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Instruction …

Instruction … "In peaceful times, hating for the sake of hate, we need to look for enemies that are acceptable to us; delicious concern we save the turbulent times. "Cioran. "Syllogisms bitterness" 1952 "wrong words for things is added to the misery of the world. "Albert Camus" The pedagogists crazy "(A Point this week)," New pearls of pedagogist newspeak "(BBC 16 April 2015)," school reform: delusions pedagogists "(Sophie Coignard Point April 20, 2015), "Ubu the King" pedagogists "?" (Sophie Roquelle the Opinion 15 April 2015), "Triumph of pedagogism" (Alain Nabat Les Echos April 24, 2015), not including the a Marianne last week that title on the "massacre of the innocents" and "contempt for knowledge" and continues to use the term in his file. The word "pedagogism" previously used with caution seems today to be spent in the current vocabulary. I just found as a Wikipedia user, very focused, is devoted to this term. Naming things is a political battle and is in a power struggle. The return of this expression with more virulence means that something has changed. This is not just a verbal escalation. It is also facing a school of thought which strengthens. As educational activist I am concerned. The term is pejorative, certainly, and it is not pleasant to hear, but above all it shows that the battle of ideas is difficult. I will not ask me a victim and instead of yelling at the insult and contempt felt, I would like to take this opportunity to take stock of all these expressions [1] and try to provide key analytical. And possibly some answers … Instruction … gists? "Pedagogists" is the most used expression. I had already devoted a blog post in 2008. But it is even older. It is used for thirty years by "Republicans" to disqualify the discourse of "teachers". But we find traces in a slightly different direction from the 16th century. "Pedagogists" sounds like "fundamentalists". The suffix is ??generally used to refer to a fundamentalist and dogmatic approach to a current of thought. The "pedagogist" would be a kneaded ideologue certainties and trying to impose his theories at all. That is why this term is also associated with the idea of ??"conspiracy". The word was also used extensively during the Sarkozy presidency by former President himself when he attacked the "thought 68", and especially by his Minister Xavier Darcos. Nicolas Sarkozy reuses recently in an interview with Le Figaro. Beyond the politics, the word is also related to the refusal of an approach "socio-constructivist" learning and assimilated to the idea (false) that the child would construct only (?) Spontaneously and effortlessly his own knowledge. "It is easier to disintegrate an atom than a prejudice" Einstein would have said. That meet face these representations and preconceptions? Although I still succumbed to the fantasy teacher who convinces by sheer force of his argument, I know it’s hard to be heard by those who do not want to hear. I’ve spent many tickets (in 2008, 2011, 2014 …) but still … I still can again re-emphasize that a teacher is primarily a teacher who asks and seeks to improve practice. Doubt is permanent. As an educational activist, I have convictions but no certainties. And values ??that guide my action. These beliefs, they are derived first from my practice teaching before being the product of a "theory" too often seen as disconnected from reality. It is first the belief that students learn best when active and especially actor. If I create devices that allow students to get motivated, get involved and put them in position to produce not just suffer, if we define as clearly as possible what needs to be learned and as will be evaluated, I as a teacher, much more now that if I do the "instruction" by a single lecture. No spontaneity in there, no indentation of the teacher, quite the contrary, and any drop requirement. As for the idea that learning would be effortless, it is not at present. But for many of our detractors, there is a confusion between effort and pain. Learning requires effort, it’s obvious to everyone but there is no requirement that it be painful. Or even boring! Also repeat the debate which oppose disciplinary knowledge in pedagogy is a futile debate. [2] It is not a matter of "selling out knowledge" as it is often said in these pamphlets. Rather, it is to take them seriously. The track "work competency" for example, can be a fruitful way to make more explicit teaching and bring students into ability to mobilize the resources acquired (knowledge, skills, attitudes, …) in new situations and complex and not in the recitation and repeat. The values ??that guide my actions are those of trainability and the refusal of resignation to social determinism. Educability, this is not the "jargon"! This simply means, far from the ideology of the "gifts" that we must believe in one’s ability to learn and progress. If we do not assume that the beings that we want to educate are educable, if we do not think its actions can affect their destiny, it is better to change jobs … This is also why we need act daily that through our practices, we do not strenghthen inequalities produced by the company but also by the School. How can I do to create the conditions for a real student learning? How to organize the framework to make young students, creating motivation, interest in what is taught, make sense of learned knowledge, provide clear and explicit objectives to students, identify student difficulties and propose aids to solve, evaluate their progress and skills? These are the questions facing teachers today if they want to be professional in the act of learning. Moreover, we can consider that the acquisition of knowledge is inseparable from that of the rules of "living