Colegiul National "Moise Nicoara" Arad

Educating without educating

Lynn S. Curral

Traditional school, as we know, raise dogmas for the minds to get structured toward this or that direction, causing furthermore partitions preventing the intelligence from being full, holistic.
Apart from structuring the minds, dogmas make them poorer, they weakened both the psychic and sensorial capacities.
This is how I see education : the way of educating without educating. It is non-directional, non-vectorial. It lets the mind be centred in itself, according to its nature, and it accompanies the individual from what he is throughout development, with best surrounding environment.
An important figure in France, Pierre Curie (Nobel Prize in physics, 1903), was one of those who got annoyed with the formal system. He used to express how much he could not apply the school constraints to himself. While he had been there he was said dreamer and too slow by his teacher. Luckily, his parents got him out of there quickly and educated him at home, with many nature excursions added, until he had the baccalauréat (A-levels) as a free candidate. His wife Marie wrote about that matter in her book (Pierre Curie, 1923) :

It is clear that such a spirit may dispose of great possibilities for the future, but no system of education was funded by the state school for that intellectual quality which however reckon more concerned people than it is commonly believed.

Now back to this century ! The issue remains the same as it was in the past. I therefore propose the NEI Project, New Emergent Intelligence. It is the philosophy of education that I have funded here in France mostly for secondary school, in order to give the youngsters the opportunity to grow their curiosity and their humanness without any guilt. Such an education gives transdisciplinary sensitivity, meaning a unified mind (not partitioned).

There are 4 pilars :

  • Questioning is teaching

This sentence is an aphorism from Xenophon. By using often questions, we let the youngters seek through their own intelligence what comes out of intuition, imagination, and power of abstraction. The epistemology principles I have stated (http://lynn-sylvie-curral.blogspot.fr/2012/08/iididactique- art-dapprendre-et.html, part C) and the transdisciplinary process (http://lynn-sylviecurral.
blogspot.fr/2012/08/i-principe-nie-transdisciplinaire-et.html) allow us to explore the human psyche, a mystery : what is man ? This is huge : with such a school, a country is able to let emerge natural human propensities. Instead of continuing beliefs conditioning our vision of ourselves like the creed of the human race flawed with original sin, or any kind of creed, we start from scratch ! This means we start a new era wherein we can experiment freedom and leave guilt behind us. Yes, we ought to know who we really are, and we must avoid repeating the usual scheme: the control of dominating people or systems over the populations.

  • Cooperative learning

Both students and teacher make the lessons together. The students are given the opportunity to make research in a field so as to give a lecture to the classroom, with the teacher watching. This way, students are trained to volunteering, curiosity, awareness of the way they can learn, leading them to better self-awareness and responsibility.

  • Alpha-Omega training

Students do not have to follow the pyramidal learning. The rythm depends on themselves if we no longer settle the classes like domestic cattles by levels. They explore their way of learning from working in arborescence (http://lynn-sylvie-curral.blogspot.fr/2012/08/ii-didactique-artdapprendre- et.html, par A). This way, they train themselves to make networks of connections, thus
gaining logic and capacity of aprehending a complex system, even the levels of reality. Therefore we may have a new generation of leaders in the world, whether scientists, economists, philosophers, politicians or educators, etc.

  • Active responsibilty in the world citizenship

Society is using people’s talents by growing them to serve bad reasons and an illogical system, instead of reasonably letting them make the future as they feel it. It is about trusting the youngters in order to make them worthy of trust ! Indeed, a student should study aiming the goal he thinks best for him (and for the world perhaps), not for a future the present society tells him to serve. We, educators, must also motivate them to volunteer and participate in the school life and around. A good habit from early age. The tasks might be : dishes, house cleaning, handiworks, gardening and so forth and so on. No laziness. Do we not forget that each knows oneself through trials.
The most important : friendship.

Conclusion
Imagine the revolution in your country, in the world, if a new human race is brought forth, thanks to a new education, comparable to a laboratory : we experiment the meaning of human being.
The main thing is the trust we shall give for youngsters to become worthy of trust : they will realize that the world is a construction site and that we are the builders.

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