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WHAT MAKES SCHOOL SO RESISTANT TO CHANGE?

Learning and school are two separate
and unrelated concepts.
We meet intellectual difficulties if we
try to base schoolwork on learning.
This also makes it easier to understand
why our recent technological development
has found it so difficult to reach the schools.


Pasi_2014.jpg



© Pasi Vilpas

moc.liamg@sapliv.isap (read from right to the left)

Philosopher in Learning and School

(Teacher in Biology and Geography)

Sipoo

Finland

Foreword


We have been used to believe that what is happening at school is learning. But what is happening at school is school.


Learning is a state of mind. School, in turn, is a societal and political entity.


School is intended to provide circumstances which are appropriate to determine marks, scores, grades and degrees rather than to learn. School very much relies on its ability to regulate the flow of the students to their higher education, adulthood professions, social relationships and economical status.


By fulfilling these tasks school is responsible of creating and supporting social inequality. On the other hand, the modern societies are completely dependent and in many ways thoroughly built on the “segregational services” provided by the school.


Educational discussion is characterized by a divide. There are those who want to develop school and those who want to develop learning. These two interest groups contradict each other to the largest extent.


The contradiction arises as a result of a philosophical category error. It is not possible to discuss learning and school in the same context in any sensible manner at all.


What makes school so resistant to change does not need other explanations.


An article about the subject is available on http://bit.ly/2zWT4NO

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