{"id":143317,"date":"2016-09-30T05:32:22","date_gmt":"2016-09-30T05:32:22","guid":{"rendered":"http:\/\/fundaciobofill.mortensen.cat\/publicacions-videos\/charles-leadbeater-problem-solvers-ensenyar-resoldre-problemes-resum\/"},"modified":"2016-09-30T05:32:22","modified_gmt":"2016-09-30T05:32:22","slug":"charles-leadbeater-problem-solvers-ensenyar-resoldre-problemes-resum","status":"publish","type":"publicacions","link":"https:\/\/www.equitat.org\/en\/videos\/charles-leadbeater-problem-solvers-ensenyar-resoldre-problemes-resum","title":{"rendered":"Charles leadbeater – The Problem Solvers: ensenyar a resoldre problemes (resum)"},"content":{"rendered":"

Resum del Debat d\u2019Educaci\u00f3<\/a>  amb Charles Leadbeater<\/a> , autoritat mundial en innovaci\u00f3, creativitat i aprenentatges. Ens preguntem quines s\u00f3n les tend\u00e8ncies educatives d\u2019\u00e8xit i explorem l\u2019aprenentatge basat en problemes i l\u2019anomenat aprenentatge din\u00e0mic. <\/p>\n

<\/p>\n

SINTESI D’IDEES<\/strong><\/p>\n

<\/p>\n

La funci\u00f3 de l’educaci\u00f3 ha de ser aconseguir l’\u00e8xit en la vida, entenent l’\u00e8xit en el sentit m\u00e9s ampli. Per\u00f2 vivim en un moment de futur incert en qu\u00e8 les tend\u00e8ncies anteriors es barregen amb noves tend\u00e8ncies influ\u00efdes per una alta tecnologia. Aix\u00f2 significa viure constantment en un remol\u00ed (Leadbeater parla de m\u00e0quina de rentar) del qual emergeixen \u00abcoses\u00bb noves que les persones han d’anar creant. Els infants i joves han d’estar preparats per a afrontar aquesta situaci\u00f3 i treure’n partit encarant el futur amb possibilitats infinites.<\/p>\n

<\/p>\n

En molts casos, es continua oferint una educaci\u00f3 que forma les persones per a una societat industrial, amb uns coneixements estandarditzats per a feines mec\u00e0niques. Aquest tipus d’educaci\u00f3 no aporta les habilitats per a adaptar-se a les situacions canviants marcades per una alta tecnologia que pot substituir les persones en moltes accions amb robots i algoritmes.<\/p>\n

<\/p>\n

Ensenyem a ser robots dolents quan el que cal \u00e9s formar persones m\u00e9s humanes que puguin fer el que els robots no poden fer: ser emp\u00e0tics, col\u2022laboratius, creatius, capa\u00e7os de crear met\u00e0fores i de prendre iniciatives.<\/p>\n

<\/p>\n

El centre de gravetat passa de seguir instruccions a resoldre problemes.<\/p>\n

<\/p>\n

I com s’apr\u00e8n a resoldre problemes complexos?<\/p>\n

<\/p>\n

1-Coneixements. S\u00ed que calen els coneixements, per\u00f2 han de ser \u00fatils i extrapolables. No es tracta nom\u00e9s de donar coneixements perqu\u00e8 s’interioritzin; hem d’ensenyar a debatre i a desafiar el coneixement, no a pair-lo.<\/p>\n

<\/p>\n

2-Agents. Els alumnes busquen a l’escola ser agents implicats. No volen ser passius. Han de fer, provar amb la pr\u00e0ctica i aprendre de les accions, dels errors, de la cr\u00edtica, del retorn.<\/p>\n

<\/p>\n

3-Personal. L’educaci\u00f3 ha de servir per al creixement personal. Cal que cadasc\u00fa tingui el seu prop\u00f2sit personal.<\/p>\n

<\/p>\n

4-Social. L’educaci\u00f3 ha de ser col\u00b7laborativa, amb els companys, amb els professors amb persones externes a l’escola. La majoria de problemes complexos no es poden resoldre individualment; cal compartir les experi\u00e8ncies.<\/p>\n

<\/p>\n

Qu\u00e8 cal per a implantar aquest tipus d’educaci\u00f3?<\/p>\n

<\/p>\n

1-Professors din\u00e0mics, que siguin creatius, que proposin noves experi\u00e8ncies als alumnes.<\/p>\n

<\/p>\n

2-Curr\u00edculums din\u00e0mics i noves formes de avaluaci\u00f3 en qu\u00e8 importi m\u00e9s el proc\u00e9s que no pas els resultats.<\/p>\n

<\/p>\n

3-Els ex\u00e0mens estandarditzats maten la creativitat.<\/p>\n

<\/p>\n

4-Aquest tipus d’ensenyament ha de ser el corrent principal, amb l’acord de pares i universitats. Hem de defugir la dicotomia entre ensenyament antic i innovador.<\/p>\n

<\/p>\n

Acte organitzat per la Universitat Oberta de Catalunya i la Fundaci\u00f3 Jaume Bofill amb la col\u00b7laboraci\u00f3 del MACBA.<\/p>\n

<\/p>\n

http:\/\/www.debats.cat, #debatseducacio<\/p>\n

<\/p>\n

 SUMMARY<\/p>\n

<\/p>\n

Summary of Debates on education with Charles Leadbeater (http:\/\/debats.cat\/ca\/debats\/problem-s…), one of the world’s most influential thinkers. He is a writer, a visiting fellow at Oxford University and The Young Foundation, and has worked in a government advisory capacity, including with the UK Department for Education\u2019s Innovation Unit. His more recent publications include The Problem Solvers.<\/p>\n

<\/p>\n

 Event organized by the Universitat Oberta de Catalunya (Open University of Catalonia) and the Jaume Bofill Foundation, with the collaboration of MACBA. www.debats.cat, #debatseducacio<\/p>\n","protected":false},"excerpt":{"rendered":"

Resum del Debat d\u2019Educaci\u00f3  amb Charles Leadbeater , autoritat mundial en innovaci\u00f3, creativitat i aprenentatges. Ens preguntem quines s\u00f3n les tend\u00e8ncies educatives d\u2019\u00e8xit i explorem l\u2019aprenentatge basat en problemes i l\u2019anomenat aprenentatge din\u00e0mic.  SINTESI D’IDEES La funci\u00f3 de l’educaci\u00f3 ha de ser aconseguir l’\u00e8xit en la vida, entenent l’\u00e8xit en el sentit m\u00e9s ampli. 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