
Unable to see beyond their parish interests, they can put themselves and the communities in which they live in harm. Reflecting on how idiots get their idiosyncrasies, Parker asks whether our public schools “pool their human and material resources to produce idiots or citizens. Whether the school curriculum, by both commission and omission” , develops private flaws or public qualities?”
Parker proposes several important measures: “First, increase the diversity and frequency of interactions between students who are culturally, linguistically and racially different from each other. Second, organize these contacts so as to enable efficient public speaking, common issues.” In order to encourage discussion on “), and academic problems are at the core of each topic. Third, explain the difference between discussion and action, and between open (inclusive) and closed (exclusive) discussions. In other words, competent and inclusive thought -Expect, teach and model the discussion.”
It is also important that students take some responsibility (and interest) in their education.
initial ion. People with these attitudes and abilities can begin their own continuing education (even in the absence of schools and teachers) and work with others to include them. best way to do thisAnother way to help establish a sense that the student is part of the process is to conduct a self-assessment of learning at all levels.
Goals of Experimental School
If the goal of evaluating students’ work was simply to rank them, or to give teachers leverage to encourage their efforts, or even to describe the strengths and weaknesses they produced, this would seem obvious. That would be what teachers should do. Self. However, the most profound reason for asking students to formally evaluate their work is related to the long-term development of students.
On the one hand, the student may have learned something that is relevant to the learning and which the teacher is unaware of. If students have learned to write an article without worrying about the first paragraph for hours, or take a new kind of attention to the clouds when they go for a walk, or think of the last Roman Republic as they read articles, then These changes may say more about your education in literature, physics, or history than your essays or exams, but remain invisible to teachers.
Self-assessment exercises are a central way for students to acquire reflective habits of mind that are essential for their continued abilities to do good work and to progressively improve their work over time. The growth of intelligence, or thought, is the growth of the capacity for continuous reflective self-evaluation. This point is central to Dewey’s analysis of the distinction between mere activity and educational experience in Democracy and Education (1916): “Thinking … so that both are persistent.”
But formal education is considered complete at a certain age. Does this mean that those who missed this opportunity or who are interested in further education are out of luck? Popular education, which was developed in the 1960s and 1970s by Brazilian educator Paulo Freire, helps to answer this question positively.
Popular education is a non-traditional education method that strives for the empowerment of adults through study and democratically structured cooperative action. This is done within a political vision that sees women and men as the main agents of social change at the community and grassroots level. It aims to enable ordinary people to define their own struggles and to learn and learn from the lessons of past conflicts and concrete everyday situations in the present. It is a deeply democratic process that prepares communities to name and form their vision for the future for which they fight.
The process of popular learning begins by critically reflecting, sharing and expressing what is known from lived experience with a group or community. It continues with analysis and critical reflection on reality with the aim that people find solutions to their problems on their own and take concrete action to change that reality. In Freire’s model, the teacher becomes a facilitator, the traditional classroom becomes a cultural circle, the emphasis shifts from lectures to problem-solving strategies, and material, previously removed from the students’ experience. , it becomes relevant to the group.
Popular education has always had a close relationship with organizing social change. In the early 1960s, Freire began his work in this area, using the principles of dialogue and critical awareness, fundamental to popular education, to literate farmers fighting for agricultural reform in Brazil. Freire argued that action is the source of knowledge, not the other way around, and education, to be transformational, implies a process of interaction based on action and reflection on action.
While this pattern may be best used when starting a new pilot school, or supporting an existing school, the concept of an experimental school can be useful to anyone setting up new programs in a traditional school or who has Is.
Involved in education in practically any way. from themselves or from someone they know. Respect for learning key concepts, belief in the importance of contemplation and reasoning and, above all, reasoning together.
Solution – Experimental School
Integrate ideas from this pattern into educational settings that exist or may exist. We can think about how we think and we can learn about how we learn.
Vocabulary for Pattern Cards
Schools with immutable beliefs cannot meet the changing needs of the society. This is unfortunate now, when the problems of the people are most needed to be resolved. An experimental school tries to achieve positive goals by accepting experimentation as its orientation. The key concepts are respect for learning, reflection and belief in the importance of logic and, above all, combined logic.
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