25 journal de l’ associationcomenius journal  comeniusSeptember 2016

Editorial Quote 3

Presidential Note 5

Kinder Words

Je suis ta sœur et ton frère 6 Background of a poem 9 Message Urgent: Des Ami(e)s de L’ Association Comenius 10 Urgent Message: Friends of The Comenius Association 11

Perspectives: (In-)formal Education

Facing the pedagogical challenge of unaccompanied minor asylum seekers 12 Environmental education through experiential pedagogy programs 15 The inclusive primary teacher 20

Visions & Practices

Teaching sustainable development: an international project-based approach 18 Towards quality physical education in Ireland and Switzerland 22 The relationship between physical activity and cognitive abilities 25 Rediscovering long-standing values in the teaching of natural sciences 28

Travel Experiences

100 Pupils, 3 Countries, 1 Planet 32 An account: Teacher staff midweek - sustainable development, Santarém, 14-16 March 2016 34 Stimuland: Is it wrong to wish on space hardware? 35 They are there and we are here 38 Faut-il encadrer les enfants en leur donnant une structure ou les responsabiliser en les rendant plus libres? 40

Announcements & Upcoming Events 43

Contributors 45

Partner Institutions 46

Editorial Quote

‘If adventures will not befall a young lady in her own village, she must seek them abroad.’

J a n e A u s t e n

Comenius Journal September 2016 3 Presidential Note presidential

Geneviève Laloy President of the Comenius Association Head of the International Office Haute Ecole Léonard de Vinci, Belgium

noteA new season is beginning and with Thus, the training of teachers and social it, new international projects, new educators is certainly crucial in these educational partnerships, new individual educational issues and the Comenius or collective mobilities, in one word, it’s Association has an important role to play a whole network that lives, grows and in facilitating synergies between training spreads his thoughts, actions, research, etc. institutions, encouraging the development of international projects that unite more Voici une nouvelle saison qui commence et than divide, that enable one and all to avec elle de nouveaux projets internationaux, meet, to understand, to cooperate. These de nouveaux partenariats pédagogiques, de are important missions which should nouvelles mobilités individuelles et collectives, inspire the young generation in training en un mot, c’est tout un réseau qui vit, se to become competent teachers, open to développe et essaime ses réflexions, actions, the world, engaged, lucid and agents of recherches, etc. change.

At a time of global questioning about Ainsi, la formation des enseignants et the evolution of our planet and of the des éducateurs sociaux est sans nul doute humans who inhabit it, at a time when déterminante dans ces enjeux éducatifs et it is decidedly crucial to think and to act l’Association Comenius a un rôle important to reduce inequalities in the world and à jouer dans la facilitation de synergies entre to give everyone access to a dignified life instituts de formation, l’encouragement à la involving respect for each other, Education mise en place de projets internationaux qui is more than ever at the heart of our fédèrent plus que ne divisent, qui permettent debate, our challenges. aux uns et aux autres de se rencontrer, de se comprendre, de coopérer. Ce sont là des A l’heure des questionnements mondiaux sur missions importantes dont les jeunes en l’évolution de notre planète et des humains formation auront à s’inspirer pour devenir des qui la peuplent, en cette période où il est enseignants compétents, ouverts sur le monde, décidément crucial de réfléchir et d’agir pour engagés, lucides et acteurs de changement. réduire les inégalités dans le monde et donner à tous un accès à une vie digne dans le respect des uns et des autres, l’Education est plus que jamais au cœur de nos débats, de nos défis.

