{"id":60623,"date":"2021-12-07T12:30:34","date_gmt":"2021-12-07T17:30:34","guid":{"rendered":"https:\/\/world.edu\/?p=60623"},"modified":"2021-12-07T12:30:34","modified_gmt":"2021-12-07T17:30:34","slug":"debate-what-if-we-made-the-school-into-a-laboratory-of-ideas","status":"publish","type":"post","link":"https:\/\/world.edu\/debate-what-if-we-made-the-school-into-a-laboratory-of-ideas\/","title":{"rendered":"Debate: What if we made the school into a laboratory of ideas?"},"content":{"rendered":"

\"\"
\nThanks to COP26, calls to transform education to better respond to current challenges have multiplied.\u00a0This is how the convivialists Renaud H\u00e9tier, Fran\u00e7ois Prouteau and Nathana\u00ebl Wallenhorst\u00a0<\/span>remind us<\/span><\/a>\u00a0“how much education can be a political tool of choice for relearning to live together”, that Fran\u00e7ois Taddei, director of the Interdisciplinary Research Center (CRI) in\u00a0<\/span>calls<\/span><\/a>\u00a0for making young people “the first citizens of the planet” and that a collective of teacher-researchers\u00a0<\/span>invites us to strengthen<\/span><\/a>\u00a0in the programs “scientific education in the functioning of the climate”.<\/span><\/p>\n

A virtuous circle, therefore, which consists in transforming education so that it can, in turn, transform citizens and the world in which we live.\u00a0A world grappling with the systemic challenges of climate change, rising inequalities, or even the health crisis.\u00a0Many of us share these principles.\u00a0The question is where to start.<\/span><\/p>\n

Teaching in an uncertain world<\/strong><\/h4>\n

However, if education and the transmission – of knowledge, values \u200b\u200band know-how – are undoubtedly privileged areas of experimentation to bring about a new world, they are also at the forefront of contemporary dead ends and misunderstandings.<\/span><\/p>\n

We train future citizens with a view to making them good voters.\u00a0However, many young people turn away from the polls and\u00a0<\/span>find other means of political investment<\/span><\/a>\u00a0, on social networks, or in movements such as \u201cYouth for climate\u201d.\u00a0We expect them to build the future – as their anxiety about climate change\u00a0<\/span>only grows<\/span><\/a>\u00a0.\u00a0We pride ourselves on forging their critical thinking – when cookie-cutter criticism advances in the public space.\u00a0<\/span>A newspaper like <\/span>La Croix<\/span><\/em><\/a>is forced to publish a manifesto to remind us of rules as fundamental as that of “listening to the other’s point of view until the end”.\u00a0We claim to transmit to them the love of democracy – when more and more of us doubt the intermediary bodies.\u00a0As we can see, education must be rethought in terms of its objectives, means, methods and content.<\/span><\/p>\n

This is why we can no longer be satisfied with transmitting knowledge in a top-down manner, as if we knew everything, as if the world and the students had not changed.\u00a0On the contrary, we must ask ourselves how to educate the new generations on moving questions that we ourselves have difficulty in conceiving and which are nevertheless the key to the political challenges to come.<\/span><\/p>\n

What could be more beneficial, in this context, than to renew the modes of production and transmission of knowledge in schools through the practice of debate and consultation?\u00a0Indeed, we have a lot to learn from collective discussion, any educator, philosopher or researcher that we are.\u00a0Because questions of ethics in research, new technologies or bioethics constantly plunge us into uncertainty.<\/span><\/p>\n

Learn to debate<\/strong><\/h4>\n

The aim is to make the school a privileged experimentation ground for public debate and a laboratory of ideas.\u00a0To have a successful debate, it is still necessary to take the students’ words seriously, to offer them a serene environment where everyone can express themselves freely.\u00a0This implies framing the process using a structured methodology, clearly defining the objectives of the consultation, and making the results of their discussions public.\u00a0And above all, we must offer them a concrete perspective: draw up a charter, design a cartography of controversies sent to official bodies, submit recommendations in the process of revising a law, etc.<\/span><\/p>\n

This is what we are doing, for example, with the\u00a0<\/span>\u201cTransmissions\u201d program<\/span><\/a>\u00a0of the \u00cele-de-France Ethical Space, by inviting high school students to participate since October in a consultation on\u00a0<\/span>genome editing techniques<\/span><\/a>\u00a0.\u00a0This is based on a methodological charter, a documented documentary file and the meeting with experts.\u00a0This work will lead to a report jointly developed with high school and college students and will be submitted to the\u00a0<\/span>Global Citizens Assembly on genome editing<\/span><\/em>\u00a0.<\/span><\/p>\n

This methodology produces knowledge as much as it allows it to be transmitted: skills around the conduct and progress of a citizen consultation, but also citizen knowledge on what seems acceptable or unacceptable in contemporary technical developments.\u00a0This knowledge will be invaluable for the<\/span><\/p>\n

There are many other initiatives that go in this direction such as the\u00a0<\/span>day of reflection for high school students<\/span><\/a>\u00a0of the National Consultative Ethics Committee (CCNE), the\u00a0<\/span>modeling<\/span><\/a>\u00a0of the Council of the European Union at the French lyc\u00e9e in Madrid, or the participation of 170 children in the drafting of the\u00a0<\/span>Parisian Charter of the Rights of the Child<\/span><\/a>\u00a0.<\/span><\/p>\n

Gain self-esteem<\/span><\/h2>\n

At a time when teachers\u00a0<\/span>are encouraged<\/span><\/a>\u00a0by National Education to talk about the vaccine to their students, this form of debate could be appropriate for considering complex scientific, health and political realities and resuming dialogue on very divisive themes.<\/span><\/p>\n

According to Karine Demuth-Labouze, lecturer in biochemistry and bioethics at the University of Paris-Saclay, this educational method through the effective contribution of students to public debate has\u00a0<\/span>many advantages<\/span><\/a>\u00a0, from the gain of “intellectual maturity” “to” a gain self-esteem “:<\/span>
\n\u201cThe high school students who followed the training mostly considered that it had influenced their way of thinking.\u00a0[\u2026] 86% of them had ethical discussions with those around them (parents, siblings, close family and friends) on the sidelines of the training.\u00a0Finally, 48% believe they have considered at least one situation or issue from the perspective of ethical questioning since the start of the training \u201d.<\/span><\/em>
\nBut to carry out this type of approach successfully, it is still necessary to be encouraged, to have the time to implement projects at the interface between schools and civil society actors, to redefine the position of the teacher. to raise questions.\u00a0In short, create institutions and schools that are welcoming and open to the voice of students.<\/span><\/p>\n

Author Bio:<\/strong> Sebastien Claeys is Associate Professor and Head of the Master in Editorial Consulting at Sorbonne University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Thanks to COP26, calls to transform education to better respond to current challenges have multiplied.\u00a0This is how the convivialists Renaud H\u00e9tier, Fran\u00e7ois Prouteau and Nathana\u00ebl Wallenhorst\u00a0remind us\u00a0“how much education can be a political tool of choice for relearning to live together”, that Fran\u00e7ois Taddei, director of the Interdisciplinary Research Center (CRI) in\u00a0calls\u00a0for making young people […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[428314],"coauthors":[11733],"class_list":["post-60623","post","type-post","status-publish","format-standard","hentry","category-education","tag-laboratory-of-ideas"],"acf":[],"yoast_head":"\nDebate: What if we made the school into a laboratory of ideas? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/debate-what-if-we-made-the-school-into-a-laboratory-of-ideas\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Debate: What if we made the school into a laboratory of ideas? 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