{"id":3117,"date":"2017-02-07T14:56:00","date_gmt":"2017-02-07T14:56:00","guid":{"rendered":"https:\/\/redesignngo.com\/ce-este-scoala-pana-la-urma-sau-ce-ar-trebui-sa-fie-partea-1\/"},"modified":"2017-02-07T14:56:00","modified_gmt":"2017-02-07T14:56:00","slug":"ce-este-scoala-pana-la-urma-sau-ce-ar-trebui-sa-fie-partea-1","status":"publish","type":"post","link":"https:\/\/redesignngo.com\/en\/ce-este-scoala-pana-la-urma-sau-ce-ar-trebui-sa-fie-partea-1\/","title":{"rendered":"Ce este \u015fcoala, p\u00e2n\u0103 la urm\u0103? Sau ce ar trebui s\u0103 fie? – partea 1"},"content":{"rendered":"\n

\u00cen trecut, majoritatea oamenilor era analfabet\u0103, obligat\u0103 s\u0103 tr\u0103iasc\u0103 din muncile c\u00e2mpului. Convingerea c\u0103 \u015ftiutorii de carte \u00ee\u015fi pot g\u0103si mai u\u015for de lucru i-a motivat pe unii p\u0103rin\u0163i s\u0103-\u015fi dea copiii la \u00eenv\u0103\u0163\u0103tur\u0103. <\/p>\n\n\n\n

Marcel C\u0103praru, profesor la Universitatea din Craiova (departamentul pentru preg\u0103tirea personalului didactic), afirm\u0103<\/a> c\u0103 \u00eenv\u0103\u021b\u0103m\u00e2ntul obligatoriu a ap\u0103rut \u00een 1819 \u00eentr-un stat totalitar \u2013 Prusia \u2013 dup\u0103 principiul \u201etrebuie s\u0103 facem o Germanie Mare, s\u0103 unific\u0103m limba german\u0103 \u015fi to\u0163i germanii s\u0103 g\u00e2ndeasc\u0103 la fel \u015fi s\u0103 respecte ordinele, cel pu\u0163in \u00een problemele mari\u201d.<\/p>\n\n\n\n

Dup\u0103 Johann Gottlieb Fichte: \u201eEduca\u0163ia ar trebui s\u0103 aib\u0103 drept \u0163el distrugerea liberului arbitru, astfel ca, pe parcursul \u00eentregii lor vie\u0163i, viitorii cet\u0103\u0163eni s\u0103 nu mai fie capabili c\u0103 g\u00e2ndeasc\u0103 sau s\u0103 ac\u0163ioneze altfel dec\u00e2t au fost educa\u0163i de c\u0103tre profesorii lor\u2026 Psihologul viitorului se va ocupa de clase de elevi pe care vor fi testate diferite metode de a-i convinge c\u0103 z\u0103pada este neagr\u0103. Atunci c\u00e2nd tehnica va fi fost perfect\u0103, orice guvern care a contribuit la educa\u0163ia mai multor genera\u0163ii va fi capabil s\u0103-\u0219i controleze cet\u0103\u0163enii f\u0103r\u0103 ajutorul armatei sau al poli\u0163iei\u201d.\u00a0
Bertrand Russell cit\u00e2ndu-l pe Johann Gottlieb Fichte, The head of philosophy & psychology who influenced Hegel and others, Prussian University in Berlin, 1810.<\/em><\/p>\n\n\n\n

Noi suntem obi\u015fnui\u0163i<\/a> cu ideea c\u0103 \u201eprin sistemul de \u00eenv\u0103\u0163\u0103m\u00e2nt, copiii sunt da\u0163i pe m\u00e2na unor speciali\u015fti \u00een educa\u0163ie, care, pe l\u00e2ng\u0103 specialitatea lor, au studiat pedagogia, psihologia \u015fi metodicile pred\u0103rii. Ca unul care, zeci de ani am studiat \u015fi predat aceste discipline, pot s\u0103 afirm c\u0103 nu sunt \u015ftiin\u0163ifice. <\/p>\n\n\n\n

A\u015fa cum o bun\u0103 perioad\u0103, \u00een \u0163ara noastr\u0103 \u015fi \u00een multe alte \u0163\u0103ri s-a predat disciplina numit\u0103 Socialism \u0218tiin\u0163ific (mul\u0163i universitari \u015fi lectori \u00een universit\u0103\u0163ile populare \u015fi-au construit o carier\u0103 \u00een jurul acestei discipline) \u015fi s-a dovedit \u00een realitate c\u0103 a\u015fa ceva nu exist\u0103, tot astfel \u0218tiin\u0163ele educa\u0163iei sunt articula\u0163ii logice, uneori bine \u00eenchegate, dar construite pe postulate false. Metodicile, de exemplu, sunt un fel de re\u0163etar cu principii, norme, metode, strategii \u015fi tehnici, dar, ca orice re\u0163et\u0103 se adreseaz\u0103 oamenilor bolnavi, nu spiritelor vii. <\/p>\n\n\n\n