Comenius Journal 4 September 2016 Presidential Note presidential

note Indeed, it is about change and this Dans la présente édition de ce journal We each have the power as individuals to opportunity must be seized by thinking sont relatés les fruits de diverses recherches participate in a positive and sustainable outside the box and trying other pédagogiques et notamment dans le cadre development of our societies. The world educational paths, daring collective work, de l’éducation formelle et non-formelle où of education is a nursery for this emerging taking the risk of new educational policies la pédagogie sociale doit inévitablement world but it is too often constrained by aimed at the development of young rencontrer la formation des enseignants, où frameworks that we must dare to rethink citizens in the respect of different cultures le terrain de l’éducation non-formelle ou from top to bottom. and in the search for equal opportunities. informelle doit absolument être pris davantage en considération car il participe également de “Something else” is possible and we are all En effet, il est bien question de changement et manière essentielle à la construction des jeunes responsible. de cette opportunité qu’il faut saisir de sortir en devenir. du cadre et d’essayer d’autres voies éducatives, Nous avons chacun le pouvoir en tant d’oser le travail collectif, de prendre le risque The emergence of projects that link these qu’individus, de participer à une évolution de nouvelles politiques éducatives qui visent two fields of education is a challenge and positive et durable de nos sociétés. Le monde de au développement de jeunes citoyens dans regularly alarming news reported by the l’Education est une pépinière pour ce monde le respect des différentes cultures et dans la media encourage us even more to try to en devenir mais il est trop souvent contraint recherche de l’égalité des chances. build bridges between sectors, between par des cadres qu’il faut oser repenser de fond fields of action, between land lives of social en comble. In this edition of this journal are related actors be they from Europe or elsewhere. the results of various educational research « Autrement » est possible et nous en sommes and particularly in the context of formal L’émergence de projets qui lient ces deux tous responsables. and non-formal education where social champs de l’éducation est un véritable défi pedagogy inevitably meets teacher et les actualités régulièrement alarmantes G e n e v i è v e L a l o y training, where the field of non- formal or relayées par les médias nous incitent d’autant informal education should definitely be plus à tenter de favoriser les ponts entre considered further because it also plays secteurs, entre champs d’actions, entre terrains a key role in the construction of the new de vie des acteurs sociaux qu’ils soient generation. d’Europe ou d’ailleurs.

Comenius Journal September 2016 5 Kinder words

Je suis ta sœur et ton frère Jag är din syster och jag är din bror

Seul, j’étais Ensam låg jag - avec tout ce qui a été, - med alla som funnits tout ce qui est, et alla som finns och tout ce qui sera – alla som kommer att finnas - dans un océan en forme de poire, i ett päronformat världshav, bercé, cajolé, espéré vaggad, vyssjad, väntad.

Dans cet océan: I det havet bar jag inget namn; je n’avais pas de nom, av kvinna och man skapad, créé de la femme et de l’homme, lagd i ett rum jag inte valt je reposais dans une chambre que je n’avais pas choisie, i en tid okänd - à une époque inconnue, och alla namn var mina. et tous les noms étaient les miens.

Je m’appelle Mehmed, Jag heter Mehmed. Liliane est mon nom. Ljiljana är mitt namn. Je réponds au nom de Jorge. Jag lystrar till Jorge. Niem, c’est moi. Niem, det är jag. D’après ma grand-mère je m’appelle Karin, Efter mormors mor heter jag Karin, Björn d’après mon grand-père, c’est moi. Björn efter farfar, det är jag. D’après l’amour je m’appelle Li., Av kärlek heter jag Li. Gajendra me donne la chaleur. Gajendra fick jag heta. Nommé Adul je suis là. Namnad Adul går jag här. Maman m’appelle: Ifemelu. Mamma ropar mitt namn: Ifemelu. On m’a baptisée Ilona. Döpt till Ilona är jag. Mon nom est Borislav. Mitt namn är Borislav. Je m’appelle Marisa Marisa heter jag.

Comenius Journal 6 September 2016 Kinder words

Ma mère est la Mère; Min mor är Modern, le Père est mon père, Fadern är min far. je suis ta sœur et ton frère. Jag är din syster och jag är din bror.

