TEHNE - Centrul pentru Inovare n Educaie Un ONG activ http://tehne.ro/educatie/tehne_ngo.html http://www.google.ro/url?sa=t&rct=j&q=&esrc=s&source=web&cd=20&cad=rja&ved=0 CG8QFjAJOAo&url=http%3A%2F%2Fwww.revistacalitateavietii.ro%2F2009%2FCV-1-22009%2F12.pdf&ei=7dnoUqL4Aaz0yAOFmIGgAw&usg=AFQjCNG8GEkIK5I9121NFvcO5KPLHN2Qg&bvm=bv.60157871,d.Yms www.revistacalitateavietii.ro/2009/CV-1-2-2009/12.

pdf - aici e un articol in limba romana pe care l-am salvat ca referinta.

Inovare in educatia din Romania

by Magda Balica, researcher on Oct 15, 2013

351 views

Prezentare din cadrul conferintei Societate Civila: Tendinte in lucrul alaturi de copii si tineri care a avut loc la Bucuresti, intre 14 15 octombrie. Conferinta a fost organizata in cadrul programului de finantare Fondul ONG in Romania, parte a granturilor SEE si norvegiene 2009 2014. Scopul conferinei a fost acela de a aduce in discutie bune practici in lucrul alaturi de copii si tineri si de a creea o comunitate de organizatii ce activeaza in acest domeniu. Participarea activa a tinerilor, drepturile omului, democratia, interculturalitatea sunt cateva dintre tematicile dezbatute pe parcursul conferintei. La conferinta au participat reprezentanti ai ONG-urilor din Romania, precum si din cadrul unor organizatii din Norvegia, Olanda, Lituania, Letonia, Ungaria, Slovacia si alte tari europene unde programul Fondul ONG se afla in desfasurare. Printre participanti se vor regasi practicieni in educatie, blogger-i, jurnalisti, dar si reprezentanti ai mediului academic si Consiliului Europei. !!! Un proiect realizat de ANCS cu multe rapoarte sintetice http://romaniainoveaza.ro/rezultate-proiect.html http://www.proinno-europe.eu/EIS2008/website/docs/EIS_2008_Final_report.pdf Salariile de mizerie ale profesorilor Velea, Simona. Teacher Training System. Country report, n Zgaga, P. (coord.), Prospects of teacher training in South-East Europe, Ljubljana, Slovenia, 2006, disponibil online: http://www.see-educoop.net/portal/tesee.htm

(asta e un raport interesant bazat pe chestionare aplicate unui numar mare de profesori din tari UE) Si raportul referitor strict la romania: http://www.seeeducoop.net/education_in/pdf/workshop/tesee/dokumenti/book/Romania.pdf O conferinta de la Timisoara http://www.utm.ro/cercetare-stiintifica/conferinta-internationala-educatie-sicreativitate-pentru-o-societate-bazata-pe-cunoastere/ Avem un sistem de educaie modelat dup interesele i imaginea epocii industriale. Organizat asemeni liniilor de producie. nc ne educm copii de loturi. De ce facem asta? Cuvintele i aparin lui Sir Ken Robinson, expert de renume mondial pe probleme de educaie i creativitate. http://sirkenrobinson.com/?page_id=10 Gndirea divergent nu este acelai lucru cu creativitatea. Eu definesc creativitatea ca procesul de a avea idei originale, care au valoare. Gndirea divergent este abilitatea de a vedea o mulime de rspunsuri posibile la o ntrebare. http://sirkenrobinson.com/?page_id=10

