Association Luxembourgeoise pour la liberté d’Instruction

Gegen eine ganzheitliche, bewusste und lebendige Bildung ? (FR/DE) *** Am Freitag, den 24. und Samstag, den 25. September 2021 fand im Lycée classique de Diekirch die allererste Ausgabe von Challenge For A Better World statt, eine neuartige Veranstaltung, die von der Fondation Follereau Luxembourg im Rahmen ihrer Aufgaben zur Sensibilisierung und Bildung für nachhaltige Entwicklung organisiert wurde. ALLI asbl hat an der Organisation dieser hoffentlich inspirierenden Konferenz mitgewirkt. Sei die Veränderung, die du in der Welt sehen willst! - GANDHI *** 0:00:04:18 Begrüßung - Herr Krämer Direktor (lcd.lu) 0:01:39:24 Einführung in das Thema durch Jean-Philippe Wagnon (ALLAGI.lu) 0:04:01:04 Botschaft des Ministers Jean Asselborn von Dr. Fari Khabirpour Co-Moderator Dr.phil.psychologue-psychotherapapeute 0:13:05:14 Vorstellung der Referenten 0:14:32:22 Vorstellung des ersten Redners 0:16:02:07 Stéphane Dumange (eimlb.lu) Stellvertretender Direktor Internationale Schule Mondorf-les-Bains Beitrag über die alternative Praxis der Internationalen Schule von Mondorf-les-Bains. 0:29:07:06 Vorstellung des zweiten Redners. 0:29:59:07 Tobias Feitkenhauer (frei-day.org) Projektleiter - Vortrag über eine Praxis des freien Tages zur Durchführung selbstbestimmter Umweltprojekte an deutschen öffentlichen Schulen. 0:40:30:00 Kommentare der Moderatoren. 0:42:53:23 Vorstellung des 3. Redners 0:44:03:17 Mathis Godefroid (jugendrot.lu) Vorsitzender von Jugendrot CGTL asbl 0:52:17:22 Kommentare der Moderatoren 0:55:33:21 Vorstellung des 4. Redners 0:56:14:23 Gilbert Pregno (ccdh.lu) Psychologe und Vorsitzender der Beratenden Kommission für Menschenrechte des Großherzogtums Luxemburg- Kommentare als Psychologe und Vorsitzender der CCDH 1:06:09:24 Kommentare der Moderatoren. 1:12:42:04 Präsentation 5. Rednerin 1:13:42:22 Céline Veitmann (allagi.lu) Trainerin mit Leidenschaft für Psychopädagogik und Lerntechniken. Beitrag über ihre Praxis von Philo-Workshops in Schulen und Erklärungen. 1:24:02:07 Kommentare der Moderatoren 1:24:25:15 Replik von Tobias Feitkenhauer 1:26:13:16 Austausch mit dem Publikum 1:27:00:00 Frage eines Zuhörers 1:28:06:04 Kommentar Stephan Dumange 1:30:21:05 Kommentar Céline Veitmann 1:31:54:17 Kommentar Tobias Feitkenhauer 1:35:23:04 Kommentar Mathis Godefroid 1:37:15:12 Frage einer Zuhörerin 1:38:54:11 Kommentar Stephan Dumange 1:41:46:24 Kommentar Tobias Feitkenhauer 1:45:20:00 Kommentar Mathis Godefroid 1:47:31:12 Kommentar Gilbert Pregno 1:52:32:20 Kommentar Fari Khabirpour 1:56:10:11 Schlussfolgerungen und Danksagungen 1:58:36:07 Schlusswort von David Thommes von Fondation Follereau, Organisator. Zur Verbesserung der freien Übersetzung der Untertiteln - Kontakt alliasbl@gmail.com

Source : Article en français https://eurohomeed.org/home/le-droit-linstruction-pour-les-nuls Article in English https://eurohomeed.org/home/guest-post-educational-rights-for-dummies Call to unite for a full respect of human rights in education http://www.fhree.org/2021/11/08/unesco-response-call-to-unite/

Peter Gray, Boston College WHY PLAY AND SELF-DIRECTED EDUCATION ARE CRUCIAL TO PREPARE CHILDREN FOR AN EVER-CHANGING FUTURE 27 Sept., Luxembourg . A. What Is Self-Directed Education? Education is the sum of everything a person learns that enables the person to live a satisfying and meaningful life. Most of education for everyone occurs naturally and efficiently outside of formal schooling, through self-directed play, observation, exploration, conversation, and collaboration. Children come into the world biologically designed to educate themselves. Their curiosity, playfulness, sociability, and willfulness are all shaped by natural selection to serve the function of education. If we look back far enough, Self-Directed Education is traditional education. Coercive schooling is an historical blip that served societal purposes that are now counterproductive. B. The Educative Instincts 1. Curiosity—the drive to understand. 2. Playfulness—the drive to practice and create. 3. Sociability—the drive to know what others know and share what you know. 4. Willfulness—the drive to be in charge of one’s own life. 5. Planfulness—the drive to make plans for the future. C. The Crucial Roles of Play Definition of play: Play is activity that is (a) self-chosen and self-directed; (b) intrinsically motivated; (c) structured by mental concepts or rules; and (d) imaginative and creative. How play promotes physical, intellectual, social/moral, and emotional development. How play leads to passionate interests and careers. D. Evidence that Self-Directed Education Works Evidence from observations of hunter-gatherer cultures and other traditional cultures. My study of the graduates of the Sudbury Valley School. My study of grown unschoolers. E. The Optimal Context for Self-Directed Education Conditions present in hunter-gatherer bands and SVS, but absent in conventional schools. 1. The social expectation (and reality) that education is children’s responsibility. 2. Unlimited freedom to play, explore, and pursue own interests. 3. Opportunity to play with the tools of the culture. 4. Access to a variety of caring adults, who are helpers, not judges. 5. Free age mixing among children and adolescents. 6. Immersion in a stable, moral, caring community. F. Why the Time is Ripe Now for Self-Directed Education to Take Wings 1. Increased toxicity of coercive schooling. 2. Increased evidence that SDE works. 3. Increased ease of pursuing SDE, as information has become readily available. 4. Fit of SDE with the modern economy. More than ever the economy needs people who have the kinds of traits and skills that are fostered by SDE and suppressed by coercive schooling. H. Practical Steps Toward Making SDE Available for All: The Mission of ASDE How social change occurs; reaching the tipping point. Means of hastening movement toward the tipping point. Normalizing SDE. Why the change will not occur through reform of current public schools. Libraries as publicly supported centers for SDE. Our efforts to promote this movement. See also Psychology Today blog, Freedom to Learn: http://www.psychologytoday.com/blog/freedom-learn and follow me on Facebook: https://www.facebook.com/peter.gray.3572. To join the Alliance for Self-Directed Education, go to http://self-directed.org http://www.alliasbl.lu