J’habite Jag bor à Wangunai dans l’île du Nord, i Wangunai på Nordön, à Kalamazoo près des grands lacs et des usines d’automobiles i Kalamazoo vid stora sjöar och bilfabriker, dans le village de Psichró sur la rive sud du plateau de Lasithi i byn Psichró på sydsidan av Lasithiplatån dans l’ombre de Diktibergen, i skuggan av Diktibergen, dans la couleur de Hoverberg et Oviksfjällens i Hoverberg och Oviksfjällens färg berättar, qui pareille au Grand Lac dit le temps qu’il fera, liksom Storsjön, om vädret som ska bli, dans le milieu de l’Empire du Milieu, mitt i Mittens rike, à Shashi le long du Yangtze et i Shashi utmed Yangtze och det c’est loin, très loin de la mer, är långt, mycket långt, till havet, à Santa Cruz au sud là où il fait froid i Santa Cruz i söder där det är kallt et je peux indiquer la direction où le krill se trouve och jag kan peka åt vilket håll krillen finns et les îles Falkland, och Falklandsöarna, entre le désert et la grande baie d’Al-Qatif i Lagos hamnkvarter, mellan öken och stora viken i Al-Qatif à Sagres et quand je scrute la mer i Sagres och när jag kisar ut mot havet je peux voir les rides sur la peau de l’océan, kan jag se krusningar på havets skinn, les vagues faites par le bateau qui naviguait ici krusningar av skepp som seglade ut för halva il y a un demi millénaire, tusen år sedan, près de la glace épaisse à Jakobshavn, petit frère nära tjocka isen i Jakobshavn, lillebror que la glace épaisse a tellement recouvert, till tjocka isen som täckte så mycket, dans la forêt dense à Fonte Boa, i täta skogen i Fonte Boa, dans la ville, i staden, à la campagne. på landet.

Comenius Journal September 2016 7 Kinder words

Je crie quand la lumière du soleil remplit mon être. Jag skriker när solens ljus fyller min varelse. Je mange la chaleur généreuse de ma mère. Jag äter av min moders givmilda värme. Je reste appuyé sur la main de mon père. Jag reser mig stödd på min faders hand. J’apprends à m’en aller. Jag lär mig gå. Pieds nus je foule les sentiers de la jungle, Barfota beträder jag djungelns stigar les falaises du bord de mer. och klipporna vid havet. En chaussures de peau de phoque je cours sur la glace, I stövlar av sälskinn springer jag på isen, je secoue le sable de mes sandales, sanden i sandalerna et je chausse mes bottes spéciales avec les skis, ruskar jag ur och pjäxorna förlänger jag med skidor, les patins à roulettes sur l’asphalte me font avancer vite. rullskridskor mot asfalten tar mig fort fram. La mule et le chameau me portent. Mulan och kamelen bär mig.

Tu es ma sœur et mon frère. Du är min syster och du är min bror.

J’ai faim, je suis rassasié. Jag är hungrig, jag är mätt. Je mange la bouillie d’avoine, un bol de riz. Jag äter gröt av havre, ris i skål. J’ai soif. Jag är törstig. L’eau du puits et la main d’un homme étanchent ma soif. Brunnens vatten och en vuxens hand släcker min törst.

Je suis pauvre et je suis riche. Jag är fattig och jag är rik. Je comprends difficilement, Svårt har jag att förstå et je suis intelligent. och klok är jag. Je suis en bonne santé et malade, Jag är frisk och sjuk, suis seul et ai beaucoup d’amis. är ensam och har många vänner.

Je suis ta sœur et ton frère. Jag är din syster och jag din bror.

Je n’ai pas choisi ma place sur terre. Jag valde inte min plats på Jorden.

Comenius Journal 8 September 2016 Kinder words

Je suis ta sœur et ton frère Background of a poem

At fourteen, words were becoming to pour from the pens that happened to come into my hands. In spite of a very supportive teacher, this stopped as writing poetry was not what a working class boy with no academic tradition what so ever was supposed to do. Fortyfive years later words Bengt Söderhäll began to trickle out of the fountain pen, Lecturer onto the white paper. For years I had been University of Gävle, Sweden trying to formulate the complexity of the arts of learning and teaching in scientific way, without success. Instead another endeavour arrived: to try to understand in a poetic way. I guess the idea or the feeling or the intuitive and tacid will, was to portray parts of the existence in a not so analytic way. To trust in the readers capacity to read and interpret.

