Skolen må være nær (NETWORK OF LEARNING)

Kommentar til artikkel i forskning.no: Skolen må være nær

NETWORK OF LEARNING

Skrevet av Øyvind Holmstad, 2012-08-13 09:02:02

I "A Pattern Language", trolig verdens mest solgte bok om arkitektur, tar Christopher Alexander steget enda lengre i Pattern 18; NETWORK OF LEARNING:

Problem:
In a society which emphasizes teaching, children and students - and adults - become passive and unable to think or act for themselves. Creative, active individuals can only grow up in a society which emphasizes learning instead of teaching.

Solution:
Instead of the lock-step of compulsory schooling in a fixed place, work in piecemeal ways to decentralize the process of learning and enrich it through contact with many places and people all over the city: workshops, teachers at home or walking through the city, professionals willing to take on the young as helpers, older children teaching younger children, museums, youth groups traveling, scholarly seminars, industrial workshops, old people, and so on. Conceive of all these situations as forming the backbone of the learning process; survey all these situations, describe them, and publish them as the city's "curriculum"; then let students, children, their families and neighborhoods weave together for themselves the situations that comprise their "school" paying as they go with standard vouchers, raised by community tax. Build new educational facilities in a way which extends and enriches this network.

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I Village Town - bevegelsen, som i likhet med Transition Towns og New Urbanism har sitt utspring i Alexanders arbeider, er meningen å integrere pattern 18 fullt og helt.

Education of Children in the VillageTown

Many parents will relocate to a district that has good schools. The VillageTown intends to make all its schools outstanding, in a very practical way.

As a society, education of the next generation is essential for continuity and improvement of civilization.

The VillageTown will not accept building (or bussing students to) separate campuses outside of the villages. Classrooms will be on the plazas, in the guild halls and some in the greenbelt. In this way, students observe the life of the community as a natural backdrop to their day-to-day learning. Parents will naturally be more involved with their children’s education, and the classes will make use of community resources in teaching.

Through proximity parents and the wider community become more aware of the children’s education.

The change is simple – change only location.

At the same time, these changes are subtly profound as they remove so many obstacles to learning.

It really does take the village to raise the child.

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Skole er et interessant tema, ikke minst fordi skolen (staten) har overtatt mye av rollen som forelder, oppdrager og påvirker, og dette gir enorme muligheter til å forme generasjoner med (ensrettede) holdninger, oppfattelser og atferd. Dette vil gi kontinuerlige debatter og svingninger i hva som prioriteres til undervisning. Jeg synes barn skal lære om både fysikk, kjemi og biologi, men også filosofi og religioner. Spørsmålet mitt er om ikke disse fagene burde vente til barna ble litt mer modne, til fordel for å lære perfekt norsk og oppnå gode matematiske kunnskaper de første 4-5 skoleårene? Dessuten burde skolen fokusere mindre på fakta, men mer på å lære og lære. - Pål Steigan

Til slutt vil jeg minne om det overgrepet den modernistiske utformingen av våre skoler er overfor våre barn:

- Science for Designers: Intelligence and the Information Environment

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Fifteen Citations about Peer to Peer Learning and Education