The contradiction is clear, and that our society should rethink thoroughly the culture of effort and work, especially that wants to convey to children and young people. We have a society presentista and consentidora, with very few children, consumerist and overprotective, which tends to seek the affection of children and young people based on tolerance and gifts; a society in which the relationship between the child and adult is not based on the difference and respect, but in this false camaraderie that exists between an adult who doesn't just want to be him and a boy who takes the prerogatives of the adult. At the same time we have a tremendously competitive society, where social and professional success calls for a continuing effort, but that hides this reality under the delusion of a success without effort, shown from the media like a manna that falls from the sky. More or less critically, educators are part of this society and the force of the current often makes us give up in what should be the key of all educational process: I'm the adult, establish a framework of respect, affection and requirement in which your child or teenager, you should make the effort to grow against your limits. The abandonment of this principle is very own hypermodernity society, and has nothing to do with the pedagogy of the progressive school of the 20th century. John Dewey, the father of the new school, explicitly rejects the improvisation, the lack of demand and spontaneity. For him, learning must be linked to the experience. This means that the teacher must set a schedule that provides children and youth experiences positive, to the extent of its possibilities, that have continuity and are interactive, and warns that this means a high level requirement by both the student and the teacher.
A democratic educational project of the 21st century must rescue the culture of effort as a value and as a guarantee of individual and collective growth. A sense, an effort continued and sustainable effort. This rescue cannot be done only within the walls of the school. You must be a project social and cultural; it split families and give sense to the effort of the children and young people connecting the world of school with their daily lives. Perhaps this is what happened at that Institute in Paris, when came the cameras to film a movie.
A democratic educational project of the 21st century must rescue the culture of effort as a value and as a guarantee of individual and collective growth. A sense, an effort continued and sustainable effort. This rescue cannot be done only within the walls of the school. You must be a project social and cultural; it split families and give sense to the effort of the children and young people connecting the world of school with their daily lives. Perhaps this is what happened at that Institute in Paris, when came the cameras to film a movie.
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