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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

By composing this article I want to demonstrate how policies, which for most of us appear as completely ordinary and of no specific importance, still can have deep reaching and unexpected consequences on the way, how the things are learned at school. I direct my ideas especially for teachers but I recommend them warmly also for decision makers, school students of appropriate maturity, parents and all those of us who are dreaming of becoming teachers one day.


If we seriously want to change the ways in which the school works, it is not enough to identify flaws. It is of key importance to understand why the unwanted characteristics do develop in the first place. The following text is an analysis of not only the WHATs but very much of the WHYs.


The numerous small and large-scale examples I am going to deal with are needed to make it clear how wide and all-inclusive the effects of our policies are.


Even though I am mostly discussing topics related to the so-called hidden curriculum, these topics are not my actual point. My ultimate conclusion will be namely that it is not possible to discuss learning and school in the same context in any kind of sensible manner at all. We have been made to believe that what is happening at school is learning. But what is happening at school is school.

The curriculum what we call hidden is the only existing curriculum at the school. This curriculum is completely evident and public and with such strength that it can hardly stay undetected. Any other kinds of curricula have never been on the scene and they neither are to be expected.

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

Before proceeding to the article itself, maybe you would first want to have a look at its main points:

http://slidesha.re/1Aihz1V


But in case, you would like to proceed to the complete depths of the article right away it is available on: http://slidesha.re/Zz5mpC