Betygssystemet

[Jbig]

Hejsan...

Fortsätt kämpa Frommen.......  :lol:  :lol:

MVH
jbig

[Fromm]

Av de tiotusentals läsare vi hava.

Megalomani  :lol:  :lol:

[Sceptisk]

Bra information och kritik om skolan kan man hitta på den här sidan:

http://www.johntaylorgatto.com

Kolla även in historielektionen om skolans utveckling och syfte:

http://www.johntaylorgatto.com/historytour/history1.htm

"The seven lesson teacher"

http://hometown.aol.com/tma68/7lesson.htm

Gattos tacktal när han nominerats till "Årets lärare"

http://www.naturalchild.org/guest/john_gatto.html

För en bra bok om sunda uppväxtvillkor läs boken "Kontinuumkonceptet" av Jean Liedloff

http://www.continuum-concept.org/

Citerat från tacktalet där han riktar sig till de psykologiska effekter som barnen uppvisade i skolan, summerat i 8 punkter:

"I want to tell you what the effect is on children of taking all their time from them - time they need to grow up - and forcing them to spend it on abstractions. You need to hear this, because no reform that doesn't attack these specific pathologies will be anything more than a facade.

1. The children I teach are indifferent to the adult world. This defies the experience of thousands of years. A close study of what big people were up to was always the most exciting occupation of youth, but nobody wants to grow up these days and who can blame them? Toys are us.

2. The children I teach have almost no curiosity and what they do have is transitory; they cannot concentrate for very long, even on things they choose to do. Can you see a connection between the bells ringing again and again to change classes and this phenomenon of evanescent attention?

3. The children I teach have a poor sense of the future, of how tomorrow is inextricably linked to today. As I said before, they have a continuous present, the exact moment they are at is the boundary of their consciousness.

4. The children I teach are ahistorical, they have no sense of how past has predestined their own present, limiting their choices, shaping their values and lives.

5. The children I teach are cruel to each other, they lack compassion for misfortune, they laugh at weakness, and they have contempt for people whose need for help shows too plainly.

6. The children I teach are uneasy with intimacy or candor. My guess is that they are like many adopted people I've known in this respect - they cannot deal with genuine intimacy because of a lifelong habit of preserving a secret inner self inside a larger outer personality made up of artificial bits and pieces of behavior borrowed from television or acquired to manipulate teachers. Because they are not who they represent themselves to be the disguise wears thin in the presence of intimacy so intimate relationships have to be avoided.

7. The children I teach are materialistic, following the lead of schoolteachers who materialistically "grade" everything - and television mentors who offer everything in the world for free.

8. The children I teach are dependent, passive, and timid in the presence of new challenges. This is frequently masked by surface bravado, or by anger or aggressiveness but underneath is a vacuum without fortitude."

THE BUSINESS OF SCHOOLING

If modern schooling has a “Fourth Purpose,” there must be an earlier three.

Traditional forms of instruction in America, even before the Revolution, had three specific purposes:

  1. To make good people
  2. To make good citizens
  3. And to make each student find some particular talents to develop to the maximum.

The new mass schooling which came about slowly but continuously after 1890, had a different purpose, a "fourth" purpose.


THE FOURTH PURPOSE

The fourth purpose steadily squeezed the traditional three to the margins of schooling; in the fourth purpose, school in America became like school in Germany, a servant of corporate and political management.
We should reveal the mechanism of mind control training, habits, and attitudes.

Children were literally trained in bad habits and bad attitudes!

Teachers and principals, “scientifically”certified in teachers college practices, were made unaware of the invisible curriculum they really taught.

The secret of commerce, that kids drive purchases, meant that schools had to become psychological laboratories where training in consumerism was the central pursuit.

Since bored people are the best consumers, school had to be a boring place, and since childish people are the easiest customers to convince, the manufacture of childishness, extended into adulthood, had to be the first priority of factory schools. Naturally, teachers and administrators weren't let in on this plan; they didn't need to be. If they didn't conform to instructions passed down from increasingly centralized school offices, they didn't last long.

[Zokrates]

Bra Sceptisk, håller med denne Gatto och har noterat samma fenomen även när det gäller svenska skolor och barn. Vid sidan av att predika om demokrati, jämlikhet, rättvisa och solidaritet har jag försökt förmå barnen att förstå att det finns ett här och nu som går över alla tomma fraser.

Genom lek och skapande arbeten har jag försökt få barnen att uppskatta förlorade värden, vilket inte har varit lätt. Det som ofta hindrat har varit andra lärare och pedagoger som konservativt varit emot allt som leder till en personlig och positiv utveckling hos eleverna. Lärare som i mångt och mycket påminner om Jbigs sätt att vara.

Rigida, fantasilösa, enkelspåriga, och framförallt trångsynta. För många barn har jag varit den första och den enda verkliga personen de överhuvudtaget träffat på, inklusive deras föräldrar. Att kämpa för det goda, är inte lätt när man befinner sig i konservatismens högborg, skolans värld. En värld styrd av företag och kapitalism.

Det handlar egentligen varken om kommunala skolor eller friskolor eller om betygens vara eller icke vara. Det handlar om vår syn på människan och vår relation till varandra. Det handlar om vilken sorts kunskap vi skall förmedla och varför. Det handlar ytterst om hur vi vill forma vår framtid.

Det handlar om medmänsklighet och empati samt kärlek inför varandra, om ansvar och plikter som leder till frihet och ett gott samhälle.
Ett samhälle som vi verkligen vill leva i.