Sublime

with which to acquire fundamental skills. Beyond that minimum, further credits would go to those who earned them by teaching, whether they served as models in organized skill centers or did so privately at home or on the playground. Only those who had taught others for an equivalent amount of time would have a claim on the time of more advanced

Finnish education reflects that: it focuses on teaching students how to think, not what to think. That, says Wagner, is core to making school both interesting and valuable. As the saying, attributed to Dr. Seuss, goes: “It is better to know how to learn than to know.”

l’école est le vecteur principal de ces contextes sociaux : le maître ou la maîtresse qui conduit l’enfant, grâce à des situations aménagées, à se poser de nouvelles questions sur des contenus à apprendre (les programmes scolaires).

JOHN HOLT author of How Children Fail

The inhabitant of the city is in touch with thousands of systems, but only peripherally with each. He knows how to operate the TV or the telephone, but their workings are hidden from him. Learning by primary experience is restricted to self-adjustment in the midst of packaged commodities. He feels less and less secure in doing his own thing.

The alternative to dependence on schools is not the use of public resources for some new device which “makes” people learn; rather it is the creation of a new style of educational relationship between man and his environment.