If the puppy of the litter small lleonets s'espavila no, no mama, mama, and if not, it dies; nature hinders their development. From Nothing to lleonet would appeal to their efforts, their good intentions, the nature, if the puppy does not strive, kills without hesitation, without even asking if you have any problems or if something happens.
We, as humans, we must build a human society where this happens, but without forgetting to prepare people just born to be able to cope with a nature and a society, which often works with this universal principle: Who does not strive, do not survive. This is not to trample the company, but to strive to the maximum, purchasing awareness that life rarely gives us anything we have not sweated extremely, and if ever you do, we usually spend , sooner or later, a good bill. It is the student learns to compete against himself, against his difficulties against his laziness, against his facilitat de distreure's, contra la feblesa que li impedeix lluitar de manera independent per a sobreviure. Els grans somnis requereixen grans sacrificis; i el sacrifici necessita l'aprenentatge de l'autoesforç, que es reforça amb l'hàbit. No tot pot ser un joc. No tot potser una farra. No tot ha de ser una virtualitat sadollant de sentits viciats per llums fàtues. No es tracta de convertir l'aprenentatge en una imitació del consumisme més violent, sinó de comunicar la capacitat de lluitar sense que necessàriament l'entorn hagi de ser Disneylàndia.
Ja veieu que, amb aquest escrit, avui em toca be (in the eyes of some) old, traditional, and even a bit Darwinian. But I am convinced that the most appropriate strategy is to take the best of all educational streams, and leave what is doubtful, or at least leave behind what experience tells me make fig manufactures and failures.
First, as I have written on other occasions, I see an intense obsession on the part of the system towards the apparent results (notes) above the interest in the actual results: learning. Learning that is not reflected in grades, in newsletters, seems not very interested (Perhaps because it is not taken into account by the statistics? Or why not advertise the scheme). On the other hand, discovered by students, a troubling lack of interest towards the apparent results (notes). The students, in general, have lost respect for the results. Suspend does not matter. Leave a blank exam increasingly less fear. Laziness is heard less remorse. That probably happens because, increasingly, the results have less negative effects on the lives of students. It happens of course effortlessly. Needless to study in September. There tends to be sufficient at least good intentions, that the last moments of the course often become adopted virtualization (or approved by board), or a course passed without approval.
This contrast between the obsessive interest by the apparent results (by the system), prioritizing it to the actual results (learning) often to the point of lowering the bar to increase the results, together lack of respect to the results for the students, make the educational process is extremely difficult to carry them out.
must ensure that students respect the results. You do not say "fear" because if you write the word fear, many of which bear m'assenyalarien cap of the teacher said, m'anomenarien Quercy, traditional, antique, classic, float, authoritarian, etc..
And speaking of fear, we lose the fear that teachers keep the bar where they should be, or that cause results or virtualization, raw, bad. How to inform students that the process still not well enough, if adopted only for its good intentions, or his attempt? Life, itself, does not value the intentions, but the achievements, and this must be learned. If you do not give the job when you are a professional, end up losing your job, and you will receive; and this must be learned. If someone had not put the effort in the world invented a heating, a washing machine, a structure able to withstand a building, a vaccine against penicillin ... our lives would be much more rugged, weak, short and painful. If you renounce the fierce struggle for survival, the ability to stop the individual to progress in life. Must communicate the need for tough and forceful effort that requires us to presence, the social commitment to reach goals, whatever the circumstances, the need to stand up again and again when it falls, is suspended when (and learn to stand alone.) The cotofluixos with which we educate our children, cotofluixos various kinds, are becoming the individuals with the potential diminished.
The lack of respect to the results by students; excessive tolerance for mediocrity in the system due to the submission to the statistics, the overvaluation of the student's intention to achieve percentages, ignoring the real learning, the disconnect with the natural law that requires hard efforts for survival ... all these errors, in my opinion, have much to do with the so-called failure.
also must insist on education that children need to get home, education, learning, teaching, etc.. But this chapter, from school to home, try to be the central theme of my next post education.
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