Cercet\u0103rile psihologice asupra \u00eenv\u0103\u0163\u0103rii, de la Thorndike, Skinner, Kohlberg sau Pavlov s-au f\u0103cut pe animale, \u015foareci, c\u00e2ini, pisici, porumbei, maimu\u0163e etc. \u015fi au fost transferate la modul cum \u00eenva\u0163\u0103 copiii, iar cele pedagogice sunt caduce, pentru c\u0103, odat\u0103 introdu\u015fi copiii \u00eentr-un mediu artificial \u2013 \u015fcoala \u2013 separat at\u00e2t de societate c\u00e2t \u015fi de natur\u0103, nu po\u0163i ob\u0163ine, prin observare sau experiment nimic valabil.
E ca \u015fi cum ai a\u015feza un fluture sub un clopot de sticl\u0103, i-ai observa mi\u015fc\u0103rile \u015fi zbaterea \u015fi ai crede c\u0103 \u015ftii totul despre fluturi!\u201d.<\/p><\/blockquote>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Ca biolog, nu pot dec\u00e2t s\u0103 sus\u021bin o astfel de opinie, deoarece omul nu este o un obiect care s\u0103 reac\u021bioneze la fel \u00een cadrul aceluia\u0219i experiment, repetat \u00een condi\u021bii perfect identice. <\/p>\n\n\n\n

Celulele, fiin\u0163ele vii, sistemele sociale pe care acestea le alc\u0103tuiesc sunt sisteme complexe. Biologia, \u00eentr-o \u0219coal\u0103 a viitorului, ar trebui s\u0103 se ocupe cu studiul rela\u0163iilor dintre p\u0103r\u0163ile componente ale unui sistem, al modului \u00een care aceste rela\u0163ii determin\u0103 comportamentul \u00een ansamblu al sistemului precum \u015fi modul \u00een care sistemul interac\u0163ioneaz\u0103 \u015fi creeaz\u0103 rela\u0163ii cu mediul \u00eenconjur\u0103tor \u2013 actualmente preocuparea domeniului complexit\u0103\u0163ii.<\/p>\n\n\n\n

Tr\u0103im un timp al con\u015ftientiz\u0103rii, poate al eliber\u0103rii de ra\u021bionalismul excesiv. <\/h4>\n\n\n\n

La \u00eenceputul secolului al XVII-lea, Descartes a introdus conceptul de metod\u0103 \u015ftiin\u0163ific\u0103 de investigare, schimb\u00e2nd fundamental modul \u00een care c\u0103ut\u0103m r\u0103spunsuri la \u00eentreb\u0103rile fundamentale. <\/p>\n\n\n\n

Metoda \u015ftiin\u0163ific\u0103 pune accent pe individualitatea \u015fi pe separarea lucrurilor, astfel c\u0103 entit\u0103\u0163ile puteau fi \u00een\u0163elese doar prin disecarea \u015fi analiza componentelor individuale, iar cercet\u0103torul era doar un observator pasiv al fenomenelor exterioare. <\/p>\n\n\n\n

Aceast\u0103 paradigm\u0103 a r\u0103mas neschimbat\u0103 mai bine de 300 de ani. Odat\u0103 cu teoria relativit\u0103\u0163ii a lui Einstein, care a marcat \u00eenceputul de secol XX, observatorul nu mai este \u00een afara fenomenelor pe care le studiaz\u0103: toate modelele pot fi descrise doar \u00een raport cu observatorul. Rolul g\u00e2ndirii \u00een construirea realit\u0103\u0163ii a devenit un subiect de dezbatere, care a r\u0103mas la fel de actual \u015fi \u00een zilele noastre. Fizica cuantic\u0103 vine cu o imagine enigmatic\u0103 a naturii realit\u0103\u0163ii.<\/p>\n\n\n\n

Niels Bohr spunea c\u0103 nu are rost s\u0103 vorbim despre propriet\u0103\u0163i \u015fi caracteristici ale unei particule care nu poate fi observat\u0103. Fizicianul David Bohm a descoperit c\u0103 atunci c\u00e2nd un gaz devine plasm\u0103, electronii \u00eencep s\u0103 se comporte ca un \u00eentreg, angaj\u00e2ndu-se \u00eentr-un proces de auto-organizare; el a sus\u0163inut c\u0103 numai un punct de vedere holist ar putea explica coordinarea electronilor \u00een sistemele plasmatice cu energie mare \u015fi c\u0103 spa\u0163iul \u00een sine este o iluzie, deci discu\u0163ia despre separarea lucrurilor la nivel cuantic nu are nici un rost.<\/p>\n\n\n\n

