liked your points GJ.
institutional education is primarliy a hegemonic (social) tool. it
reinforces the status quo. real education - learning - is about developing
the capacity for independent thought (intellectual). this glaring
contradiction is a good place to begin chnaging the way we 'do' education -
creating new techniques if you like.
my essay on the website is about this contradiction and its implications
gav
>From: "Gert-Jan Peeters" <gjpeeters@wish.net>
>Reply-To: moq_discuss@moq.org
>To: "MOQ" <moq_discuss@moq.org>
>Subject: MD Techniques, Inventions and the MoQ
>Date: Wed, 24 Apr 2002 16:47:32 +0200
>
>
>Techniques, Inventions and the MoQ
>
> Please read the following statements. I will use them in my final
>graduation essay. The readers will be teachers who never heard of the MoQ.
>(well.. they heard it from me.. thus discarded it immediately)
>Please read the statements and give your comment.
>
> Before reading further, I want to apologize for my 'low quality English'
>
>--
>Statement 1:
>"Techniques are ways of doing things."
>
>Example:
>If you use pointillism for making a painting you are working with a
>technique. Language is a communication technique.
>
>--
>
>Statement 2:
>"Techniques are static patterns."
>
>Example:
>When building a house, you use certain agreements.(cable thickness, wall
>structure etc)
>
>--
>
>Statement 3:
>"Technical equipment is 'a way of doing' captured in material."
>
>Example:
>A Sander
>
>--
>
>Statement 4:
>"Technical inventions or their ideas are results from quality events"
>
>for my teachers I will call it: 'moments of creativity'
>
>Example:
>Edison's gramophone
>
>--
>
>Statement 5:
>"The different techniques can be divided among the four different static
>levels"
>
>Example:
>A house is a shelter-technique done to help us at the biological Level. So
>is Central Heating.
>Language is a technique to help us at the social level. So is the
>telephone.
>A Calculator is a calculating technique captured in material to help us at
>the intellectual level.
>
>--
>
>Statement 6:
>"If a technique is insufficient for you or you are not able to grasp it
>yet, three things can happen: 1) you get frustrated and drop a level. 2)
>Copy the technique and practice 3) You get creative and develop a new
>technique "
>
>Example 1:
>You want something from someone who doesn't speak your language:
>
>1) you get frustrated and go biological. You push the dumb looking
>obstacle aside and grab your item.
>
>2) You take out your dictionary to use 'his' communication technique..
>
>3) You do something completely new. A moment later you have your item.
>Both laughing about your creative solution.
>
>
>
>Example 2:
>You are quite bad in mathematics and you need this skill for a certain
>problem.
>
>1) You become popular and let the mathematic work be done for you.
>
>2) You practice till you drop. Reading and working through every
>mathematical book you can lay your hands on.
>
>3) You become enlightened and find an other solution for your problem.
>Not needing math anymore.
>
>If this certain problem was school-based you have a little problem on your
>hand. Because 'we don't teach you how to solve problems. we teach you how
>to solve problems OUR WAY'
>Which brings us to the next statement:
>
>--
>
>Statement 7:
>
>"School is an education-technique that sprung from the social level."
>
>Therefore school is the static pattern media. Its duty is to teach the
>techniques needed by the culture the school is in. Children who do not show
>the copy-behaviour we expect can be either 'dropping a level' or being in a
>quality-event. Because of this uncertainty most teachers try to keep their
>students in track. And that is not the quality track.
>
>--
>
>I would really appreciate your comment on these statements
>
>Greetings,
>
>Gert-Jan
>
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