Un subiect putin abordat in literatura: barierele in calea creativitatii, factori inhibitori de natura psihologica sau sociala. Referiri la asta am gasit in fisierul psihologia creativitatii www.uamsibiu.ro/studenti/docs/cursuri/3/PSIHO-psiho-creativ.pdf Despre creativitatea in scoala: It is creativity qua creativity a kind of Tuesday, 11:00 11:50: Creativity approach to creativity. Sau educatia pentru creativitate ar trebui sa fie difuza, prezenta in toate celelalte cursuri (ideal asa ar trebui, dar e nevoie de un inceput). Ideea de creativitate in scoala este incompatibila cu modelul school as a factory. Leonard P. Ayres noted that there is too much waste in our educational system. Business principles of factories should be applied to it. ([1]), signing the birth certificate of the school-as-a-factory paradigm in education.
Edward Marshall, There is too much waste in our educational system, New York Times Sunday Magazine, June 11, 1911, available online at: http://sundaymagazine.org/2011/06/there-is-too-much-waste- in-our-educational-system/

Sir Ken Robinson: Every country on earth at the moment is reforming public education.There are two reasons for it. (In Romania reforma este vesnica)!! The first of them is economic. People are trying to work out, how do we educate our children to take their place in the economies of the 21st century. How do we do that? Even though we can't anticipate what the economy will look like at the end of next week - as the recent turmoil is demonstrating. How do you do that? The second though is cultural. Every country on earth is trying to figure out how do we educate our children so they have a sense of culturalidentity, so that we can pass on the cultural genes of our communities; while being part of the process globalization, how do you square that circle? S(ir Ken Robinson - Changing Education Paradigms.docx) Citarea corecta: Robinson, Ken. "RSA animate: Changing education paradigms." United Kingdom: RSA Events, http://www. cognitivemedia. co. uk). Retrieved January 21 (2010): 2011. We have sold ourselves into a fast food model of education, and it's impoverishing our spirit and our energies as much as fast food is depleting our physical bodies. Ken Robinson Creativity is as important now in education as literacy and we should treat it with the same status. Get quotes daily Join Goodreads

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Ken Robinson quotes (showing 1-30 of 37)
If you're not prepared to be wrong, you'll never come up with anything original. Ken Robinson, The Element: How Finding Your Passion Changes Everything tags: creativity, failure, original 294 likes like The fact is that given the challenges we face, education doesn't need to be reformed -it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and

where they can naturally discover their true passions. Ken Robinson, The Element: How Finding Your Passion Changes Everything Creativity is as important as literacy Human resources are like natural resources; they're often buried deep. You have to go looking for them, they're not just lying around on the surface. You have to create the circumstances where they show themselves. For most of us the problem isnt that we aim too high and fail - its just the opposite we aim too low and succeed. We have to go from what is essentially an industrial model of education, a manufacturing model, which is based on linearity and conformity and batching people. We have to move to a model that is based more on principles of agriculture. We have to recognize that human flourishing is not a mechanical process; it's an organic process. And you cannot predict the outcome of human development. All you can do, like a farmer, is create the conditions under which they will begin to flourish. We have sold ourselves into a fast food model of education, and it's impoverishing our spirit and our energies as much as fast food is depleting our physical bodies. If you are not prepared to be wrong, you'll never come up with anything original. Creativity is as important now in education as literacy and we should treat it with the same status. Public schools were not only created in the interests of industrialismthey were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isnt an exact analogy and that it ignores many of the subtleties of the system, but it is close enough. Ken Robinson, The Element: How Finding Your Passion Changes Everything

Opinii critice la adresa teoriilor lui Ken Robinson http://pragmaticreform.wordpress.com/2013/10/12/what-sir-ken-got-wrong/ Extrase mai jos: 1. Talent is not innate A growing body of research shows that talent isnt innate, waiting passively like a tooth ready to be extracted. Research collated in books from Malcolm Gladwell, Carol Dweck, Matthew Syed, Daniel Coyle, Geoff Colvin, Daniel Willingham, Doug Lemov and Paul Tough show that natural talent is a myth; its only dedicated, determined and disciplined practice that leads to great achievement.

