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Topic: What for the school is necessary

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Re: What for the school is necessary

DO> Some colleagues call into question the Author: xma Date: 08.11 18:05 necessity of training for school. So the school what for is necessary, and whether it is necessary generally? The modern school appeared as institute of an industrial society. Tasks: 1) as it is told by a row - that kiddies did not gad on streets and did not glork in gangs while parents on operation, 2) preparation for operation in industrial system (all come to a call - analog of factory hooter, work in collective, are accustomed to perform accurately boring monotonous operation, 3) it is connected to point 1. Not all understand that struggle against child labor in considerable (if not solving) levels was struggle against loss of workplaces by adults (a-lja present struggle against migrants), and the care of colors of life fulfilled a role of propaganda support (certainly, child labor conditions really often were awful and many were perturbed sincerely). Masses of children it was necessary to attach - from here constant growth at first spanning by training, and then durations of this training. In the modern society generally very many till now it is organized under needs of an industrial epoch.

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Hello, pestis, you wrote: P> As a result of such "training" at the first year students should speak "forget that heresy which you learned at school". The Multiplication table? The Pythagorean theorem? Russian rules?

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P> Well give it is discussed, whether that. The physics is two things: qualitative (as an antonym to "quantitative") descriptions of the phenomena and mathematical predictive models. The qualitative phenomena it, for example, the textbook "Elementary physics" Landsberga of 40th years. Explanations there at level "if a tax on an electrode some thousand volt on it appears corona discharge". Actually it is all that it is possible to give  and so the physics and is taught at school. Because for  it is required, a surprise, the nobility to the mathematician. For the elementary tasks with  on strings it is required to know already algebra and to solve the equations, and it is necessary to fasten to one of   as suddenly it becomes already necessary to know , and  in the school program is not present. As a result the school physics practically all qualitative. Whether it is possible to change it, somehow on another to teach physics? It is possible, in a physical floor-mat schools and do, give mathematics at level 1-2 courses of university and it enough normally to study physics. But there is it by a failure from repetition same on 3 times. Well, yes you correctly wrote all. Even to argue there is nothing.

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Hello, Dym On, you wrote: DO> As training, for example, to the physicist is constructed. Begin, in 7th class, at first at primitive level study driving (mechanics), then an electricity, optics... Then in 9th class too study mechanics, an electricity, optics, but already at other level, and at 10-11 - again mechanics-electricity-optics, but it is more profound. That is, studies one and too, but with complexity rise. Even if in school to walk through time and strenuously to resist, all the same something yes remains (though half-shtof). So it turned out that the physics at us all is based on differential and integral numerations. Without them (7th, 8th, 9th and, likely, 10th classes) it represents a dial-up of doctrines for hacking and a small group of specially adapted problems. Absolutely useless expenditure of time. DO> the school 1 what for is necessary. As the previous orators that children along the street did not dangle validly noted. 2. The school learns to submit to violence. Each person is born the free. Some parents   the children and what to do with remaining? To Fatherland Nafiga it is so much free? What with them to do, how them to build? Here the school also meets lacks in education. 3. The school accustoms growing up citizens to appreciate and respect the formal criteria. At first for children a constant  round estimations, and then hi fine big world, where unique criterion of success - .

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Hello, TMU_1, you wrote: TMU> the Modern school appeared as institute of an industrial society. Tasks: And it can appeared, that  to give to children of knowledge? And here that  from the bad quality of training also invent now about needs of an epoch industrial or what there still. On this thought directs a simple reason: in elite  boarding schools quite classical program and the approach.

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Re: What for the school is necessary

Hello, Dym On, you wrote: DO> As training, for example, to the physicist is constructed. Begin, in 7th class, at first at primitive level the motion (mechanics), then an electricity study, optics... Then in 9th class too study mechanics, an electricity, optics, but already at other level, and at 10-11 - again mechanics-electricity-optics, but it is more profound. That is, studies one and too, but with complexity rise. Even if in school to walk through time and strenuously to resist, all the same something yes remains (though half-shtof). No. At school the physics teach awfully. Except for some schools. After it it is clear nothing. Training like that Feynman about Brazil wrote. I then walked on preliminary courses for arrival. There there was very good teacher who for half a year taught me to solve challenging tasks on the mechanic. All spoke anew. School teachers solve these tasks could not, and especially to teach them to solve. They could put what base?

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A> Is not present. At school the physics teach awfully. Except for some schools. A> after it it is clear nothing. Training like that Feynman about Brazil wrote. A> I then walked on preliminary courses for arrival. There there was very good teacher who for half a year taught me to solve challenging tasks on the mechanic. Just about. Our teacher on the physicist was considered abrupt, I like quintuple received, but when started to be engaged with the university teacher - as if eyes opened. That the school physics generally is faster the advanced natural study, than the real physics - separate talk.

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Hello, TMU_1, you wrote: TMU> Just about. Our teacher on the physicist was considered abrupt, I like quintuple received, but when started to be engaged with the university teacher - as if eyes opened. TMU> that the school physics generally is faster the advanced natural study, than the real physics - separate talk. So can, it and is the correct education system? The physics was necessary to you, you found where it to receive. You had a choice, you searched where it to receive at the highest level (in many respects probably because you should hand over entrance examinations, and the school at all does not guarantee that you after it can hand over them, as though it is good you did not follow its program). Professors and teachers too are interested in  good students that guarantees both complexity of examinations, and provision of possibilities for training. Accordingly, we have a competition and a freedom in choosing that conducts to quality magnification. And in many respects because of it,  a physical floor-mat formation turns out really strong and effective that we and see on examples of participants RSDN. Compare to another  system where final examinations in the school program are criterion for arrival in HIGH SCHOOL. The school loads you lessons and jobs, even in high classes, and holds you since morning till the evening, thus with rather severe discipline. Thus there is the conditional warranty that if you follow its program special problems with examinations at you will not be. In this case at you is not present neither time (possibility), nor stimulus to search to itself for additional education somewhere else. And considering that you "are anchored" to school by a residence of your parents, absolutely bad pattern is added. Absence of stimulus, a choice, a competition conducts to quality lowering. Plus appears a tendency to simplification of examinations since the they are easier, the the education system more effectively looks.

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Hello, vsb, you wrote: vsb> But the average school with average  is not necessary to the normal person. I support

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DO> As training, for example, to the physicist is constructed. Begin, in 7th class, at first at primitive level the motion (mechanics), then an electricity study, optics... Then in 9th class too study mechanics, an electricity, optics, but already at other level, and at 10-11 - again mechanics-electricity-optics, but it is more profound. That is, studies one and too, but with complexity rise. Even if in school to walk through time and strenuously to resist, all the same something yes remains (though half-shtof). Plus at school different subjects are studied. There is a possibility to understand that turns out better. If the child to school not to give how to organize training in various directions? To employ in each subject of the tutor not at all there is a possibility. At first, money. Secondly, it is necessary to organize it that teachers could come home, be engaged with the child.