The poem “I am your sister and I am your brother” is written from a point of departure where the writer has understood that the birth was not chosen but given by random. So, the experiment in “poetic understanding” is continuing.

B e n g t S ö d e r h ä ll

Comenius Journal September 2016 9 Kinder words

Message Urgent: Des Ami(e)s de L’ Association Comenius

Tout le monde qui a reçu et vu la série de photos prise aux marches du perron du jardin de Klingenthal pendant la réunion de mai 2016 partagera sans doute l’avis : quel groupe enthousiaste et actif, inclinant gracieusement la tête à gauche et à droite sur commande du photographe. Visiblement contente du groupe, Madame Stintzi assiste aussi, comme toujours, quel honneur. Et, jolie surprise, hôte spéciale Tove Heidemann, clairement couronnée reine pendant la soirée d’adieu en cave du château, à cause de ses grands mérites pour l’association.

Surprise aussi : quel beau nombre de nouveaux représentants se présente à la rencontre, autrement dit, continuation assurée d’activités internationales d’intérêt de l’Association Comenius. Bonne occasion pour moi de vous rappeler à l’idée d’établir une association des anciens-représentants des instituts-membres. Je suis désolé, il nous manque encore beaucoup d’ adresses actuelles des personnes éventuellement intéressées. Si vous les connaissez, veuillez-les nous faire savoir. L’adresse courrielle ouverte pour rassembler les dates personnelles (adresse postale et e-mail) : [email protected].

Salutation cordiale, au nom de Carla Gutmann aussi,

W i m F r i e b e l

Comenius Journal 10 September 2016 Kinder words

Urgent Message: Friends of The Comenius Association

Everybody who has received and looked at the series of photographes taken on the flight of steps of the Klingenthal garden during the May 2016 meeting will nodoubtly be of the same opinion: what an enthusiast and active group shows itself, turning gracefully their head to the left or to the right on photographer’s command. As usual, clearly content with the group, Mrs Stintzi assists as well, an honour for the association, isn’t it ? And, nice surprise, Tove Heidemann, special guest, crowned queen during the farewell evening in the cellar of the castle, because of her great merits for the association.

Surprise as well : a lot of newcomers at the meeting, so, carrying on of interesting international activities of the Comenius Association seems to be guaranteed. Good opportunity to remember you the idea to create an association of senior-representatives of the member institutes. It’s a pity, we still haven’t enough actual addresses of eventually interested persons. If you can inform us, please do so. Send the personal post and e-mail addresses to: [email protected].

