Difference between revisions of "Team:Paris Bettencourt/Practices/SynBio Challenge"
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<p class="caption"><b>Figure 4:</b>Using creative and artistic materials, the students were encouraged to brainstorm, sharing their ideas and build projects with the help of facilitators.</p> | <p class="caption"><b>Figure 4:</b>Using creative and artistic materials, the students were encouraged to brainstorm, sharing their ideas and build projects with the help of facilitators.</p> | ||
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<p class="caption"><b>Figure 5:</b>The students also had the opportunity to share their results and experience with a broader audience in the “Futur en Seine” event, a innovation, science and technological event that is held every year in the city of Paris.</p> | <p class="caption"><b>Figure 5:</b>The students also had the opportunity to share their results and experience with a broader audience in the “Futur en Seine” event, a innovation, science and technological event that is held every year in the city of Paris.</p> | ||
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+ | <h2>Results and perspectives</h2> | ||
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+ | Policy can encourage society to make this step in a broader way, for example, in the services that are provided by the state, like public education. Education has been a reflection of the organization of society at any point of history. From indoctrinating to promoting critical reasoning, from gender or race segregation to an enhanced diversity, school has largely evolved to become a more inclusive and democratic place. Yet, some aspects like interdisciplinarity, transversality, or self-management are not fully developed in many of the national curriculums in the EU states. Bringing a more democratic organization to schools and learning centers will probably help young citizens to understand the importance of public engagement. | ||
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+ | Research practices in high school education provide an excellent case study for this topic. In the final years before they are going to be allowed to vote and be elected, students should experience the meaning of democracy and management. Research practices can be defined as self-managed research, collaborative, international, learning by doing, exploratory, and creative. In research workshops with this kind of students, techniques of inverse pedagogy can help the teacher to come down the step and assume a role of mediator or facilitator to the minimal expression. Students then can decide what to learn in an education based on projects and not on subjects, that prioritizes critical reasoning and creativity, in an international background. Following the principle of social justice, this would provide the students with the critical reasoning necessary for the functioning of a democratic institution and therefore equality of opportunities to chose their representatives or participate in the decision-making processes. | ||
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+ | <p class="caption"><b>Figure 6:</b>Testimonies of students and teachers participating in the project.</p> | ||
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+ | <p class="caption"><b>Figure 7:</b>New concepts introduced for the students. We are trying to develop a new paradigm of education that changes the role of the teacher to be a facilitator of learning rather than a director of studies.</p> | ||
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Revision as of 02:39, 19 September 2015