It speaks of excellence. We are told that we must help our students realize their potential. We try to convince with arguments as demagogic and populist, and suddenly, there is a majority-and uncritical assent "to a subject that you forget some major obstacles to the course grade of excellence. And no, we will speak of the practical impediments (already listed in a previous post), but how the actual curriculum of compulsory bet, no doubt, by the non-excellence. How we work so that our students are increasingly uncritical, less creative and somewhat less free.
One of the keys of the problem is, of course, in the survival of religion in public education and the consequent waste of hours that entails. A scourge unjustifiable and maintaining power through fear of the church in what they say-that is supposedly a secular state. As it is a qualifying course, would not this indoctrination had high relevance in the bulletins of the pupils, you must also create alternatives for those not evaluable not want to undertake. And thus arises an idea of \u200b\u200bthe kind that only someone who can design educational talk from a podium or from an office, but-of course-not in a classroom.
The idea was called MAE (Measures of attention to the study) and is missing a or two hours depending on the courses, a week in order to "nobody knows for sure, of course, provide study skills and learning for our students. Of course, in more than one site, this becomes continuous and systematic viewing of how much film exists in the video library of the center or, in the most troubled schools, and I know first-hand examples, in a continuous parade of teachers between desks to avoid literally the students to raise or attack others.
intend-beautiful utopia that these students we meet in a subject that they will not have any academic consequences. A claim that is as ridiculous as saying that if supposedly responsible adults and we are aware, given the choice between one hour unpaid work or not work, choose the latter, even when we know the fact of not attending the job will not have any negative consequences. Funny how the media talk about the culture of effort when applied to adolescents and how, however, encourage the counter culture in most of the characters (put the quotation marks you wish) who continually give undeserved " relevant.
Those hours we give away for the ESO to religion and his inane Alternatively, the MAE (obviously well-intentioned but ineffective history and culture of religions, which, again, the lack of skills becomes an absurdity from the practical point of view) is the remainder to other materials that are no longer living in a second, but third level in our educational system:
- These are hours that could expand the battered education program Physics, relegated to two miserable sessions per week, where only students can form, which explains, among many other reasons-the lack of sports training in our country, so little support from the education field. Not to mention how much exercise is necessary in those centers where we want seven, eight or nine students spend six or seven hours cloistered, quiet, seated, serving and churning like a replicating factory concerned.
- These are hours that could be returned to the subjects of art and music education, both continuously battered and relegated to only two of the four courses that make up the ESO. Then we are surprised, even indignant, when surveys are done in certain ways to demonstrate that our youth do not know who Mahler or not identify a single painting by Picasso. The funny thing is that this ignorance is not his fault, but a system that aims to train for it, and often also of parents who wash their hands just as many teachers, of any training that is outside the to-mean-their children receive in the classroom.
Thus, blindly assuming we designate church and believing that it is normal for a secular state assumes the presence of religion in the classrooms of public schools. Not to mention the amusing detail that those teachers have not gone through a competition like that do we have lived the rest of the staff, but designated more, say, directly, by criteria which, as the divine-are inscrutable .
want, they say, get an education excellence. But artistic excellence. Or sports. Or cultural. Or literary. Nor scientific. No. They want to "clear" that promotes excellence segregation, elitism and that, in passing, let them keep playing with the public thanks to those teachers who hate their jobs and would be delighted to take out of their classrooms to students "stupid" to be limited to just bore the "peaceful" than for his stoic bearing of the teacher talks turn, must be called to the highest of excellence.
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