Best regards, from Carla Gutmann as well,

W i m F r i e b e l

Comenius Journal September 2016 11 Perspectives: (In-)formal Education

Facing the pedagogical challenge of unaccompanied minor asylum seekers

ABSTRACT

The article will describe and analyze an educational development project with unaccompanied minor asylum seekers in a school setting. The project was carried out by Danish and international students as part of the Erasmus course “Crossing Borders: Cultural diversity in education” offered by the Department for Social Education at University Malene Rostgaard Chrestensen College South Denmark, Campus Aabenraa. Lecturer For the project the students were introduced to different methods drawing upon aesthetic University College South Denmark, processes, for instance the vision based methodology, teacher in role and participatory Denmark photography. The article will argue that such methods not only enables an understanding of the participant perspective (i.e. the young asylum seekers), but also gives the student the Martin H. Brunsgaard possibility to switch between different roles and to reflect upon his/her opinions and beliefs Senior lecturer about teaching a specific target group. This creates a good departure point for experimenting University College South Denmark, with and developing new ways of teaching and educating different target groups. Denmark L’article décrit un projet de recherche pédagogique qui porte sur des réfugiés mineurs non-accompagnés dans un contexte d’école. Le projet a été conduit par des étudiants danois et étrangers faisant partie du cursus Erasmus « Crossing Borders : Cultural diversity in education » proposé par le Département de Pédagogie de l’ University College South Denmark, Campus Aabenraa. Au préalable, les étudiants ont été formés à différentes méthodes de travail en ce qui concerne des processus esthétiques, par exemple la méthodologie visuelle, des jeux de rôle et la photographie. Le présent article argumente que de telles méthodes de travail permettent non seulement la compréhension du participant (par exemple le jeune réfugié). Elles donnent également la possibilité aux étudiants d’explorer de multiples rôles et ainsi d’avoir une réflexion sur leurs propres opinions et visions de l’enseignement de ce groupe ciblé. C´est le préambule à un bon départ afin d’expérimenter et de développer de nouvelles manières d’enseigner et d’éduquer différents groupes ciblés.

Comenius Journal 12 September 2016 Perspectives: (In-)formal Education

The unaccompanied minor asylum seekers A core piece of the puzzle was the As students of pedagogy they got a who come to Denmark without families vision based methodology which is a didactical and aesthetic experience of how or relatives is one of the most vulnerable design method based on different ways a workshop could be designed and carried groups in the current wave of migrants of process and product thinking. In an out through different kinds of (poetic) and refugees. In spring 2016 the students aesthetic perspective the methodology feedback and supervision. Participating participating in University College South incorporates material, media and art in drama, roleplay and physical exercises, Denmark’s international Erasmus Course forms such as sculpture, material, notions/ making collages, drawing pictures of each “Crossing Borders: Cultural diversity in metaphors, mood drawing, photography other and having discussions and feedback Education” had a unique opportunity and drama. This enables different ways of made the students aware of their interests to work with this target group in an participation and learning through inter- and how their design ideas could be educational development project focusing modality by visualizing the design process adjusted. on participation and empowerment. and product in progress. The project took place in cooperation Throughout the project the vision based with Tønder Ungdomsskole, a so called methodology was used as a mean for Assembling the puzzle “youth school” which by the local reflection on and preparation for working Working with the target group the municipality has been entrusted with with the target group. Working with drama students got the task of conducting three the task of making a school offer for the as an intermodal art form means that workshops ending with an exhibition. young refugees. The schedule consists the students are physically positioned as During these workshops they gradually of lessons in Danish, Math and English sculptures in a role play based on a theme. found a didactical structure and a way and attendance is compulsory while the Staging a scenario about a specific target of being equal with their target group application for asylum is being processed. group, visualizing a situation or problem by both facilitating and observing as Hence our project could be seen as a from the real world, enables the students physically active participants. By taking social pedagogical intervention in a school to watch different perspectives on how a turns, as facilitators and doing different setting focusing primarily on academic problem or a need could be changed or kinds of teambuilding – activities such skills. solved. as icebreakers, energizers and games As a teacher you have to facilitate and – they used different material, media framework this interactional play by and methods to create an intermodal A jigsaw puzzle of asking questions, concerning both the awareness with the target group. methods students product (play) and their process Self-expression through photography Teaching international students to (participation). This can be done in was at the core of all workshops, but the navigate through an educational many ways considering the students media of photography was combined development project involves knowledge preunderstanding, different participatory with other modes of expressions in about designing, facilitating and learning roles (performer/ audience) and bodily very different ways. In one workshop through a process of teamwork. During actions. the participants produced books that the project the students were introduced Doing a teacher in role is another told life stories in image and text. In to different theories and methods which possibility. Creating a play or dialogue another workshop glasses was used as they – like pieces in jigsaw puzzle – could about a topic or problem, the teacher metaphor for the participants’ visions, assemble when planning and conducting can act through storytelling and give the hopes and dreams for the future which workshops with the target group. students different characters through a they portrayed in individual collages. An important puzzle piece was narrative dialogue, making them reflect on The third group of students managed to the concepts of participation and how a problem or need could be changed. combine individual self-expression with empowerment, which constituted the Through the project the students collaborative production in an interactive theoretical framework for the project. experienced, how you can learn through collage where portraits of the participants Another puzzle piece was participatory different social context and environments. could be moved along red strings that led photography which is a method devised The students learned how you can have to pictures and statements made by the for letting marginalized groups portray different responsibilities by switching participants. their daily lives and express their hopes between roles as facilitator and student. and dreams for the future in a medium As students they could experiment and with a relatively low threshold of explore forms, material and collaboration participation. in an educational context, without being responsible for facilitating a learning environment through instructions, motivation, disagreements and language barriers. They could actually do a test design without facing the obstacles with the target group in the real world.

