Lesson 3 - deconditioning and recovery education.
After examined various factors that contribute and determine the mismatch, it is necessary at this point, identify ways of intervention, action and remedies that exceed, or at least to limit this phenomenon.
E 'certain that the school can deconditioning, but do not know how far up to reach significant results.
The question reminds us of the legacy environment and therefore to the question whether or not recovery by the school.
It should also say that schools alone can not reform society, but "in the optimum environment for learning should stop and reverse in part, the degree of delay ... ... .. The existing environment must be adequately stimulated, especially must be in harmony with the particular level of intellectual ability and suitability for each subject in addition to its general level of cognitive processing, and requires a lot of individualized attention, and led an effort "(Ausubel DP).
It can however define the threshold beyond which the effects of cultural deprivation on the development of intelligence and verbal abstract no longer reversible.
Effective action of deconditioning becomes less and less possible as the child matures.
And 'the belief of many that it is the task of the school contribute significantly to the work of deconditioning with early intervention measure to fill gaps and to eliminate obstacles for the proper development of the subject biopsychic.
"This does not mean that the school is considered by itself able to recover the cultural and psychological disadvantages that are evident in children of the less privileged, but it, on its structure, the flexibility of legal systems, for programs and methods is the only one prepared to carry out this task and is the only one who can give a guarantee for some positive result. It is hoped a new school, no more discriminating, but based on the effective implementation of educational equality, that the centers' attention to the boy's life, not to "passively ancorarvisi, but to emerge from it a sum of lively interest, which broaden the student needs to motivate, understand, clarify, interpret and judge the many phenomena of existence, of which he is unconscious and passive actor. Thus, a school that multiply the experience, which integrates with the natural and human environment that inspires learning processes that promote participatory attitudes "(G. Petracchi).
task of education and schools in contemporary society, is to create capable and qualified individuals, but several factors prevent, as we have seen previously, an affected training and educational development.
There has been talk of "selection occult, "" Pygmalion effect "and have approached these phenomena to the discriminatory behavior of teachers who, consciously or unconsciously, produce selection class.
" The theory of recovery and social deconditioning struggles to be off as much among the middle school teachers but also among the teachers, because of social conditioning teachers generally receive only the macroscopic aspects and materials, such as health conditions of families, while making it difficult to realize that the linguistic code, patterns of behavior, motivation to study, etc.., acquired in social and family are profoundly different according to social class. The conservative theory according to which the pupil's academic success depends on individual skills leads them to 'biologization' social differences "(R. Rosenthal - L. Jakobson).
seems appropriate, therefore, work towards the specific work to update the consciousness of teachers because even before they start to play their role, be aware of the task they have been assigning and implement those educational goals that schools should pursue.
________________________________
Under Law and the Civil Code is prohibited reproduction of these lessons or parts thereof by any means, electronic, mechanical, etc.., except for those requiring it.
The question reminds us of the legacy environment and therefore to the question whether or not recovery by the school.
It should also say that schools alone can not reform society, but "in the optimum environment for learning should stop and reverse in part, the degree of delay ... ... .. The existing environment must be adequately stimulated, especially must be in harmony with the particular level of intellectual ability and suitability for each subject in addition to its general level of cognitive processing, and requires a lot of individualized attention, and led an effort "(Ausubel DP).
It can however define the threshold beyond which the effects of cultural deprivation on the development of intelligence and verbal abstract no longer reversible.
Effective action of deconditioning becomes less and less possible as the child matures.
And 'the belief of many that it is the task of the school contribute significantly to the work of deconditioning with early intervention measure to fill gaps and to eliminate obstacles for the proper development of the subject biopsychic.
"This does not mean that the school is considered by itself able to recover the cultural and psychological disadvantages that are evident in children of the less privileged, but it, on its structure, the flexibility of legal systems, for programs and methods is the only one prepared to carry out this task and is the only one who can give a guarantee for some positive result. It is hoped a new school, no more discriminating, but based on the effective implementation of educational equality, that the centers' attention to the boy's life, not to "passively ancorarvisi, but to emerge from it a sum of lively interest, which broaden the student needs to motivate, understand, clarify, interpret and judge the many phenomena of existence, of which he is unconscious and passive actor. Thus, a school that multiply the experience, which integrates with the natural and human environment that inspires learning processes that promote participatory attitudes "(G. Petracchi).
task of education and schools in contemporary society, is to create capable and qualified individuals, but several factors prevent, as we have seen previously, an affected training and educational development.
There has been talk of "selection occult, "" Pygmalion effect "and have approached these phenomena to the discriminatory behavior of teachers who, consciously or unconsciously, produce selection class.
" The theory of recovery and social deconditioning struggles to be off as much among the middle school teachers but also among the teachers, because of social conditioning teachers generally receive only the macroscopic aspects and materials, such as health conditions of families, while making it difficult to realize that the linguistic code, patterns of behavior, motivation to study, etc.., acquired in social and family are profoundly different according to social class. The conservative theory according to which the pupil's academic success depends on individual skills leads them to 'biologization' social differences "(R. Rosenthal - L. Jakobson).
seems appropriate, therefore, work towards the specific work to update the consciousness of teachers because even before they start to play their role, be aware of the task they have been assigning and implement those educational goals that schools should pursue.
________________________________
Under Law and the Civil Code is prohibited reproduction of these lessons or parts thereof by any means, electronic, mechanical, etc.., except for those requiring it.
