Martí March and Francina Armengol they liked present themselves as the great peacemakers to the educational communitythe architects for having sealed a education costs with a rebellious teaching staff who claimed “Quality education, public and in Catalan” in its frontal rejection of the trilingual model proposed by Jose Ramon Bauza.
Actually, Nuria Rierathe last of Bauzá’s education ministers, and his general director, Antonio Vera, had paved the way for this educational peace, by capitulating to the green tide with the withdrawal of the TIL a year before the 2015 elections, the PP tried at the last moment to achieve peace with teachers, sensing what awaited them in the elections. While Riera and Vera gave up in front of the unions and teachers’ assemblies, they returned to what they had always done, which was to make fun of the families who had come forward in favor of the TIL, opposed to social engineering and furious at impunity. and the immunity of teachers had acted.
Even if the surrender to the green shirts was total, Riera and Vera They failed to save Bauzá’s headlosing one in three voters at the polls. It was the prelude to the black Armenian octenium, eight years outside the institutions in which the popular They smoked a cigar while occupying the luxurious seats of the Balearic Parliament without arousing any opposition worthy of the name.
Reading between the lines the expert group’s proposals for improvement and controlled dissent, which came to light a few days after learning that half of fourth-grade students lacked minimum skills in math and three languages, this only corroborates three things. . Firstly, when we judge education in the Balearic Islands, we always fail in our diagnoses: reality always exceeds the worst imagined scenarios. Secondly, teaching always tends to deteriorate in the hands of a professor of pedagogy, which gives a fairly clear idea of the real problem facing teaching today. Three, behind the tower quality education, public and in Català there was just a desperate attempt not to take responsibility for the lack of education in the Balearic Islands. I don’t even want to change anythingbeyond the making of the figures so that the seams of a an education system that has been broken for 25 years everywhere in the face of indifference, cowardice and indolence of a frightened political class, mainly of all the ministers of Education, Damià Pons to Antoni Vera, to whom Balearic society would never have to forgive what it did (or what it did not do) given the enormous amount of resources at its disposal.
After reading the proposals for improvement that have been made these days, we have certified that the Educational March has applied with the greatest enthusiasm and without any criticism the most revolutionary hypotheses of the controversial LOMLOE. Students from the Balearic Islands would have been the guinea pigs for the new experiment. March didn’t just abandon digital notes to the great dismay of families but replaced also an essential educational element since they were THE educational programming by a new methodology called learning situationsa euphemism for so-called project-based learning where the student explores and discovers knowledge on his own.
This new constructivism where each student constructs his own knowledge practically without the help of the teacher who only guides him is at the origin of the failures of modern pedagogy. Discovery learning makes sense for digging deeper into what you already know beforehand, but you need to have learned it first.which always takes effort and someone who helped you learn it.
Councilor March simply eliminated the educational programminga fundamental tool for planning the daily task of the teacher, which includes “specific skills, evaluation criteria and grading criteria, contents, methodologies, sequence and temporal distribution of programming units, didactic resources, the evaluation procedure and instruments, the reinforcement and recovery plan or the application of measures to respond to individual differences of students. Apparently, Our schools have operated in a regulatory vacuum in recent years and without any constraint for the sacrosanct autonomy of the center, transform nursery and primary schools into a sort of phalansteries of coexistence in which all transmission of knowledge is rejected as “retrograde”.
This enthusiasm for the discovery of their own knowledge that would have been imposed on the Balearic Islands since the promulgation of LOMLOE in preschool and primary levels, as a maximum expression of this project-based learning, would have distracted our children and young people. learning to read and write, as well as learning basic arithmetic. At least that’s how Balearic government experts let it slip. In its suggestions for improvement, Experts are tightening the screws on directors of early childhood and primary centers who apparently do not understand that knowing how to read and write, as well as add, subtract, multiply and divideare not only ends in themselves, a series of additional knowledge barely less than the same relevance of those they “discover” for themselves, but also They are fundamental “instruments” without which the approach to knowledge of other subjects is literally impossible..
Some directors, mostly from the directors training center (CFIRDE) which launched the sacred cow of Manel Perello whose courses were only accessible after a prior discretionary selection among all the teachers interested in running a center, would have been abandoned without reservation in the arms of the new god of learning situationstaking advantage of the disappearance of didactic programming, the increase in hours of free disposal of LOMLOE, the absence of clear legislative guidelines on how to teach reading and writing, as well as the absence of regulatory evolution that March, deliberately, would have allowed better performance of the new educational mode of learning through exploration and discovery.
Experts criticize leaders for failing to take into account already existing empirical evidence on how to teach reading and writing effectivelywhich means not only are children not learning to read and write fluently, but they would be doing so inefficiently and ineffectively.
Some leaders, starting with the current advisor focused on everything that is incidental and never on the essential, have forgotten that the school exists to learn and awaken, if possible, the students’ desire for knowledge, an attitude which does not awakens only when they understand what the teacher explains and then continue to master it. People like to do what they already know how to do and students are no exception. If they are not taught anything about a subject, they will never have any interest in learning more about that subject. AND If we don’t teach them to read well, it will be difficult for them to get a book. Experts emphasize the central role of the teacher and mastery of his subject in every learning process, something that many had seemingly forgotten.
In this same line of praising research and innovation for their own sake, a subject called research work, which experts recommend replacing with other modality topics with specific content. All that modern nonsense for “innovation” or by trust from an early age in the investigative capacity of the human racevery in tune with the signs of the times where everything new is generally blessed while everything old is thrown away, is born from the superstition of believing that tradition is inherently evil or “outdated” when we all know that it is difficult to innovate. . something if the tradition is not first completely mastered.
Knowledge of tradition is sine qua non condition for an innovation that never arises on its own without deepening the knowledge of those who preceded you. Any seasoned researcher or reader knows this. The dialogue between moderns and ancients through books is essential for anyone who wishes to contribute additional knowledge, however small, to the body of knowledge of their subject, whether philosophy, theology, law, mathematics, engineering, physics, chemistry or. biology. Research whose ultimate goal is innovation is a difficult discipline that requires large doses of perseverance, time and mastery of what others have done before. She has no place in high school, especially when Balearic students arrive with so many gaps in secondary and primary education that are simply disastrous.
These fundamental ideas in the art of teaching have been forgotten by the desire of many teachers and pedagogues, imbued with the arrogance and arrogance typical of moderns, to do different, innovative, “progressive” and unconventional things. in the heat of superstition. that all change is inherently good simply because it is change. Dear educators, experiment with soda and not with our children.
Reference: Analysis of early childhood education programs, primary education, compulsory secondary education and high school in the Balearic Islands and proposals for improvementGovernment of the Balearic Islands, November 2024.
