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School limits - perspectives:

For centuries, the school was based on a few principles. In the Medieval Age, learning consisted only in induction and the academic content was the Trivum (grammar, dialectic, rhetoric) then the Quadrivium (music, arithmetic, geometry, astronomy). So it discarded the concept of a whole goal and of the deduction. Later in history, the Calvinist conception viewed the student as naturally predisposed to sin, indolence and self-indulgence. So the school had to be forceful, hard and unforgiving. The teacher only was in charge of the educational material. The students had to fit in the class structure for 6 hours per day, all desks facing the blackboard. They had to write down notes. Missing a class was difficult to catch up later on. The teaching was uniform in flow and content. The content was largely outdated. The students intellectual interaction was only with the teacher. This model worked well for a very long time, and is still, for ancient studies, classical literature or static content.
But it doesn't work well in our era of the information age. Nowadays, the knowledge is everywhere, well spread, there is more flexibility and freedom in the learning context. The question is not anymore to take notes from a teacher but instead how to access the resources, evaluating them, exploiting them with other tools. What is needed of the student in this era is a kind of "meta" knowledge. To have a perspective, an overview, a general knowledge enough large to give guidance in dealing with smaller chunks of knowledge. The learning is spread over a whole life, and missing a few hours doesn't matter much anymore. The learning is dynamic and alive, user-centered. Fast learners can really learn faster without constraint and many other sources of knowledge exist, including classmates, professionals, internet.

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