Comenius Journal September 2016 13 Perspectives: (In-)formal Education

Another interesting thing was how the With an introduction like that, it is no aims changed during the project. The wonder that it was with a bit of anxiety students were themselves responsible that the students showed up for the first for formulating the aims of the project, workshop. Partly because they had come and they started out with big ambitions to imagine the target group as a bunch about changing society’s attitude towards of uncivilized beasts in need of taming, refugees. At the outset the students agreed and partly because the introduction led upon the following aspirational aim: “To them to doubt upon their own social support integration by providing the local pedagogical approach based on dialogue community with an understanding of life and meaningful relationships. However, as an asylum seeker.” The idea was to it was with a sense of both relief and invite local pupils, politicians and press to success that the students came back see the work of the young asylum seekers from their first meeting with the target to the final exhibition. Due to practical group. Through the aesthetic methods of issues the idea of a public exhibition was self-expression devised in the workshops abandoned in favor of a closed event. they gained insight into the participant But in the meanwhile the students had perspective, and what they could see was also come to realize that the road to young boys full of hopes, dreams and empowerment was longer than expected. aspirations for the future. As one student put it in a discussion: “Before you can speak out to the public, It is no wonder that one group summed you need to find your own voice and to up their learning outcome with a famous understand that it is okay to use it.” quote by empowerment theorist Paulo Freire: “If the structure does not permit The change that the students themselves dialogue, the structure must be changed”. were most preoccupied with was a change in preunderstanding of the target group. M a l e n e R o s t g a a r d C h r e s t e n s e n This preunderstanding was to a large M a r t i n H . B r u n s g a a r d degree shaped by the introduction to the target group given by the staff at Tønder Ungdomsskole. One group of students summed up their impression of this introduction in the following keywords: Be authoritative, give clear instructions and be aware of your clothes.

References Knill, P.J. (2005). The heart of a session, the arts. I: Principles and Practice of Expressive Arts Therapy Toward a Therapeutic Aesthetics. Jessica Kingsley Publishers. ISBN: 978-7-85302-463-4.

Lerdahl, Erik (2005). The visionbased methodology A holistic approach to the design of products. Tapir Akademisk Forlag. IBSN:82-519-2045-0

Taylor, P. & Warner, C. (2006): Structure and Spontaneity: the process drama of Cecily O´Neill. Trentham Books. ISBN: 978-1-85856-322-0.

The Photo Voice Manual. A guide to designing and running participatory photography projects. (2009) PhotoVoice – www.photovoice.org

