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As time goes on, students usually get less interested for learning in school and
colleges. I remember how many of my friends on school don't even go to class because they
weren't interested. Moreover, I remember that I go to class and don't pay attention to
teachers, while I was entertained writing my first book. On College, many of my friends got
less interested of some classes, when they don't learn as the way that they expect. The
pressures and the difficult way to transmit knowledge produce, as well as I lived,
frustrations and sleep disorders. Then, the scholar desertion is not just of the rejection of a
student towards education, but also may be a failure in creating interest in the student. If the
student gets interest on education, then he'll be ready to learn and to go further. This
conflict needs radical educational strategies to make better professionals in the future,
considering their dreams and their ways of thinking. Engaging students to learn with their
own style and pace can decrease scholar desertion, increase learning, and foment creativity
Schools and colleges should think in radical educative strategies to foment their
own purposes. There are other conflicts besides the loss of interest and pressures in the
students. Some of the evaluation methods have shortcomings in terms of ensuring the
degree of knowledge of the student. The methods usually lead the students to bottle
information for the exam and then he forgets all as time pass. Some exams usually are
made to trick them, something that are qualifying the student for don't be deceived.
Moreover, the students get nervous, while they are evaluated and can't give the best of
them. Other claims against the Traditional School are explained in a presentation about
Freinet pedagogy in Edutics.es. The presentation tells that the Traditional School is based
on passive methods: where the teacher explains about previous experiment or observation,
the students only listen passively. The students doesn't have a chance to speak freely or
investigate, and promotes individual learning. The reasons for radical educative strategies
are more, but they have one common purpose: develop education as an improvement of
their needs.
To develop education, we must see it from the point of view of its science and
critics. In Wikipedia, the definition of Pedagogy is the art or science of being a teacher.
Also the term is referred to strategies or styles of instruction. On the other side, some critics
states that "Learning is a process people do, not a process that is done to people" and that
"every child has a different learning style and pace and that each child is unique, not only
capable of learning but also capable of succeeding". Those critics tell us that are not
necessary teachers for learning and/or that each one is their own teacher. Moreover, that
each one is their best teacher because they have their unique style and pace for learning.
Then if we join the pedagogy definition and its critics we find a radical educational
strategy. If teachers motivate students to use their own style and pace, students would
improve learning and teachers would learn techniques to transmit knowledge and teachings.
But yet, this strategy needs to be better developed. Some information about learning must
“The purpose of learning is growth, and our minds, unlike our bodies, can continue
growing as long as we live.” said Mortimer Adler. The Wikipedia's definition of learning is
"to acquire new knowledge, behaviors, skills, values, preferences or understanding, and
may involve synthesizing different types of information." There are some theories that try to
explain what happens in learning. The Behaviorism just studies what is objectively
observable in learning. The Cognitive theories look beyond behavior to explain mental
processes. The constructivism sees learning as a way in which the person builds up their
new ideas and concepts. Constructivism, as its said in Wikipedia, states that we build our
knowledge from our experiences. Active learning, discovery learning and knowledge
building are some variations of constructivism. Also it promotes the free exploration within
a rigid structure. Then, the teacher is a facilitator that encourages the students to discover
principles and construct knowledge solving realistic problems. Other learning theories are
the multimedia learning theory that focuses on how effective could be the multimedia in
learning and the Sudbury Model learning theory that I previously mentioned: "learning is a
process that people do, not a process that is done to people." The constructivism learning
theory helps to improve the previously radical educational strategy. If we use the teacher as
a facilitator and as someone who motivate students to learn and discover, we can think on
letting the students have the freedom to discover and construct his knowledge at their own
way and pace. It will foment creativity, critical thinking and increase learning. But
something is still unclear on the effectiveness of this strategy. If we give them the freedom
to do whatever they want, we aren't promoting that the student turns lazy and/or transform
The answer could be found in some ideal educative goals that are achieved while
playing videogames. Douglas A. Gentile wrote about some instructional goals (that are
present in videogames and should be present in an ideal educative strategy) in his research
"Violent Video Games as Exemplary Teachers". Some are: "steady process on mastering a
required knowledge and skill at different levels of difficulty, multiple ways of solving a
problem within using just the "the best way", that student that learned also distribute its
time for practice on and on leading them to “over learning” the knowledge and skills at a
point of automaticity, activities that truly excite the learners leading them to a point of
seeming addicted of their studies, that students got rewarded when they successfully
achieved with more advanced tools and higher level skills to attempt even more difficult
material, popularity is acquired when they successfully achieved the curriculum and
students aspire or are proud to be a high achiever, and finally, that success is available to all
regardless its conflicts”. Those instructional goals are considerably important to reach to a
better educational strategy that can turn a lazy learner to an addicted-to-study learner. If
videogames can foment those goals we must emulate its gaming structure to build and
environment where students can achieve those goals by learning at their own style and pace
and teachers being part of the gaming structure motivating them to go on. But still there's
The question leads us to find some other persons who made radical educative
strategies. Célestin Freinet was a French pedagogue who created the "New School". He
believes that learning comes from their own experiences (as on constructivism), form the
which every child can formulate and communicate its experiences. Another contribution
radical educational strategy was Maria Montessori. She is known for her philosophy and
the Montessori Method. She successfully achieves that several 8 years old students apply to
take the State evaluations for reading and writing. Also she was focused on teaching
students ways to develop their own skills at their own pace which was a principle called
"spontaneous self-development". Those persons got a way deal a possible debauchery. The
turned in debauchery.
