In other words, in this university, the professor has the essential task of learning (1) knowledge to the student, in fact, to inform. Besides this, anything is possible. We can consider another university, that is to say that where one focuses on the student and on facilitating learning.
In this aspect, it is no more than ensure that the student has been in contact with predetermined knowledge, more or less uniform and will be able to return during examinations or partial but check that he developed degrees of competence. This means that it is important that students learn to their account with the help of a teacher who can facilitate his approach, so that listening and advises more than it imposes knowledge, which characterizes genuine secularism.
To do this, I suggest to use anything that allows students to build and achieve personal, rigorous and coherent project that enables him to make, methodically, more intelligible its interrogation field. In this perspective, the technique of memory seems to be a privileged tool but I do not give it provided a contemplative and exclusive value. That would seem to me vain to reduce the content of this article to a simple modification of instructional technology.
Indeed, beyond this simple change in practice, this is a reversal of perspective in question. A reversal of education policy that we should not seek to tie to any ideology. On the contrary, while avoiding falling into the immobility of all representations made, I want to try to show that we can do “anything” from the university at the time of learning spread over a lifetime.
This “something else” is based on a different conception of knowledge for man to live his culture more responsibly KNOW WHAT? Focusing on the student a direct consequence that knowledge which is here in question is no longer regarded as mere external knowledge one is imbued. To use an English terminology, I would say it is as much the “I can” the “I know”, know-how that knowledge.
For example, knowledge of mathematics or knowledge literature matter. It is interesting that the learner knows recite something that does not concern him. By cons, it is important that he knows mathematize, read a text in a personal way with his thought and sensibility that he knows “own account”, as we know “own account” solve a problem or that one arises.
The contents are only examples for built mechanisms implemented by each active. This equates to a total knowledge, more authentic as a kind of knowledge be where culture takes on a meaning that goes beyond the mere reference to the known offered or lived socialized in an environment to lead to a kind of step back from, of abstraction constructed from his own total experience (human, scientific, etc.).
In other words, it amounts to knowing a rigorous methodology to conceptualize, process to emphasize the essentially copy of the content of knowledge (2). For such a fertile culture, enriching, is updated, it is important that the university contributes directly to the personal construction of each. In this respect, the creation of original productions such as memory practice (3) allows, seems to be the most economical mode, as its generalization in the new University can it fit perfectly.
Indeed, writing a book of 150 to 300 pages reveals a level of personal and intellectual maturity and ensures the company achieving a skill level. It is that work which we speak here is not the only narrative aspect realizing an expressive ability but involves a “frame” methodological and conceptual specific to different policy fields.
In this perspective 1ES knowledge, those that prevail in the traditional university, take an exemplary second so compared to the active construction methods and concepts which are the forms of development of each. This results in students a greater sense of completeness but also greater sense of reality.
It suffices to have himself worked as a researcher, having produced diplomas, theses and books to find out how the practice of research and the realization of productions require efforts that are far from being rewarding (but thus are maturing agents) and provide significant knowledge which contributes significantly to the progress of intellectual and emotional autonomy of the person. All this talk can be summed up by evidence; that we know has been actively taught.
OUTLINE OF CHANGE WHAT COURSE? I mentioned above the notion of competence threshold. It seems to me that this notion may well coincide with the current cycles of higher education (first, 2nd and 3rd cycles).
This means that after having signed a contract on a project with a teacher, the student may enroll in the University to achieve during a cycle. WHAT TIME OF STUDY? This design from the University assumes that the length of studies is variable and linked to the production of the memories. In this system, it can not therefore be academic year or exam period, that is to say that the student would ask to support each of his memories when he was ready.
WHAT STUDENTS? The spirit of this reform requires a large opening at the entrance to I University as exists in Paris VIlle. Indeed, the experience should not be overlooked for the sole benefit of the baccalaureate.
Since the student is a central concern of the University which I think, after all, logical University should help him become competent and responsible, ie to promote the extinction of the dependency mentality . To contribute to this, it may seem wise to consider the granting of personal loans open for one cycle to any student enrolled. These loans could take the form of a kind of symmetrical retirement it seems natural that the individual contributes to his old days and takes to stay or to buy a car, it is not shocking to consider that it borrows to study and then it contributes to mutual to wage rates vary according to the duration of borrowed installments.
It goes without saying that this would lead students to not stagnate in irresponsible studies. TEACHERS WHAT? Obviously, there can be no reason to change the status of teachers, state officials, compared to their colleagues in the traditional university. However in their service obligations would create a major difference is due to burst time is the service definition from a student body to lead.
A priori, it seems reasonable that a teacher can support a maximum of thirty students whose level would range between undergraduate and postgraduate diploma (first year postgraduate) included, PhD students being redundant for teachers and lecturer who have no thesis to realize themselves. Practically this means that each teacher would inform, unite, organize thematic sessions, advise students and those of his colleagues at the University that would solicit on specific projects.
In short, it is a work for the application. This substitution of staff time involved from the teacher a certain availability and a strong involvement of research at all levels of stats about homework
practice. From a purely administrative point of view this means remove the rule from the obligation to weekly schedule and, logically also additional hour.
However at the same time, given precisely this necessary involvement of the teacher in the process of research as an advisor and on his own, looking for premium should immediately undergo a catch that makes the match the rate set by the texts ( 20U is for all teachers) and improve as the 1957 text let suppose. WHAT INSTITUTIONS 7 This time broke that promotes the situation of the student at the center of the training process can happily accompanied the breakup of the space to achieve this extramural University whose H Desroches (4) questioned the event.