2. Multiple intelligences dont exist Dan Willingham has summarised the research and shown that learning styles do not exist; on multiple intelligences, for scientists, this theory of the mind is almost certainly incorrect: The fact that the theory is an inaccurate description of the mind makes it likely that the more closely an application draws on the theory, the less likely the application is to be effective. All in all, educators would likely do well to turn their time and attention elsewhere. 3. Literacy and numeracy are the basis of creativity In the UK, 17% of school leavers leave school functionally illiterate, and 22% leave school functionally innumerate. Ask any parent what they would prefer: that their child left school unable to read, write or add up but able to dance and draw creatively, or unable to dance or draw creatively but able to read, write or add up. The reason why theres a hierarchy of subjects is because some are more empowering than others. If you cant read, you cant learn much else. If you cant do arithmetic, you cant become a teacher, doctor, engineer, scientist, plumber or electrician. Numeracy and literacy are complex evolutionary applications of civilisation; they take a great deal of time, practice and expert guidance to master, so we dedicate a lot of time to them in school, and rightly so. Sir Ken is wrong when he says children do not need to be helped to learn, for the most part: children do need to be helped to learn every teacher knows that. We dont dedicate so much time to dancing and drawing because they dont disempower you so much if you cant do them.

4. Misbehaviour is more damaging than conformity In any classroom, without compliance with instructions, no one learns anything. Disruptive behaviour is chronic, particularly in the most challenging schools. The problem for many teachers is not so much conformity, but rather pervasive disruption to teaching. Self-discipline is not an evil weed to be uprooted, but the foundation for effective learning. But then again, Sir Ken has not been teacher in a tough school nor any primary or secondary school at all.

5. Academic achievement is important, but unequal Strong academic achievement in private schools allow 96% to go to University, and in the UK commandeer 70% of the jobs as high court judges, 54% of the jobs as doctors and 51% of the jobs as journalists, despite only educating 7% of children. Yet only 16% of the poorest pupils go to University, due to persistent academic underachievement. Its no good Sir Ken disparaging the education systems focus on academic ability; closing the gap in academic attainment is vital for social mobility, social equity and social justice in this country. 6. Subject knowledge is vital for critical and creative skills Decades of scientific research shows the importance of broad and domain-specific knowledge for reading, critical thinking and problem-solving skills. So its no good Sir Ken disparaging subject-based curricula. All over the world, mastering subject disciplines is the route to success. Its no coincidence, no middle-class industrial Victorian conspiracy that China, South Korea, Canada and Scandanavia all organise their systems like this, as global expert Tim Oates explains: In all high-performing systems, the fundamentals of subjects are strongly emphasised, have substantial time allocation, and are the focus of considerable attention. Its the most effective way of organising teaching and learning, because, as Daisy Christodoulou explains: thinking skills are subject-specific; our working memories are limited and easily overloaded by distractions; and pupils are novices, not experts, and so require expert guidance. In short, Sir Ken is wrong on education: profoundly, spectacularly wrong. So next time someone sends you a link to one of his videos, perhaps you could send the link to this blogpost back to them what Sir Ken got wrong. Un citat din Einstein foarte interesant: It is nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wreck and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty. Einstein, 1949, p. 19 O criza a creativitatii?? Bronson, P., & Merryman, A. (2010, July 10). The creativity crisis. Newsweek. Retrieved from Newsweek website: http://www.newsweek.com/2010/07/10/thecreativitycrisis.html Innovation differs from invention in that innovation refers to the use of a better and, as a result, novel idea or method, whereas invention refers more directly to the creation of the idea or method itself.

Innovation differs from improvement in that innovation refers to the notion of doing something different rather than doing the same thing better. Creativitatea se refera la producerea ideilor. Termenul de inovare se refera la aplicarea ideilor, la viata ideilor dupa ce au fost nascute in procesul creativ. Vezi si termenul open innovation Amabile transeaza problema clar: creativity is the production of novel and useful ideas in any domain Innovation is the successful implementation of creatiuve ideas within an organization