The dictatorship of the single school, cruel places
where children suffer
from René Lavertue
Trace onmodels, military and industrialschools are factories boredom. It eliminates play and fun. The ideology of the traditional school must suffer to learn. Bernard Arcand (1): "When you do what you love, there are no limits, the ideology of the free school." 
Elementary school Plateau in Gatineau
Schools are fundamentally similar in all countries they are fascists, democratic, socialist, big or small, rich or poor. Identity and this forces us to recognize that behind all appearances that the myth can take, beyond the different fables, it is always like this in the world: it inspires the development of production and the methods used to achieve social control .
From their earliest years, children are taught in elementary and secondary schools that they must respect the authority of their parents and their teachers, obey the laws, assume wise decisions of a democratic government, accept the code that prevails in property, clothing and personal hygiene, and as a normal attitude and commendable to recognize the supremacy of leaders, that is to say with satisfaction to submit to the will of others .
This restricts the education not to make noise, do not drag her shoes, listen and carry out orders, not to criticize and believe that all did well for her.
In almost all schools, we imposes untouchable values for both teachers and students and requires that they all conform to specific instructions regarding their dress, their language, their moral conduct, certain problems and issues that they do not even right to discuss.
The school dictates the line of action,even in the smallest details, and prescribes it deems universally acceptable options. In most schools the differences between teaching and learning styles and lifestyles are eliminated as much as possible.
It istyranny,the majority applies to all those who try to break ranks. The whole education of the child is to get him to accept, internalize codes, data, predetermined categories; its parent school, the peer group, society exert pressure to internalize a certain conception of life, a code of behavior greatly reducing its potential.
The school that we know today is the consequence of the invention of childhood, she became the institution confirming the segregation of children: a breed apart, cut off from the adult world. Schoolsof the Middle Ages applied the principle of learning and dispensed to each concrete instruction he needed; they were open to all age groups. The creation of the modern school (very similar to the one we know today) involves a systematic underestimation of the child's abilities.
Never birds do not sing in a cage. And neither do we. To learn, we must be free to experiment, to try, free to make mistakes. That's how we learn. I can understand your mistakes and I take great advantage of mine. The secret is not to make the same twice.
But I need to be free to experiment and try. Give me this chance. Accorez me the freedom to be myself, and to find joy in my needs. Do not give me your complex. Let me find out how to overcome my own.
School in the Middle Ages
but unfortunately most people believe is best for the child a "good education", able above all to allow him to find a "market" honorable professional . He is told to "serve" in other words he learns servitude towards hierarchical structures of dominance. He is made to believe he is acting for the common good, while the community is institutionalized hierarchy, it rewards any effort made towards this servitude to the institution. This servitude becomes gratification. The individual remains convinced of his dedication, altruism, though he never acted for his own satisfaction, but satisfaction distorted by learning the socio-culture.
An education that aims to specialize child according to the expectations of society to shape his behavior so that it can fit smoothly into the social arena, to submit reproduce as accurately as possible the characteristics of the ideal man recommended by culture can mutilate some dimensions that make the richness of his personality.
The educational function is then presented as a function of reproduction of a society, and sees itself as granted a vision of human development that reduces childhood and adolescence to being a pure' preparation foradulthood,as if the adult was the single point of reference and the peak of growth, age appearing only as the progressive deteriorationa personality which was a time fulfillment.
The natural expansion of youth is seen then subjected to a progressive narrowing in order to enter the adult mold. And a culture based on adult power, a culture that aims to reduce the individuality of the child to maintain the stability of its standards, can only be a repressive culture, as it says in adult care suppress in children everything does not fall within the limited context of his model.
Anxious to make a well-oiled cog in the social machine, it denies him the right to exist in the full sense of the term. Because of the importance it attaches to the role of the adult as the power and knowledge holder, as a pedagogical model can only familiarize the child with the types of reports and ways of being that contribute to legitimize . forms of power in the social system existing
Vanier College in Ville multicultural
Saint-Laurent'suniqueschool is like one-party politics: a dictatorship. One road, one mold. Too bad if you adapt not in the mold, too bad for you. We say to you that you have a learning disability, rather than admit that it has placed you in a system where you were certain to fail. Some call an education. Y what grumble.
solution
A busin Three Rivers. Half the passengers were members of the Palestinian Hamas who absolutely want to go to Montreal; the other half of the Jews in the occupied territories who absolutely want to go to Quebec. The trip may be impossible. The bus will make on site. The solution provide each group with a bus so he can go wherever they want.
It's the same thing in education. There are proponents of repression to learn, and those of the freedom to learn: Einstein, Rogers, AS Neil. The solution is to give everyone a school that fits their sense of values.
Multicultural School in Ville Saint-Laurent
A democratic school system must provide choice. No choice no democracy. I offer three choicestie.
The criterion for the The degree of freedom granted to students in choosing their courseschoices.
three
- The traditionalschool:it is the present school. The student has no choice of course. 100% of courses are selected by thesystemcourse.
- schoolterracedIn these schools, 50% of the required French, maths and English; 50% of courses chosen by the student. All kinds of courses: dance, sports, crafts, etc.
- The free school: in these schools, 30% of the basic core courses: math and French. Minimum but an example in math I learn the basic calculation but no algebra or trigonometry. Same in French: I learn to write well but essays, poems, analyzes text only if the student selectedbenefiting..
in this system everyone is Traditionalists have their school, supporters of freedom theirs and those who prefer the hare and cabbage. Impossible to do betterLavertue.
text RenéLavertue
