Teach students to think irrationally
from Terry Haik
Official training is a humble thing.
As planning, designers, performers and common viewers of public and private education systems, we have the task of the insurmountable: to overcome the child’s natural tendency to play, to rebel and to self -assign themselves with the hope of providing them with “good education”. Reading, writing, arithmetic, etc.
And this is not wrong. This is good from almost every measure. Our intention is noble, our efforts are exceptional and certainly the study of many children, especially those of disadvantaged circumstances, is better than anything they may have otherwise.
But there is also an unfortunate, darkest side of official learning processes – especially when the crowds 800 in school and 32 in the classroom and “hold teachers responsible”.
This is a country that can be more concerned about this accountability than anything else – and that means that students responsible to teachers, teachers responsible to principals, principals responsible to the supervisors, supervisors responsible to state agencies and all responsible for many “motivation” measures and/or criminal actions.
See also Strategies to engage in students
The net result may be a learning climate, in which spontaneity, curiosity and self-tinging of learners are secondary to the right literacy strategy based on research to “move children to professional” and decisive loss of “childhood disaster” of learning.
It was in this context that I watched the following video from Adora Svitak, who eloquently (please tell me that this child was trained, or else I would like to be more “childhood” alone) discussed the role of “immaturity” in great achievements. Regarding “childhood” behavior and “immaturity”, she explains:
“Then again, who to say that certain types of irrational thinking are not exactly what the world needs? You may have had big plans before, but you have stopped thinking,” It’s impossible “or” it’s worth too much “or” It’s not helpful to me. “
“For better or better, we, the children, are not hindered so much when it comes to thinking about reasons why not do things. Children can be full of inspiring aspirations and hope, hopeing that my desire is not hungry or that it is a free type. утопийските идеи могат да станат хора, които са останали, че ще станат вещи, които все още могат да станат хранителни идеи, може да стане по -долу, че са станали нататък, тогава са били безплатни, че са станали нататък, тогава са станали на хранителни стоки, които все още могат да станат хранителни идеи, може да стане, че са станали нататък, това е, че все още са били безплатни, че все още са мечтали, че са станали с Foods that can still become food ideas can be done on anything that can still become the food of utopian ideas?
“And this is a nice thing, because in order to turn something into a reality, you must first dream of it.”
It is easy to make this argument a step further and wonder what education would be if it could really be lost in training and completely immersed in content and community. Standards? Okay. Rating? Well – but standardize the grade without standardizing training.
What if learning was like a child: irrational, on the move and in love with the discovery?
You can Check out the video here.
