The week of notebook tackles controversial subjects.

March 23 to 29, 2015 – Secularism (s) – Finland – About Latin, college, and the idea of ??reform …-. The week of notebook tackles controversial subjects. The issue of secularism is evoked or more precisely its offset. It will also return on the reform of teaching content in Finland which raises many fantasies and questions. Finally, after the controversy over Latin, which served as Notepad last week we will examine the future of the reform of college. Secularism (S) "Secularism: to live together other than …" is the title of (very good) Aurelie Collas article in Le Monde. She recalls that the UMP mayor of Chalon-sur-Saone (Saone-et-Loire), Gilles PLATRET, who revived the debate on canteens and announced on March 10, a few days of departmental elections, his decision remove alternative menus daily that serves pork. He began to see, in this practice in place for over thirty years, "discrimination" that "can not be accepted as part of a secular republic." We can also mention the return of the debate on the veil at university this time. As we know, in the context of the campaign, Nicolas Sarkozy has seized these two subjects and gave them a more political tone. positioning for the curious, who in 2008 had praised the "Christian roots of France" during his visit to the Vatican. while criticizing secularism "exhausted" and threatened by "fanaticism," he said to prefer a so-called secularism "positive", that is to say "which, while ensuring the freedom to think, to believe that and not to believe, does not consider religions a danger but an asset. " Faced with bids of all kinds, the Minister of Education, Najat Vallaud-Belkacem, was taken to declare March 16, in an interview with Le Figaro, that "it was better to allow mothers scarf, volunteer to assist school ", participate in outings since, as users of public services, they are not subject to the principle of neutrality. Similarly, on March 17, it condemned the suppression of the alternative menu in Chalon-sur-Saone. "Parliament has just adopted a text on the right in the canteen for everyone, she recalled, the only thing that should guide public is responsible for ensuring that each child can eat his fill" But these reminders however necessary they have not turned off the controversy. And many say that today attends an abuse of the principle of secularism. Also in the article cited World, one can note the reaction of the sociologist Pierre Merle "What strikes me in the public debate is an implicit definition of secularism which in no way corresponds to that of our Constitution, the European and international law, he observes. A secularism that bans religious events rather than respect, which leads to logical exclusion instead of promoting living together. ". Even finding in Dubet "Clearly, it is no more of that [secularism], which guarantees freedom of conscience and religious practice. On the contrary, the one that says: "In France, we eat pork!" "Notes, frightened, sociologist Dubet. All this, he says is indicative of a "slip of the secular theme in the national theme." "Stop playing with secularism! that’s what the press asks FSU on March 20. For the union, "all these initiatives lead to further divide or to discriminate, provide sources of conflict where there is none and clearly targeting one religion. ". Other call: "Let the girls alone! ". This is the title of a joint article in Le Monde on 24 March. Some extracts give the argument "We are feminists and we believe summon girls of ten to choose sides between family and school, between religion and secularism enforced, is not the solution these girls need to emancipate themselves. […] The role of the public school is to welcome each and every one with its differences, its shame and pride, her family secrets, beliefs and doubts. The role of the public school is to ensure that all suffering can express themselves without fear, and not to prejudge who should be released. The role of the public school is to show kindness and openness, not imposed from above values ??that have universal in name only, since they would be based on exclusion. "The debate on secularism are recurrent in French society. But what is particularly striking in what is happening today is that it is less of a debate on secularism strictly a denial of difference. Plus a focus on religion and ethnicity and identity politics and manipulation. On behalf of the "values ??of the Republic" and a "spirit of January 11" perverted, is excluded, stigmatized and in the end we only reinforces the feeling of exclusion. And so, rather than the constant reminder of a misunderstood secularism, to the principles we first concerned to live who are themselves inscribed on the pediments of schools and town halls: "Liberty, equality, fraternity"? The condition of a real integration is in line with the Republican promise much more than in the chilly fall in a fantasized identity and calls for assimilation that denies diversity and otherness. FINLAND The first article on the subject outside of Finland (to my knowledge) comes out in The Independent with the title "Subjects and scrapped REPLACED with ‘topics’ as Country Reforms ict education system". Then all this follows the now classic media system: the same Article is taken, copied, without any real verification. After a significant buzz on social networks, Slate.fr resumed information resulting in "Finland wants to give the materials to the school for the benefit of ‘subjects’." One would rather translate respectively by "discipline" and "Themes". In other words, Finland wants to devote some hours of classes, originally scheduled for traditional courses focused on a single discipline, a teaching of "themes" more transversal. The information was honors even an article in the Washington Post. There is also a recovery in a Belgian magazine Le Vif. and Liberation. To put into perspective, we can go read the post of Mario Asselin in the Journal de Quebec VousNousIls informs us that Marjo Kyllonen, Director of Education Helsinki, will present his plan (NCF 2016) at the end of the month. She hopes it will be adopted in all