Viziunea noastr\u0103 cartezian\u0103 asupra lumii persist\u0103 \u2013 avem tendin\u0163a de a descompune lucrurile \u00een p\u0103r\u0163i mai mici, c\u0103rora le d\u0103m nume. Conform teoriei lui Bohm, \u00eens\u0103, separarea lucrurilor este doar o iluzie, toate lucrurile fiind, la r\u00e2ndul lor, p\u0103r\u0163i ale aceluia\u015fi continuum intact. Ne raport\u0103m la un sistem de referin\u0163\u0103 format din trei dimensiuni ale spa\u0163iului, la care se adaug\u0103 dimensiunea timpului. <\/p>\n\n\n\n

Conform fizicii cuantice, realitatea este alc\u0103tuit\u0103 dintr-un num\u0103r infinit de (uni)versuri care coexist\u0103 simultan, dar noi nu avem senzori pentru perceperea altor dimensiuni. <\/p>\n\n\n\n

Leg\u0103turile dintre dimensiuni se realizeaz\u0103 prin intermediul unor singularit\u0103\u0163i ale spa\u0163iului-timp, g\u0103uri negre \u00een vecin\u0103tatea c\u0103rora legile fizicii, a\u015fa cum le formul\u0103m noi, nu se mai aplic\u0103 \u015fi care reprezint\u0103 punctele de trecere dintr-un univers \u00een altul. \u00cen apropierea acestor puncte de leg\u0103tur\u0103 dintre planurile universului, spa\u0163iul \u015fi timpul sufer\u0103 modific\u0103ri observabile.<\/p>\n\n\n\n

Cum facem fa\u0163\u0103, din punct de vedere educa\u0163ional, acestor schimb\u0103ri de concept?
Cum poate face fa\u021b\u0103 \u0219coala, nu numai ca institu\u021bie dar \u0219i ca paradigm\u0103, provoc\u0103rii de a educa fiin\u021be umane deja educate prin expunerea la informa\u021bie pur\u0103?<\/h5>\n\n\n\n

\u00cen condi\u021biile \u00een care tot ce se poate \u0219ti, la ora actual\u0103, este accesibil, singura \u00eendatorire a \u0219colii este aceea de a sprijini fiin\u021ba uman\u0103 \u00een dezvoltarea sa \u0219i de a o ajuta s\u0103 discearn\u0103 \u00eentre adev\u0103r \u0219i impostur\u0103. Nu mai este loc de solu\u021bii impuse \u2013 profesorul are nevoie de acea cunoa\u0219tere (nu doar de cuno\u0219tin\u021be + competen\u021be) care s\u0103-i permit\u0103 s\u0103 sus\u021bin\u0103 un dialog cu un elev care explic\u0103, la 11 ani, solu\u021bia teleport\u0103rii (care ar fi inversarea spinului electronilor\u2026).<\/p>\n\n\n\n

Un raport publicat \u00een 2010 asupra educa\u021biei viitorului – The Future of Learning: European Teacher\u2019s Vision<\/a> – afirma c\u0103 \u00een urm\u0103torii 20 de ani se vor \u00eenregistra mai multe schimb\u0103ri fundamentale \u00een ce prive\u015fte procesul de predare\/\u00eenv\u0103\u0163are.<\/p>\n\n\n\n

Obiectivele \u00eenv\u0103\u0163\u0103rii se vor concentra mai ales asupra competen\u0163elor, nu at\u00e2t a acumul\u0103rii de cuno\u015ftin\u0163e. <\/h5>\n\n\n\n

Dezvoltarea capacit\u0103\u0163ilor de a analiza, de a rezolva probleme, de a colabora \u0219i negocia, de a inova precum \u015fi de auto-administrare a propriei fiin\u0163e sunt absolut necesare pentru a putea face fa\u0163\u0103 viitorului. <\/p>\n\n\n\n

Dezvoltarea \u015fi managementul propriei personalit\u0103\u0163i reprezint\u0103 o competen\u0163\u0103 cheie pe c\u00e2t de nou\u0103 pe at\u00e2t de important\u0103, al\u0103turi de con\u015ftientizarea ritmurilor planetare \u015fi a rolului fiec\u0103ruia \u00eentr-o lume aflat\u0103 \u00een permanent\u0103 schimbare. Matematica, limbile \u015fi tehnologia informa\u0163iei r\u0103m\u00e2n, \u00een continuare, fundamentale \u00een dezvoltarea competen\u0163elor fiec\u0103ruia de-a lungul \u00eentregii vie\u0163i.<\/p>\n\n\n\n