The Sudbury school practice form is another who proves that letting students decide
what to do with their own time is a good strategy. They give to the students the complete
responsibility for their education. The school runs by a democracy in which students and
staff are equals. A class starts only when an individual creates them. The staffs are not
expected to give classes or any form of curricula. Students are not separated in age-groups
allowing that older students learn from younger ones and vice versa. Another important
feature of the Sudbury is that students usually are spending most of their time playing
games. Play games is considered a valuable tool for learning individuals and foment
creativity. The 80% of their student have graduated from college and have become
successful in many areas of their life. Something that is curious is that all these radical
educative strategies are made for schools, but haven’t used it on Colleges and Universities.
Can a radical educative strategy like these previously mentioned could be used to develop a
Accepted is a movie that joins many of the principles and strategies previously
mentioned. The movie is about some adolescents that were rejected from college and
decided to make a fraudulent college to seek the approval from their parents. The movie
highly criticizes the United States college system and the college ranking system. Those
teenagers were building the fraudulent college while they were letting the students be their
own teachers and make up their own classes. Finally, it was proved that there was a true
learning by fomenting their creativity and their passions and was explained the many
failures of the conventional education. This movie could be a proof of the efficacy of the
principles and real examples. But to prove its efficacy by myself, I decided to experiment
my thesis. I develop a ranking and scheduled structure like those on games to foment
creativity and critical thinking. The structure is very similar at those RPG (Role Playing
Game) games where experience is obtained and on certain point you reach a rank. The
students would learn skills making activities (like quests on games). The knowledge would
be obtained as the student gets interested in the activity. The students are free to choose
what activity he will do, leading him to develop their own style and pace. The teacher may
be someone who encourages them to succeed and foment values (like wise man and
masters of many tales). During the experiment, the two students got an activity to collect
coffee grains and another one that was to take electronic pieces from a television. Some of
the comments done while they were making the activity were: "I have never collect coffee
before", "This is the first time that I see a coffee plant", "I have never saw the interior of a
television", "Hey, look at this, what is this electronic part", and so on. The creativity was
seen when they created their own techniques to realize the activities. They use critical
thinking at every moment when they take decisions. They learned while they made the
activities at a similar rhythm and they were helping each other (a proof that the strategy
foments values). I believe that if this form of education worked in my experiment, it will
Engaging students to learn with their own style and pace can surely increase
learning and decrease scholar desertion. Also foment creativity, critical thinking and values
if we give them an environment that stimulates its interest and lower its pressures. The
achieve the instructional goals that videogames offers to foment an "addiction" to study.
The student needs to feel free and without pressures to offer the best of him. The proofs of
it were seen on theories, principles and people that understood the need for a radical
educational strategy for the new generation of students. Conventional schools and colleges
must see its structure from the tired and stressed eyes of many students that usually don’t
are satisfied with their education course and the time they are forced to spend. We need to
promote education and we need to understand how unique and diverse is the student styles
and pace. What should we do? Maybe continue daydreaming and learning at our own style
Cerezo , Joaquin. "Freinet en Síntesis." Comunidad de Aprendizaje Edutics. 30 de Marzo de 2009. 19 Apr
2009 <http://www.edutics.es/index.php?option=com_content&view=article&id=86:freinet-en-
sintesis&catid=36:educacion>.
Gentile, Douglas A.. "Violent Video Games as Exemplary Teachers." 09 Apr 2009
<http://www.mediafamily.org/research/Exemplary_Teachers_SRCD.pdf>.