Kennis en opinie over primair onderwijs en in Nederland en daar buiten.
“Het huidige onderwijssysteem, met zijn sterke focus op het cognitieve en nog altijd gestoeld op het gedachtegoed van de tweede industriële revolutie, is niet gericht op het tot ontwikkeling brengen van mensen voor een nog onbekende toekomst, maar op het klaarstomen van een beroepsbevolking voor de wereld van gisteren.”
“Dus niet langer de school belasten met andere zaken zoals gezond gewicht, veilig leren internetten en biologische pannenkoeken bakken.”
“Because exams function as gatekeepers to further education and life chance, she [een docente op het voortgezet onderwijs, RW] felt it her duty to help them [haar studenten, RW] succeed, regardless of her own misgivings about the system. On the other hand she wanted her students to use reading, writing and talk about literature in order to understand themselves and their own lives.”
“In our society, formal education has taken over part of the process of preparing children to participate in social practices. This is not only a change of place; it also entails a change in fundamental qualities of the preparation process. Schooling has separated learning and learners from the cultural practices it is supposed to prepare them for. … The problem is that education becomes a practice in itself. Students learn to participate in that practice, and derive their motivation from this practice. But it is much more difficult for them to learn to participate in the practice that schools are supposed to prepare them for. The reason is that education caters mainly to the individualistic and rationalistic elements of preparation for practices, and tends to legitimise this with a rationalistic view of how humans act. It does scarcely help students to effect the changes in personal identity that are required to become participants in those intended practices (Ten Dam, Volman & Wardekker, 2004, p. 69-70).”
“In a sociocultural interpretation of learning, the purpose of what happens in schools ultimately is not that students reach stated objectives in terms of knowledge, skills and attitudes. Such objectives have a further goal: enabling students to continue their education, and ultimately, to participate in the practices of society. … learning is not a separate activity. Rather, it is best described as a mode or quality of participation in a practice. As Lave & Wenger call it, it is ‘peripheral participation’ with the intention of becoming a more centrally situated participant. …the aim is not that something be learned, but that the goals of a activity be reached. … Becoming a more central participant is not just a matter of acquiring knowledge ands skills. It also implies becoming a member of the community of practice. … Learning to participate is at the same time learning to become a specific person. As a consequence the outcome of the learning process, the way in which one sees oneself as a member, will be different for each participant (Ten Dam, Volman & Wardekker, 2004, p. 68-69).”
“Learning is conceptualised as the increasing ability to participate adequately in the social and cultural practices which are considered to be important in society. Participating should not only be a goal of education but also a means (Sfard, 1998). By participating (as a ‘peripheral participant’ in order to become a more centrally situated participant, Lave & Wenger, 1991), pupils can develop the knowledge that is relevant in particular social practices, the cognitive and social skills that are necessary in daily life, the motivation to participate, and confidence in their own ability, norms and values, etc. Every activity, either in or outside the school, can in principle, teach young people both cognitive and social competences. The school should pay more explicit attention to social competences” (Ten Dam & Volman, 2007).”
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