Az iskolák, mint a remény hordozói – A független iskolák új tájképe: lehetőségek és határok
Hollandia, Hága, 2013, április 18-20
Célunk a független iskolák új tájképének átgondolása.
A tájképet az önálló identitással rendelkező, különféle elemekből és rétegekből álló oktatási rendszerek metaforájának tekintjük. A tájkép megértéséhez szükséges
- tudomásul venni egyént és közösséget;
- hogy mérések sokféleségben működjenek;
- figyelembe venni a meglévő kapcsolatokat (egyéni és csoportos);
- integrálni az alapvető új ismereteket.
Independent schools are self-organized educational systems, continually adapting and evolving, influenced by external and internal pressures: political, economic, demographic, cultural, sociologic, cultural, epistemological, psychological, cognitive, societal, legal … etc.
Independent schools are constantly striving to improve their performance by innovative
interaction with their environment.
A key element of the independent sector is autonomy: the ability to be an alternative, to constitute
an optional choice. Being an alternative is developed in the belief that education is only possible
within certain values, “Bildung” and empathy.
Independent schools:
- take advantage of opportunities presented;
- adapt to the boundaries imposed by every day life.
Independent schools reflect on:
- the nature of the relationship established with students and their families, teachers and
- other educators and with the educational administration (central or regional);
- their framework of values;
- how their skills and knowledge are managed and developed.
Independent schools develop their individual identities, composed by their own particular elements and layers.
Society should embrace these landscapes and acknowledge independent schools as true reservoirs of hope.
– See more at: http://www.ecnais.org/schools-as-reservoirs-of-hope-the-new-landscapes-for-independent-schools-opportunities-and-boundaries/#sthash.TibJiiXg.dpuf
