Extract
[...] For example, a student who appears hyperactive, unable to sit still, refusing all work, but without any diagnosis and without human assistance, is regularly excluded from class, school outings, and all events where managing their behavior remains problematic and harmful to the rest of the class. 3. Proposals Considering the findings on the evolution of the historical school to today, different proposals for improving the situation could be considered. The current school is socially and culturally fractured. The audience is no longer the same as it was a few years ago. Village schools, which were long spared by immigration and related problems, are no longer. [...]
[...] Nursery schools are those where this type of interdisciplinarity is most often put in place at the moment: there are more times of decompartmentalization than at primary school, while this type of teaching favors logic and creativity, which is reflected in the recommendations of the PISA report of 2018 and in the research of Ken Robinson13, which demonstrates the benefits at the cognitive but also social level of decompartmentalized times These decompartmentalized learnings respond to the recommendations of Rabelais, particularly in 'Gargantua'14 », as well as Jean Racine, who described how an education that made sense for the child, with humanist values and not the search for competition, but anchored in a certain rigor, allowed to develop its critical spirit and curiosity, while working on essential language, scientific and historical knowledge, necessary for the optimized education of individuals. Thus, the Republic is built and strengthened by a School aiming for equality, diversity, and critical thinking. Thanks to the contributions of Philippe Mérieux, it appears necessary, to save our Republic through the school, to give back their place to teachers, as pillars of this first. [...]
[...] To repair the Republic through education, it is therefore necessary to refocus teaching on civic morality, understanding of institutions, and democratic values. Finally, better train teachers for this 'new' school to promote school financing to better support establishments located in disadvantaged areas, as proposed by the works of Pierre Bourdieu17, would allow for a fight against social reproduction on cultural and social capital. This would ensure equal access to educational resources for all students, favorable to the Republic as demonstrated by the PISA studies18. [...]
[...] Current challenges and issues: notably on equality of opportunities and pedagogical practices. The idealistic vision of education by Plato, according to which the school is the only source of knowledge and is indispensable for developing our human condition, is found today in the debates on the role of the school in the formation of responsible and enlightened citizens. School programs aim to value moral and civic education classes, with the goal of teaching students to become future citizens capable of lucidity and expressing their opinions. [...]
[...] Another problem of the current school lies in the pedagogical practices. While John Locke valued the importance of practice and experience to access knowledge, the current school is still very theoretical, even if the Eduscol recommendations3 and school programs emphasize the importance of basing learning on research situations, where students are active and do not receive pre-packaged knowledge that seems uninteresting to them. Condorcet's contributions have allowed the integration of the concept of equal opportunities in access to education for all. [...]