together": learn to respect one who just reason and convinces without violence falls within the first mission of the school. The teaching is in effect carrier values, there are devices which are more democratic than others. It may establish working methods that are more cooperative and based on sharing and solidarity more than competition. The refusal of the social determinism leads us to the question of the purpose of education. Some anti-pedagogues return the responsibility for the learning difficulties of the student himself. [3] If he does not learn is that it is not serious and it is his fault and "to each according to his merits" … And the selective nature of education is justified and failure then becomes a kind of nosocomial disease of the School. However, if one takes the ambition to "learn to do" all students must then implement a pedagogy that allows to fight against social and educational inequalities. And passes through differentiated instruction and a real recognition of academic difficulty. "The ideology, it is the ideas of my opponents," said Aron. Thinking that everyone can learn, be revolted by social inequalities and early selection, think that the School can help build autonomous citizens, critics and officials who enjoy learning, to believe in the virtues of cooperation and action to learn, … Is this ideology? If so, what would be that of our supposed enemies? Gogos peda … ??? "Gogos" and sometimes even "gogols" …! Because there are several stages in the insult, the best teachers would be "Care Bears" at worst they would simply "crazy" (title of the magazine Le Point this week). In an age where cynicism takes the place of permanent value and posture, teachers are considered naive who do not see any obstacles and prior to action. Those who returned all without ever having gone (with the beautiful formula Ph. Meirieu) mock those who believe in the virtues of individual and collective action to change classroom practices. "And it is nice to want to do teaching, and wanting to innovate, but you understand, the school can not fight against social inequalities …" "If students do not want to work you can anything "" can not you see that there is a hidden agenda behind this reform? "" As long as we have no more means / fewer students / training, we can not move forward … "this speech "aquoiboniste" fact of renunciation and lamentation are also in the halls of teachers. Although the speeches are one thing and actions are another. In fact, in the acts, teachers do the best they can and act in everyday life. But with the feeling of a "stop work" resulting from a discrepancy between the idealized business and real business. In this context, the often very proactive pedagogical discourse is then experienced as guilt and inflicting guilt. The reaction is then to disqualify this speech considering it as unrealistic and naive. The optimism is not naive. As we said above, if we do not think that his action may have an effect on the success of all students, there is nothing to worry about. "Combining the pessimism of reason and optimism of action", this beautiful formula of Antonio Gramsci (resume Romain Rolland) sums up the posture is that of an activist. This is not because it is difficult that we should not try. While aware of the limits of its action. We will not alone solve all the difficulties of students and overcoming social inequalities! But did his part … … Instruction crates? We speak of "pedagocrates" as we speak conspiracy "pedagogist". With the idea that the educational ideas are imposed from above by a disconnected ground techno. A little history is in order. Since its creation in 1945 [4], the magazine "Cahiers Pedagogiques" was intended as a liaison between the teachers of the new classes (from Plan Langevin-Wallon) and all those who wanted to innovate in a marked school, except those few islands by a large conservatism. Earlier in the century, Freinet, rebels against the burdens and is forced to leave public education to lead the project. Teach differently from the others was difficult when we were isolated and we suffered the conservative pressure of the hierarchy. The academic freedom was then mostly claimed by the pioneers of the transformation of the school. But today the message is blurred and it is rather in the camp of "conservative" as the theme of academic freedom was taken to justify freedom … not to change. Vocabulary, teaching ideas have indeed entered the Directors of Education and its various bodies (IUFM, ESPE, continuing education). No plot in there. It is an evolution driven by the need of democratization. But this recovery pedagogical theories by techno is not without adverse effects. Because often there was sweetness and construction of educational Vulgate convinience to distort the meaning and scope and could hide (recognize) a managing scarcity. And because, again, this is part of a logic that is very bureaucratic administration is more concerned with compliance procedures as goals of educational action. And above all this contributes to a paradoxical situation. As pedagogical discourse (even if it is somewhat misguided) seems to have become the dominant discourse of the administration, posture changes sides: the "conservative" becomes a pseudo "rebel". A rebel against a government seen too often as an enemy but a conformist in terms of educational ideas. A conformism that is very important in the halls of teachers and that always leads to consider or colleague who wants to innovate as a (an) deviant (e) and "pedagogo" … The name "pedagocrates" and trial legitimacy that is right for disqualify, do not withstand scrutiny. Activists CRAP-Pedagogical Notebooks, like other educational movements are first field teachers acting in their classrooms every day and in their various fields of intervention (initial and continuing education, extra-curricular activities). The ideas that we carry are times today, one can obviously be welcomed. This means that our activism at all levels (and the big day!) Is heard. This does not preclude vigilance because we know that there may be derailing it appears as if from above. We campaign, for us, that the need someone to do my homework
