Sublime
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Placer l’intérêt général au cœur du système n’implique pas pour autant de tout confier à l’État. L’école et l’enseignement supérieur tels qu’ils se sont structurés aux XIXe et XXe siècles sont majoritairement publics, mais l’État a su laisser se développer un secteur privé qui contribue à la réalisation de ses objectifs, grâce à différents systèmes
... See moreFrançois Taddei • Apprendre au XXIe siècle (French Edition)
Supremacist education to built good soldiers
Just a moment...
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In the 1600s, John Amos Comenius, who is often referred to as “the grandfather of modern education” called schools “the slaughterhouse of the mind,” where he saw them devoted primarily to the boring and sometimes brutally-enforced study of Latin by “stuffing and flogging”. He went on to argue for education to follow “the lead of nature. A rational ... See more
Leyla Acaroglu • System Failures: The Education System and the Proliferation of Reductive Thinking
One I particularly liked was in Berlin, named the Evangelische Schule Berlin Zentrum.
Johann Hari • Stolen Focus: Why You Can't Pay Attention--and How to Think Deeply Again
liberation
Naomi Malin-Stremlau • 1 card
In our vision of a yeshiva, the students—adult men and women—would learn how to learn Jewish texts.
Rabbi Elie Kaunfer • Empowered Judaism: What Independent Minyanim Can Teach Us about Building Vibrant Jewish Communities
This liberatory model operates through a collaborative and decolonized ethos that fundamentally rejects individualistic tenets of meritocracy:
- From Individual Recognition to Collective Authorship : Rejecting the "cult of the lone genius" in favor of crediting mentors, ancestors, and co-creators, following Indigenous and Black feminist traditions of