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April 13 to 19, 2015 – Resistors – Inertie-.

April 13 to 19, 2015 – Resistors – Inertie-.

By In Blogg On April 8, 2019

April 13 to 19, 2015 – Resistors – Inertie-. A summary notepad holiday start … With still resistance to the college reform that not only come from a part of the teaching profession, but also some intellectuals and politicians. And always the same question: how to overcome the obstacles? Resistors So on May 19 that the inter-FSU, FO, SNALC, CGT and South called the teachers strike to oppose the reform of college. Initially the SNALC called for May 13, it was therefore agreed with the proposal of the other unions. According to these unions, the project is "based on institutional autonomy and the proliferation of intermediate hierarchies under the authority of the headteacher" and "competitive bidding" between disciplines, teachers and institutions. They call for "the resumption of talks on a new basis for the success of all students.". Apart from trade union action, it should be noted that the reform raises editorialists analyzes and intellectuals. Often they have not read the bill in detail and remain in generalities and some assumptions. As are former good students and they analyze the school compared to what they themselves known, it is of course the alleged "disappearance" of ancient languages ??that occupy. We can fall into this category, the analysis of Regis Debray in Le Journal du Dimanche, a position he takes in a debate with Najat Vallaud-Belkacem for L’Observateur. In the same vein, we find an editorial by Roger-Pol Droit in Les Echos that advocates a return to "fundamentals". Dominique Seux, the editor of Echoes is attacking rather European classes and dual language classrooms. And he claims that their disappearance will push the "good students" to private education. We can still remember that reform also applies to private education, but that said, the Seux reasoning can be heard at another level. He left indeed a fact that the French express a rejection of social diversity and a taste for selective dimension of the school. They could express it in public school through class "elite". If they can not do so, they will express this "preference for inequality (as stated Dubet) by going where this social selection is made by money. That is to say in private. In the end, Seux reasoning is very pessimistic about human nature and the ability of our citizens to think and bring about a more equal society. As we told Le Monde policies also make their voices heard. This was the case first of the former Prime Minister (and former teacher of German) Jean-Marc Ayrault, who expressed his concern Najat Vallaud-Belkacem about the teaching of ‘German. The Minister has responded since. Also with regard to the teaching of German, sixty elected members of the friendship group France-Germany to the National Assembly, have questioned the Minister in writing on 16 April. "Why stop a device that has been proven throughout our territory, in rural and urban areas, and even in the priority education zones, bringing together motivated students from all social backgrounds? "The they ask. In Germany too, the press and politicians have expressed concern. "The reform of college attacked from all sides" title Les Echos … And it is true that this reform faces many resistances. But if one believes the journalist Marie-Christine Corbier, despite the storm, it is ensured at the Elysee Palace that "this is a great reform" and that "the president is responsible." Considering the reluctance "unfortunately normal," a senior official insisted: "We can not say that we must reform France and give up the first block. This is a relevant reform. If given a sign of weakness, it’s over. ". This assertion impression of firmness and voluntarism would carry more weight if the government had not already folded face many pressures and threats blockages. We can still hope that the reform to run its course. But we also know that in France, there is an important difference between the prescribed and the real. And the inertial force is very powerful. Inertia "This reform, we do not apply! we will do passive resistance until a new minister, a new reform. We usually ! Only a few unions, called reformists, ie gravediggers School are for. When will 200 000 teachers in the street to make the government understand? ". When one reads this type of reaction in a comment article in Le Monde on new programs, one comes to wonder if some teachers really feel "officials." One can say that these are only some extreme comments at the bottom of a web page, but there are also such words among the participants at the press myhomework.com
conference organized by the Cnarela (National Coordination of Regional Associations of Teachers of Ancient Languages ) and other associations on college reform on April 8 at the Sorbonne. Francois Martin, vice president of Cnarela said during the meeting that was more of the press conference: "There must be at least two years" … Of course, we should not conclude from this quote that everyone who oppose this reform are on the same extreme posture. But this raises several questions. First, it raises questions about the system’s inertia. Examples are numerous devices in national education that have been misappropriated. How to overcome this feeling among some teachers to be resistant to any reform? When educational freedom allows to invent and create together is a powerful tool. But when it becomes a haven for live his trade on a strictly individual mode and reject any change seen as "orders" is a perversion … Then it shows us that the bulk of the labor policy but also to all those who think that this reform is positive even if it is improvable and modest, will be a work of conviction. He certainly does not need to be asked to "give lessons", but rather show that reform is based on existing practices. It must also show that this reform offers leeway each of which can grasp. If we see this project over evolutionary promises blocking, we could start moving by asking the question : how to go to press allowing developments reforms are possible when one takes into account the reality of work in its complexity and contradictions and that is part of the i? being supplied everyone wants to improve the system in which they work the best it can … In response to this question, we can quote from a blog post by Mara Goyet on The World " successful reform will therefore draw a lot of energy. A lot of enthusiasm (I do not know if you noticed but not too the current atmosphere). And above all, a huge requirement. It will ask us, in terms of culture, knowledge, fervor to be a thousand times more demanding than J. de Romilly, Alain Finkielkraut and Gellius together. It’ll also ask us to be more creative, imaginative, attentive, cooperative than thousand experts in pedagogy. For this to work, it’s going to ask us to come out of basic oppositions, internecine squabbles, the beaten track, to pay some of his person (not being too bossy with colleagues, vast problem of interdisciplinarity that turns often to the big fight, break the routine, not to different to different to change his ways, keep his requirements, have imagination, take seriously the autonomy that gives us, stay the course , find non-soothing projects, avoid easy moralizing tricks, etc.). It will be understood, it will ask LOTS. But in taking reform seriously, by preventing him from thinking that, inevitably, it will be sloppy, poorly thought out, the cheap (although, frankly, I fear, inevitable …), making the appropriating (since there is a consensus that the college as it does not), not being depressed, disillusioned in advance (there is yet what we see spend so much bullshit over the years), in short, by making the heist, rather than undergoing with bitterness and acrimony, I hope we could achieve to make something good. Really good. If at least we do not think that everything is screwed up (in this case, it’s better to make another trade, support palliative care is a better career path). "Good Read … Philippe Watrelot This work is licensed under the terms of the license Creative Commons Attribution – NonCommercial – Sharing in the Same Conditions 3.0 France. Posted by Watrelot to Sunday, April 19, 2015

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