For years we express ourselves strongly criticizing the drift EVALUATION school. In a paragraph of what was to become the manifesto of the School Net.futurista , we indicated in evaluation of a critical core (so that also became part of the general manifesto of 2008). For years we have continued to reflect on the possibilities of an avant-garde school, but could never complete this manifesto (and soon we will examine the reasons). But it is significant that the single paragraph in a way that the assessment has been completed.
probably without evaluation, the school would still make sense. Try to imagine for a moment a school where any product or service is transformed into votes. Simply replace the continuous evaluation of a range of opinions, criticisms, tips, examples. Imagine a similar context and consequences. What would happen?
1. The pupil-teacher ratio would be less tense, more friendly, more sincere. There would be no more attempts to cheat the pupil's teacher (homework copied, downloaded from the web, etc..) Nor of the student teacher to cheat (because this also happens, and frequently!). The disloyalty would have little reason to exist.
2. Studying is not a function of voting, the student would be inclined to study only for passion, creating a learning real and not merely formal and destined to disappear in a few days / week.
3. Missing the vote, would disappear automatically aberrant consequences that all too often with him: fear, stress, anxiety, depression . On this issue, we must reflect more anxiety school. There are various schools of thought that must be prevented quickly. There's the professor who simply ignores and pretends to ignore the anxiety it causes with his attitude on court inquisitor. There are those who note the anxiety, but puts the blame on who knows what state of mental deficiency of the pupils. On these two categories is not worth even discussing, so it's worth (!) That there are the lords who support them.
But there's just one school of thought, undoubtedly more developed in the first two, but that must be tackled with equal conviction. There is in fact those who argue that pupils should deal with these stresses so that life itself is stressful, and therefore the school in this way prepares the next life! It is true that this is the only meaningful answer that today can be given to a student eager to reassure at least a little '. But it is equally true that this is a defense response, a palliative, and we have the task of finding real solutions. And 'certainly true that life today is full of stress, anxiety and depression, but we do not have the task of making the school environment is rich in anxiety and depression to look like the world. If the world we do not like, we have the task of improving the world, and maybe starting right from the school. If the school we learn to accept our condition of anxiety, stress and depression, what to expect for the future? A life of anxiety, stress and depression, no doubt.
4. The evaluation brings with it the idea of \u200b\u200bmeasuring, competition, and hence productivity- . This idea of \u200b\u200bmeasuring at all costs, everything is based on a mentality now deeply focused on the production and consumption. Even in this case the school is nothing but an arm of the state, preparing the younger generation so as homogeneous as possible and reassuring. Even in this case challenge a system that is taken for granted, but which is the result of a worldview poorly situated on suffering, pain and fear.
probably without evaluation, the school would still make sense. Try to imagine for a moment a school where any product or service is transformed into votes. Simply replace the continuous evaluation of a range of opinions, criticisms, tips, examples. Imagine a similar context and consequences. What would happen?
1. The pupil-teacher ratio would be less tense, more friendly, more sincere. There would be no more attempts to cheat the pupil's teacher (homework copied, downloaded from the web, etc..) Nor of the student teacher to cheat (because this also happens, and frequently!). The disloyalty would have little reason to exist.
2. Studying is not a function of voting, the student would be inclined to study only for passion, creating a learning real and not merely formal and destined to disappear in a few days / week.
3. Missing the vote, would disappear automatically aberrant consequences that all too often with him: fear, stress, anxiety, depression . On this issue, we must reflect more anxiety school. There are various schools of thought that must be prevented quickly. There's the professor who simply ignores and pretends to ignore the anxiety it causes with his attitude on court inquisitor. There are those who note the anxiety, but puts the blame on who knows what state of mental deficiency of the pupils. On these two categories is not worth even discussing, so it's worth (!) That there are the lords who support them.
But there's just one school of thought, undoubtedly more developed in the first two, but that must be tackled with equal conviction. There is in fact those who argue that pupils should deal with these stresses so that life itself is stressful, and therefore the school in this way prepares the next life! It is true that this is the only meaningful answer that today can be given to a student eager to reassure at least a little '. But it is equally true that this is a defense response, a palliative, and we have the task of finding real solutions. And 'certainly true that life today is full of stress, anxiety and depression, but we do not have the task of making the school environment is rich in anxiety and depression to look like the world. If the world we do not like, we have the task of improving the world, and maybe starting right from the school. If the school we learn to accept our condition of anxiety, stress and depression, what to expect for the future? A life of anxiety, stress and depression, no doubt.
4. The evaluation brings with it the idea of \u200b\u200bmeasuring, competition, and hence productivity- . This idea of \u200b\u200bmeasuring at all costs, everything is based on a mentality now deeply focused on the production and consumption. Even in this case the school is nothing but an arm of the state, preparing the younger generation so as homogeneous as possible and reassuring. Even in this case challenge a system that is taken for granted, but which is the result of a worldview poorly situated on suffering, pain and fear.
Antonio Saccoccio
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