Comenius Journal 14 September 2016 Perspectives: (In-)formal Education

Environmental education through experiential pedagogy programs

ABSTRACT

La pédagogie fondée sur l’expérience exhorte à l’action. Elle crée des situations dans lesquelles les membres du groupe sont incités à mettre à l’épreuve leurs capacités, leur créativité, leur savoir. Elle les amène à sonder leurs propres capacités physiques et psychiques, mais ce qui est plus important, elle met l’accent sur l’expérience personnelle. Anna Runyó Megyeri L’observation de la nature fait partie intégrante des programmes appliquant cette pédagogie. Senior lecturer Nos étudiants, futurs instituteurs de maternelle participent chaque année à des stages Apor Vilmos Catholic College, Hungary pratiques dans des écoles maternelles, en complément de leur enseignement théorique. Cette année, plusieurs d’entre eux ont pris part au programme intitulé « Chants d’oiseaux », au cours duquel ils ont élaboré un programme particulier qu’ils ont ensuite réalisé avec les enfants. L’un de ces programmes vise à faire connaître les oiseaux vivant dans les environs de l’école maternelle à travers plusieurs types d’activité : nourrir les oiseaux, promenades, création de nids artificiels et leur observation régulière, activités d’artisanat, jeux dramatiques, enregistrement du chant des oiseaux. Mon article présente ce programme et les effets qu’il a exercé sur les enfants.

Experiential learning on the basis of Consequently, practicing experiential specific and tangible experiencing is the pedagogy means that, instead of providing foundation of experiential pedagogy children ready-made skills, we allow according to Schörghuber’s and them acquire these skills for themselves. Amesberger’s definition, which is realized The same can be done through creating generally through situations that, instead problematic situations and testing of the commonplace, include some alternative solutions, therefore problem adventure and/or enjoyment and take solving skills also improve in the course of place in the natural environment (Szabó, the process. 2006). This regenerating effect of nature Experiential pedagogy induces participants in restoring attention has already been to act. It creates a situation in which emphasised by Kaplan as well (Kaplan members of the group feel an urge to test 1995). Natural environment helps detach their skills, abilities and creativity. from our usual circumstances and habits. Similarly to experiential pedagogy the Experiential pedagogy considers that pedagogical project also focuses on a experience, learning and the subjective problem to solve or a task to be performed states that accompany them are essential and this is what creates its complexity. (Dewey, 1995).

Comenius Journal September 2016 15 Perspectives: (In-)formal Education

Placement of Group room session hangouts

According to Dewey projects provide fields Back at the kindergarten micro groups The kindergarten area is most frequently in which skills acquired already can be were formed to tackle bird puzzle visited by the great tit and the home applied and, at the same time, new skills and memory games, which children sparrow (Figure 2). First children started can be acquired. Exactly this is why the received openly and keenly (Figure 1). to prepare a hangout from pieces of project method is one of the most suitable The puzzle game excellently improves wood cut in advance by a daddy. In the ones to realize experiential pedagogy. children’s memory and fine motor skills. meantime another group of children This year several students from the It also serves as a tool to develop their prepared hangouts made of cardboard kindergarten teacher training department vocabulary, as they also discussed the with the help of another kindergarten of our College joined the so called Bird looks of the birds pieced together. And, teacher. Everybody was allowed to colour Song Kindergarten program. finally, placing the completed pictures them and some of the children painted In the framework of this program, as a beside each other, the birds in them can birds on the sides of the hangouts. part of their research activity, they worked be compared. Then an exhibition was set up from the out an independent project to be realized children’s creations and was visited by with kindergarten children. every group of the institution. The most The aim of the program introduced important skill improved in this round here was to explore birds living in the of activities was creativity as well as neighbourhood of the kindergarten community building. through various activity types that constituted a two-week project. Then the placement of the hangout followed. A daddy placed the shelter The structure of the project among the branches of the huge pine was as follows: tree in the backyard. Children formed micro groups to observe the nestling place perched among branches. Anyone of them Walk to the noticing some movement around the neighbouring hills shelter let the others know immediately.

