Those of us who are teachers in secondary schools have received this question that challenges us: Teacher, what is the use of what you are teaching me? This question brings up the usefulness and significance of the content that students need. The vestiges of Prussian education that educated to train industrial workers, as a center of learning with methods of memorization and repetition, methods where there are still remnants in schools that clash with the current social reality where teaching for life is required. . The students themselves demand a modern way of teaching, being able to choose the subjects they want to study, science clubs where they can develop and expand what they have learned, among other demands that I have collected by asking them: What would be the ideal school for them? We need education as a union between theory and practice where students can reach conclusions about the different topics under discussion according to their own beliefs and not by what they are authoritatively told to do. We are in the era of economics. of knowledge, where mental work is worth much more than manual work or raw materials, in virtuality there is an inexhaustible source of knowledge where the student must discover the purpose of what he wants to know, when he finds the flavor of knowing produces knowledge, where the development of creativity is vital to be able to make it useful.
Knowledge is the raw material in school, currently it must go hand in hand with the development of coexistence, values and socio-emotional skills, no one who is not emotionally contained can learn. The school must prepare people for the real world, to face situations that arise in the present and emerge stronger for the future.
Social problems manifest themselves in school, for example: violence is not school but social and leads to school and thus the different problems of our children and young people, such as low tolerance for frustration, addictions, bullying, domestic violence. , sexual abuse, suicides. Problems that are life itself that demand the attention of those of us who have the responsibility of teaching, teaching with an emotional scaffolding, the environments where our students live condition, they condition but do not determine, they do not determine why the school exists. The school where you live and can learn different ways of living, we need to train good professionals who also become happy, honest and responsible people. Sometimes the school must show that other, better realities are possible.
“Happiness is not something ready-made, it comes from our own actions.”
The tools to address the aforementioned problems, schools must include in the curricula of all levels of the educational system, in a transversal and systematic manner, the following topics: meditation techniques, mindfulness, self-regulation, emotional literacy, self-esteem, affective communication and assertiveness, non-violent communication, inclusion, critical thinking, creative thinking, decision making, problem solving, managing emotions and stress, empathy, sports, optimism (realistic optimism), talent development, financial and environmental education. Acquisition of healthy habits: order, hygiene, prevention, study, reading for pleasure, physical activity, hobbies, recreational, cultural and solidarity activities; The construction of good habits strengthens the will, a will that is necessary to confront the physical and cognitive sedentary lifestyle caused by screens.
Personal transformation is the seed for the transformation of society, person-to-person interaction is the key to achieving deep and positive changes in society and it is what the school must work with the aforementioned tools, stimulating the interaction of the different actors of the educational community.
Working with stories of personalities who, despite failures and difficulties, have moved forward are powerful strategies for making the analogy with situations that students have to live through, understanding that being sad is not bad, appreciating that losing produces more pain than losing. joy of winning, experiences make us happier than possessions, etc. Young people between 16 and 24 years old are the ones who say they feel alone the most. Socialization work at school is key in developing socio-emotional skills (“Friendship doubles the joy and reduces the pain by half” Bacon); Being able to discuss, analyze, experience different situations makes for personal growth.
“A person who receives education will be one who gives it” Dewey
I simply wanted to express what the current school needs to banish the perceived lack of motivation of students and teachers, by not finding emotional responses that cause discomfort, which we must face for the good of all.
Hug of Peace
Lic. Carlos SIgvardt
Vice President of the Emotional Education Foundation
Contacts:
+543434474651
[email protected]
Instagram.com/carlos_sigvardt
Cover Photo: HemisferioWeb
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