structure of the national education becomes less rigid and gives more power to act to teaching teams closer to the realities and needs of students. The "pedagocrates" it should be each and every one of us! Tell you pedagol? "Newspeak", "jargon", "Gibberish" … One is a field day in the press recently to denounce "the pedagogist Newspeak developed rue de Grenelle" … The publication of program proposals by the Council superior programs triggered mockery. Certainly, "Move […] in a standardized deep water environment" ready to smile … But what occupation has no specialized vocabulary to describe as accurately as possible what we should do? Have you ever read a legal text or a medical text? Why only education would be private? the problem is that the educational vocabulary has a dual purpose. it is used by professionals to describe what to do but it can also be designed parents and the general public. We must therefore distinguish between these two levels, and translation effort is required as the doctor has to explain as clearly as possible to his patients but I can not help thinking that, rightly or wrongly, behind this new attack, it is still a trial in which legitimacy emerges. with the idea that "education" is only a matter of "common sense" and art. and it can not be considered c ike a rigorous and scientific approach nor even a profession. In all the attacks against pedagogists in the press, many polemicists have indeed spoken of "pseudo-science" about the educational sciences. He is not here in this post (too long) to return to this recurrent discussion and can also be analyzed as the result of power relations between different "fields". From either side there are excesses. We would like editorial writers and other intellectuals have a better knowledge of learning mechanisms not limited to their personal experience. And they also have some more sociological culture to truly understand the learning difficulties. And educators and (especially) didacticians must also avoid "jabber". We know where the Pedagogical Papers editors of the magazine constantly ensure that the items are more accessible! The trade jargon is permissible only where there is "business" and the controversy seems to say that "teacher" is not a … If teachers need to work together, we must as in any profession that so they have a professional vocabulary. They also need to rely on sound knowledge not only discipline but also on their practices and on students. I am struck, for my part, by the low sociological culture of many colleagues, that lead to "naturalize" the learning difficulties ( "it is not good"). The use of common sense and the only personal experience is equally disturbing. We need a precise vocabulary to share between us. Evaluation Talking "formative" or "summative" assessment, for example, it is not the same and it is helpful to discuss with colleagues. But just as we must not abuse the acronyms, do not use in external communication, a vocabulary that makes screen partnership and working with parents. Conversely, it would be useful, as there are programs on health, there is extension programs on education issues in the media. Because education is indeed everyone’s business. But rather than talk about the mode of mockery or caricature controversy, the media would do well to make it a subject of knowledge and culture. One can dream … "What is it like to be treated pedagogist crazy?" A journalist asked me recently. Obviously this is no fun. I assume gladly of contradiction and I accept the debate but I hurt accommodate myself to see that our ideas are caricatured and distorted. What people say about pedagogy corresponds to nothing of what I know. It seems that for some, it is easier to fight when we invent enemies … Rather than build a scarecrow that is a caricature of the "pedagogist" it would be good for the public and all our intellectuals are really interested in the aims of the school and the fight against inequality. That France is a country where the weight of social origin weighs most on student achievement should concern us all. What continues to animate me after all these years, and that explains my activism is especially indignation. I can not accommodate myself inequality and injustice of our education system. And such a pedagogy that I see it, far from all those pejorative suffix is ??first act every day, for my action in my class, and more broadly through the dissemination of ideas and practices to fight against inequalities. Philippe Watrelot The Chronicle May 9, 2015 Philippe Watrelot education is made available under the terms of the Creative Commons Attribution – NonCommercial – NoDerivs 4.0 International. —————————- [1] Hence the abuse of quotation marks in this text I apologize. [2] "should finally we come out of this way of thinking always about how variation in the opposite direction, that is to say, the more I’m interested in the student, the less I am interested in knowing more or I’m interested to know, the less I am interested in the student … ". (Ph. Meirieu) [3] Bernard Charlot "Vade retro Satanas, why the debate with antipedagogues is impossible" article in "The School between Authority and Zizanie Or 26 ways to give up the last word" Lyon, social Chronicle 2003 . [4] The Circle of Research and Educational Action (CRAP) was born on him in 1963. Published by Watrelot on Saturday, May 9, 2015

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