A document on the situation of the school?
Maria Pia of the invitation to open a discussion that could lead to draft a document Giscel on the situation of the school under the current government (if that is true).
I try to reconstruct the rapid phase that preceded this discussion, though I confess that I have preserved the memory of all.
I try to reconstruct the rapid phase that preceded this discussion, though I confess that I have preserved the memory of all.
On January 22, Maria Pia disseminate a document that has received dall'AIIG (Assoc. Italian Teachers of Geography) calling to oppose "the risk of disappearance of Geography from the training of future high school" (3 to 2 hours in two years - to share with History); request opinions on the accession of our association. During the day there's at least four or five proposals for membership. I write (at first with Maria Pia, then all the directory because of the number of acceptances) argued that "I think a total time of containment is appropriate and that it is not necessary that all should study everything at all levels." At that point involved Cristina arguing "that the problem of the school and its dismantling goes far beyond the issue of decrease of geography. They're cutting all the time, including Italian, decrease the same hours of English, the second or foreign language is to pretend there is ... One on which the Giscel should take place is just the overall design. " Alberto adheres to the idea: "We need a comprehensive document on individual points, which are crudely list the pieces of this mosaic of the policy of decommissioning." Finally Mary Pia takes up the idea (which I was facing, with a sarcasm too low attendance on our blog) to open a discussion to see if you can get to a shared text before the meeting of March 5.
it a try? Adriano
some opinions (in order) to begin
it a try? Adriano
some opinions (in order) to begin
A reduction in total hours is more than appropriate in the secondary school of the 2nd able (and 1st grade, when it comes to hours in front). Does not appear to be among the longest hours in the world in one school year among the longest in the world has produced good results.
But if you reduce the hours, leaving everything else unchanged, it will produce some damage. One way would be to increase the possibility of an option, see some of the teachings in succession rather than simultaneously. A geography completed at the middle school (14 years, but we think that in many countries in sub-16 finishes?) Would be an example. The idea advanced by LEND years, that two foreign languages \u200b\u200bare studied in succession, not simultaneously, would be another. A third example: do not ever introduce the music se si immagina di aggiungerla all’esistente; ma non potrebbe alternarsi con le arti visive, o a volte scegliersi l’una o le altre?
Le cose si imparano e poi si usano; decidere che debbano essere studiate da tutti per tutti gli anni vuol dire riconoscere a priori che non saranno imparate.
Voi li volevate tenere fermi alla ricerca della perfezione. Una perfezione che è assurda perché il ragazzo sente le stesse cose fino alla noia e intanto cresce. (Lettera a una prof. p. 17)
So che ci sono ben altri problemi e non sono capace di farne nemmeno l’elenco. Butto lì alcune cose su cui bisognerebbe pronunciarsi:
- la politica verso i bambini “stranieri”, che sarebbe ora call the "new Italians" (I think it done mostly propaganda claims, but also have severe effects);
- the "single master" (in fact, stews of hours in the classroom), the abolition? deformation? of full-time
- the other shoot propaganda on voting behavior, the return to seriousness, the aprons etc.
- the denial of any autonomy to the schools in each of the acts of government, methodically.
My hope is that on these things, and on the whole, we can not just say that we condemn, but above all what we want. A cahier des doléances is of little value.
A.
Voi li volevate tenere fermi alla ricerca della perfezione. Una perfezione che è assurda perché il ragazzo sente le stesse cose fino alla noia e intanto cresce. (Lettera a una prof. p. 17)
So che ci sono ben altri problemi e non sono capace di farne nemmeno l’elenco. Butto lì alcune cose su cui bisognerebbe pronunciarsi:
- la politica verso i bambini “stranieri”, che sarebbe ora call the "new Italians" (I think it done mostly propaganda claims, but also have severe effects);
- the "single master" (in fact, stews of hours in the classroom), the abolition? deformation? of full-time
- the other shoot propaganda on voting behavior, the return to seriousness, the aprons etc.
- the denial of any autonomy to the schools in each of the acts of government, methodically.
My hope is that on these things, and on the whole, we can not just say that we condemn, but above all what we want. A cahier des doléances is of little value.
A.