schools in Finland by 2020. A training on the new system has already been conducted. Those who adopt this new approach based on "co-teaching" will receive a small salary increase. Note that this reform comes as 70% of secondary school teachers were trained in the transversal approach. Reform Note also that is, as usual in Finland, very progressive. For the Finnish system is characterized by a greater autonomy. What will change in 2016 is that all schools teaching students 7 to 16 years will have at least a long time for a multidisciplinary approach. But the length of this period to be decided by the schools themselves. While some schools will take the opportunity to rethink teaching and learning with non-traditional forms using the NCF in 2016 as a guide, others will choose more moderate means. This means, as emphasized by the Finnish expert Pasi Sahlberg on Australian news website The Conversation that "disciplines" are not going to disappear in contrast to a quick reading might suggest. Should we all become Finnish? What is happening in Finland as appropriate, annoys or seduced. It is not to erect the Finnish education system model and transposition to the French debate is tricky although it may have some resonance with the reform homeworkmarket.me/
of college. It may however be interesting to highlight all aspects and do not forget … First it may be recalled that the experiments are done for several years and tests on students has been made to measure the benefits ( best results). Second, the reform is thinking globally, small classes (Elementary) in high school, including vocational education. Also worth mentioning that Finnish teachers of primary and secondary are paid as well as in the upper and the private sector. Their training is very thorough and become a teacher is very selective and valued in the public … We must not forget all these dimensions when we talk about reform. Likewise, we must avoid falling into the fantasies between the knowledge and skills or shouting to the disappearance of disciplines. The approach by "themes" or rather "objects-problems" ( "phenomenon-based") can only work if it is based on sound knowledge for teachers. I run the risk of immodesty in auto-quoting me in an interview published on Monday in The Letter of Education: "I think we sometimes demonized disciplines and it is a mistake instructional camp . The base was seen as a challenge to the disciplines, so as an identity threat to many teachers. However, to effectively practice interdisciplinarity, we need well-trained teachers in their own discipline and who master the epistemological dimension. "What, me, my teacher discipline, and proud of it, can I help build specific skills in part and partly shared with other disciplines? ", that is the question. "This news from Finland indicates in any case that the debates on the content of education in the 21st century are just beginning. Can we touch the disciplines? ABOUT COLLEGE OF LATIN AND REFORM IDEA This question formulated some time ago, Jean-Michel Blanquer in The Pedagogical Cafe, one can not help but ask when viewed "debates "(or rather curses) about reforming the college. Anyway, my previous notebook has sparked numerous reactions. If some comments are nuanced and reasoned (including some posted on my blog), most fall over the insult that the debate of ideas. Although this is not the first time, and can be explained by the passion it’s hard to get used to the excesses and excessive in the reactions. As I have often mentioned, as soon as you touch the disciplines that constitute the bulk of the professional identity of a teacher, this is experienced as calling into personal cause and triggered passionate reactions. Of course we understand that everyone is anxious, as in any profession, changes in working conditions, but it also falls under "logical territory" which are necessarily very conservative, "not touch" my "hours" " "not touch my status" … the editorial of the bulletin SNALC (signed Francois Portzer) is in this excess by titrating "College: this is war!". And the result is the same barrel and uses a neutral vocabulary: "Unfortunately, this shambles always the same cause: the institution is infested with the self-proclaimed head of the reformers made with the blessing of the nomenklatura who heads the Department since 40 years and called researchers in educational sciences, UNSA, SGENCFDT of the CIPF and the League of education, all handsomely funded organizations. ". This excess is denounced by Laurent Fillion on his blog which also goes on misinformation whose reform is the subject. As we pointions last week, the angle of attack of questioning of the reform of the College has been the fate of Latin with a fairly structured mobilization and numerous media relays. An article in Le Monde of March 28, we learn that the reform project that is currently subject to the unions changed with a new schedule: the Latin option, initially doomed to disappear in its present form – one followed by 20 % of students – in favor of an interdisciplinary unit intended to ensure the "Latin for all," said Mrs. Vallaud-Belkacem, returns in a reduced form. On a worksheets submitted to the unions on 25 March, and that Le Monde had access, PPE "Languages ??and cultures of antiquity" is still valid, but a "supplementary education" in ancient languages ??is born . Half an hour of LV1 is restored in 6th. We formulions fear last week, the gesture of the ministry he should be taken as the beginning of "unraveling" of the reform? It can be read like an open door to other dropouts or rather a compromise intended to preserve the essential … Can we afford to wait? Are there no urgency to reform and create conditions (4000 planned positions …) for these developments both modest (interdisciplinary workshops represent only 20% of the time) and essential can settle and meet the challenges of building a more just and effective school. Happy reading … Philippe Watrelot This work is licensed under the terms of the license Creative Commons Attribution – NonCommercial – Sharing in the Same Conditions 3.0 France. Posted by Watrelot to Saturday, March 28, 2015