C ontinuing with Estanislao Zuleta thought I put the next bit of the book: Education and Democracy. A battlefield, Published by the Foundation that bears his name, based on an interview given to education and culture in Cali (Colombia):
To Zuleta is a complex and essential in education: Why education is not taught to think? "Education as it exists today, repress the thought, transmits data, expertise, knowledge and thought than others, but neither teaches nor suggests" and that this repression is associated with authoritarianism in relations between the who knows and who can not thrive and where all kinds of religious dogma, political, ideological, and of course, the dogmatism of learning.
The student acquires an "respect" for the teacher and the school should simply intimidation. The teacher often emphasized, "you know nothing"; "We have not reached that point," "will know or understand it later, while taking note", "this is so and so said people who know more you. "
The student is not recognized or respected as a thinker, and the child is a thinker. Freud's definition has to be repeated a thousand times: "The child is a researcher." If it is suppressed and put to repeat and learn things that interest you and do not investigate, that can not be called education.
confess that I personally do not serve as a paradigmatic example of a good student. I can not stand to the end, comes crawling up to the fourth high school and throw in the towel, I could not help.
To me education is a topic that fascinates me, I lived as a drama with my kids, some of which have been victims of this type of education. While the student and the teacher are convinced that there is one who knows and one who does not know, that you know will inform and enlighten the ignorant, without the other (student) has his own game, your own thoughts ¬ ment, their own concerns, education is a lost case.
One aspect of interest is the examination of the teaching of mathematics in high school. The student seemed that the teaching of mathematics was a clear issue. Passing algebra it feels a little strange. The impression I got was we started to do the same but with letters. What they never taught us and we created the concern was what it meant to think of mathematics.
taught mathematics to some extent, that its content was something that should accept, not because someone had said, but because it was susceptible of proof. That was something attractive in the world of the authority so widespread, which is not always visible and is the everyday reality of school.
one in school taught that two plus two equals four, less than nothing for most; the student can not understand or understand why, he just knows that if it does well and gets good grades. While you do not know why less than nothing for most, there is no approval process leading to this result, which shows that mathematics can also be a dogma, like religion or sacred history.
algebra that has the appeal to clear, reduce cir ¬, assimilate, and finally obtain X, for the majority becomes a nightmare because you never taught us, do not know if now is the same, an essential fact: that the Algebra is a way of thinking we have all the men.
Algebra no more than a formalized development of a thought that is our thinking. Discover the necessary relationships between terms ¬ cone acids, allows me to find unfamiliar terms, this is algebra. It's something that every day we are doing, when we go down the street, when we talked.
Teachers should tell students that algebra is the current mode of thinking is not just something that is on the board or on the problems of the text but that is in us and in reality.
the student may take five in algebra but then forget it, because not bound to further processing. You may remember it as des ¬, if you decide to study engineering or any other race, then we no longer need to understand, you only have to learn the formulas, the results, they may operate.
education creates a lack of communication. I have to get to know something, but that "something" is the result of a process that is not taught me. Know means then just repeat.
education and teachers did a disservice to us, saved us the trouble of thinking.
To Zuleta is a complex and essential in education: Why education is not taught to think? "Education as it exists today, repress the thought, transmits data, expertise, knowledge and thought than others, but neither teaches nor suggests" and that this repression is associated with authoritarianism in relations between the who knows and who can not thrive and where all kinds of religious dogma, political, ideological, and of course, the dogmatism of learning.
The student acquires an "respect" for the teacher and the school should simply intimidation. The teacher often emphasized, "you know nothing"; "We have not reached that point," "will know or understand it later, while taking note", "this is so and so said people who know more you. " The student is not recognized or respected as a thinker, and the child is a thinker. Freud's definition has to be repeated a thousand times: "The child is a researcher." If it is suppressed and put to repeat and learn things that interest you and do not investigate, that can not be called education.
confess that I personally do not serve as a paradigmatic example of a good student. I can not stand to the end, comes crawling up to the fourth high school and throw in the towel, I could not help.
To me education is a topic that fascinates me, I lived as a drama with my kids, some of which have been victims of this type of education. While the student and the teacher are convinced that there is one who knows and one who does not know, that you know will inform and enlighten the ignorant, without the other (student) has his own game, your own thoughts ¬ ment, their own concerns, education is a lost case.
One aspect of interest is the examination of the teaching of mathematics in high school. The student seemed that the teaching of mathematics was a clear issue. Passing algebra it feels a little strange. The impression I got was we started to do the same but with letters. What they never taught us and we created the concern was what it meant to think of mathematics.
taught mathematics to some extent, that its content was something that should accept, not because someone had said, but because it was susceptible of proof. That was something attractive in the world of the authority so widespread, which is not always visible and is the everyday reality of school.
one in school taught that two plus two equals four, less than nothing for most; the student can not understand or understand why, he just knows that if it does well and gets good grades. While you do not know why less than nothing for most, there is no approval process leading to this result, which shows that mathematics can also be a dogma, like religion or sacred history.
algebra that has the appeal to clear, reduce cir ¬, assimilate, and finally obtain X, for the majority becomes a nightmare because you never taught us, do not know if now is the same, an essential fact: that the Algebra is a way of thinking we have all the men.
Algebra no more than a formalized development of a thought that is our thinking. Discover the necessary relationships between terms ¬ cone acids, allows me to find unfamiliar terms, this is algebra. It's something that every day we are doing, when we go down the street, when we talked.
Teachers should tell students that algebra is the current mode of thinking is not just something that is on the board or on the problems of the text but that is in us and in reality.
the student may take five in algebra but then forget it, because not bound to further processing. You may remember it as des ¬, if you decide to study engineering or any other race, then we no longer need to understand, you only have to learn the formulas, the results, they may operate.
education creates a lack of communication. I have to get to know something, but that "something" is the result of a process that is not taught me. Know means then just repeat.
education and teachers did a disservice to us, saved us the trouble of thinking.
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