The Future Of The School

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THE FUTURE OF THE SCHOOL

We are many who agree that the current school model is increasingly obsolete and with great disadvantages when competing with the growing and diversified educational offer that occurs outside school and formal education. However, any alternative will not be able to ignore the socialization function, and equality.

From the perspective of social justice and creativity and pedagogical innovation: that of an opening of the school to the outside with a close collaborative coordination between formal and non -formal education. Contemplates the creation of experiences and projects that have to do with the transformation of school, democratic participation and community commitment.

But be careful, sometimes the so -called non -formal education sometimes becomes very formal. Which contradicts the belief that all learning and/or training activity that is carried out outside the school is of more flexible, creative and critical characteristics.

Another aspect that must contemplate the school of the future is the excess of information, together with the growing specialization and fragmentation of knowledge, which in some cases generates more confusion, Burke states that we collectively know much more, but individually it is all difficult for us to. Because after the division of labor, knowledge has been fragmented, which generates a distancing between common knowledge of society. Which hinders a conceptual vision and creates a distancing between school and the environment.

The school does not have just assumed its growing loss of informative and formative hegemony and remains embarked on school reforms, where the academic curriculum is reinforced, leaving aside other modalities and learning spaces, with the organizational rigidity of the schedules that prevents using thetime to take advantage of the different possibilities and training offers of the community. In a nutshell there is no alignment between education and environment.

Another point, is that there is talk of competency management, and in some cases we define some skills that have defined in other countries as their own, but should the same competencies be defined in a global way? My humble point of view is that there must be generic skills, but there must be competences that correspond to the context in which we live and with the society in which we interact. An example training using communities own materials, forming groups of artisans who take advantage of this raw material and dynamic rural economies and neighborhoods. In this way each community would have a differentiation to offer and that would give it its own advantage, which would bring an economic and social background because the depopulation of rural areas and the overpopulation of urban areas would decrease.

According to Carbonell PP: 66-67 never accept that educational practice should be limited only to reading the word, to reading the text, but should include the reading of the context, the reading of the world. The question is how to transform difficulties into possibilities. That is why in the fight to change, we cannot be just patients, or impatient, but patiently impatient¨.

The transformation of difficulties into possibilities is an important part of the school of the future, it is included in critical pedagogies, which are difficult more in current moments, given the growing limitation of knowledge, with an excessively regulated and technocratized curriculum due to the newEvaluation control artifacts.

In the school of the future, the application of a uniform and rigid curriculum would notResources and the appropriate conditions so that a quality education can be taught for all and leave the orientation of the curriculum, beyond the setting of minimum objectives? But in practice, one of the central points is in the control of the curriculum by the system, as well as in the distrust and suspicion that they show towards the real power and empowerment of the teachers, and to control it better, they offer them an initial training andpermanent insufficient and poor, despite what is officially said in relation to teachers.

References

  • Perhaps, m. (2012) Invisible pedagogies: classroom space as speech. Madrid: The Books of the Cataract.
  • Battle, r. (2013) Learning ’Service in Spain. PPC, Madrid.
  • Burke, p. (2013) Common Knowledge, Barcelona: CCCB.
  • Carbonell Sebarroja, J. (2017) Pedagogies of the 21st century, 6ed. Barcelona: Editorial Octaedro.
  • Fernández Enguita, M. (2012) The uncertain future of an exhaust institution. Practical reason keys.   

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