\u00cenv\u0103\u0163area se va face \u00een func\u0163ie de nevoile \u015fi preferin\u0163ele fiec\u0103ruia, facilit\u00e2nd evolu\u0163ia personal\u0103. <\/h5>\n\n\n\n

Motiva\u0163ia, performan\u0163a \u015fi calitatea educa\u0163iei se \u00eentre\u0163in \u00eencuraj\u00e2nd individul s\u0103-\u015fi dezvolte propriile talente \u015fi interese. Astfel, pentru a stimula dezvoltarea competen\u0163elor personale, practicile educa\u0163ionale, obiectivele de \u00eenv\u0103\u0163are \u015fi evaluarea ar trebui revizuite periodic, pentru a evita standardizarea. <\/p>\n\n\n\n

Se recomand\u0103 folosirea a c\u00e2t mai multor surse \u015fi c\u0103i de \u00eenv\u0103\u0163are, astfel ca fiecare s\u0103-\u015fi poat\u0103 configura propria succesiune de evenimente care s\u0103 alc\u0103tuiasc\u0103 o experien\u0163\u0103 pre\u0163ioas\u0103 de \u00eenv\u0103\u0163are, prelu\u00e2nd responsabilitatea propriilor decizii \u015fi a scopurilor pe care le urm\u0103re\u015fte.<\/p>\n\n\n\n

\u00cenv\u0103\u0163area se va face activ \u015fi va avea leg\u0103tur\u0103 cu via\u0163a de zi cu zi. <\/h5>\n\n\n\n

Tinerii au nevoie de identitate, pe care \u015fi-o formeaz\u0103 \u00een cadrul grupului, al societ\u0103\u0163ii, \u00een deplin\u0103 cuno\u015ftin\u0163\u0103 de cauz\u0103, con\u015ftien\u0163i de statutul de cet\u0103\u0163ean universal. \u00cenv\u0103\u0163area va pune accent pe \u201ea face\u201d \u015fi pe autentic, desf\u0103\u015fur\u00e2ndu-se prin interac\u0163iune cu ceilal\u0163i \u2013 colegi, profesori \u015fi al\u0163i membri ai grupului.<\/p>\n\n\n\n

Tehnologiile vor fi parte at\u00e2t a \u00eenv\u0103\u0163\u0103rii, deoarece modeleaz\u0103, schimb\u0103 \u015fi fac accesibile noi metode de accesare, \u00een\u0163elegere \u015fi generare de cunoa\u015ftere, c\u00e2t \u0219i a vie\u021bii de zi cu zi. <\/h5>\n\n\n\n

Oricine trebuie s\u0103 devin\u0103 capabil s\u0103 g\u0103seasc\u0103, s\u0103 proceseze \u015fi s\u0103 administreze o informa\u0163ie prin intermediul tehnologiilor potrivite. Profesorii trebuie s\u0103 \u0163in\u0103 pasul cu schimb\u0103rile frecvente de tehnologie, pentru a putea sprijini elevii \u00een procesul de \u00eenv\u0103\u0163are.<\/p>\n\n\n\n

Profesorii vor \u00eenv\u0103\u0163a toat\u0103 via\u0163a.<\/h5>\n\n\n\n

Pentru a face fa\u0163\u0103 schimb\u0103rilor, profesorii trebuie s\u0103 fie la zi \u00een ce prive\u015fte cuno\u015ftin\u0163ele din diferite domenii dar \u015fi tehnologia.<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

\u00cen trecut, majoritatea oamenilor era analfabet\u0103, obligat\u0103 s\u0103 tr\u0103iasc\u0103 din muncile c\u00e2mpului. Convingerea c\u0103 \u015ftiutorii de carte \u00ee\u015fi pot g\u0103si mai u\u015for de lucru i-a motivat pe unii p\u0103rin\u0163i s\u0103-\u015fi dea copiii la \u00eenv\u0103\u0163\u0103tur\u0103.  Marcel C\u0103praru, profesor la Universitatea din Craiova (departamentul pentru preg\u0103tirea personalului didactic), afirm\u0103 c\u0103 \u00eenv\u0103\u021b\u0103m\u00e2ntul obligatoriu a ap\u0103rut \u00een 1819 \u00eentr-un […]<\/p>\n","protected":false},"author":2,"featured_media":1321,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-3117","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"acf":[],"yoast_head":"\nCe este \u015fcoala, p\u00e2n\u0103 la urm\u0103? 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