On the first day of the program children were taken for a walk in the Natura 2000 Figure 1. Piecing the puzzle together with environmentally protected area near the kindergarten children kindergarten. Reaching the top of the hill they were The student recorded the event and the allowed to rely on their senses to observe recording was played in the first and the the kind of sounds they heard. The deep last day of the project. Here the aim was silence was broken by a loud noise: a to improve children’s ability to observe. pheasant, the noise of which most of them When the recording was played for the recognised. They joined a discussion to first time, most children recognised share what they knew about pheasants. the voice of the crow, pigeon and the Then the walk continued in an indigenous woodpecker. The sound of birds was pine wood where children „hugged” trees. followed by their image shown to children, They observed how many children were then discussion, singing and playing. needed to hug a tree. This exercise clearly Following that children mimicked the improved their sense of proportion, and sounds in the recording by movement and Figure 2. The most frequent bird in the yard of processes of comparing and differentiating sounds. The loud „croaking” or „knick- the kindergarten: the great tit were also displayed. knacking” attracted a resounding success.

Comenius Journal 16 September 2016 Perspectives: (In-)formal Education

Making tiara for the Dramatization of the play birds’ beauty contest „Birds in Winter”

The next outstanding event was the The last item in the project was the drama making of a tiara decked by the shape of pedagogy play „Birds in Winter” (Lovas- a bird. The children copied on a piece of Tarr, 2011. p. 187.) the children played paper birds’ photos taken by the student. using the tiaras they made earlier. The play Then they coloured and pasted the is intertwined with improvisation, which drawings. The aim was to learn about the means that instead of following a specific main distinguishing features of a particular scenario the children contributed their bird through engaging children in action. own stories to the play. Attunement to Everybody was allowed to draw the bird each other, improvement of cooperation they liked the most. This activity also took and community formation were all place in micro groups. When everybody’s realized through the play, which also tiara was ready, everybody took part in a improves children’s articulation. birds’ beauty contest in which they could find the bird they liked most and select Every child showed interest in the play it to be their pair. This game is a good and all of them participated in it. The example of mathematical sociometry, as it crux of the story is: „Little birds were allows the kindergarten teacher to observe cold and hungry in winter. The snow who is chosen by how many. covered everything. They jumped around References weakened among snow banks in search Dewey, J. (1997). Experience and Education. of food. One of them flew farther than Simon & Schuster, New York. 96p. Bird feeding and the rest of them and found half of a dry preparation of crescent. It had grown very hungry by Kaplan, S. (1995). The restorative benefits of suet balls then. What do you think it did?” nature: toward an integrative framework. Journal of Environmental Psychology, 15. pp. The children formed a discussion ring They played the good-hearted bird, which 169–182. sitting down into a nice big circle on the shared the food with the others. Then the carpet. They recalled the types of food selfish bird, which ate up the crumbs alone Lovas Mihályné-Tarr Á. (2011). birds can be fed in winter. They also and never called the others. And they Varázstükör. Nemzeti Geográfia, Budapest agreed that birds had to be provided also played that the hungry bird started (Magic Mirror, National Geography) water in the hot months of summer as pecking but then suddenly remembered well. Then they collected seed for suet the others and let them know eventually. Mészáros I. – Németh A.– Pukánszky B. (2000). balls with their parents. The suet balls Bevezetés a pedagógia és az iskoláztatás were placed all over the garden and then Children’s interest in birds remained történetébe constantly monitored to check how birds lasting as they have been watching since (An Introduction to the History of Pedagogy and discovered and returned to them. The aim then the shelter and the feeder having Schooling). Osiris Kiadó, Budapest, pp. 205–208. of this task was to awaken the eagerness to been placed in the garden. This project has protect and nurture animals the positive greatly helped children in getting closer Szabó G. (2006). Az Outdoor módszer benefit of which was the protection of the to the birds in their environment, through alkalmazásának lehetőségei a tanácsadásban. environment. Children enjoyed watching which they will be better related to nature the feeders and on their way home from and, once they take a liking to it, they will Kalandterápiás B. (Possibilities of Using the the kindergarten with their parents they also protect it and own responsibility for it Outdoor Method in Consulting. examined how much of the seeds was once they grow up. An Outdoor Therapy Report). ELTE PPK Tanácsadás gone. Szakpszichológus Képzés (Consulting and Special A n n a R u n y ó M e g y e r i Psychology Training).

Comenius Journal September 2016 17 Visions & Practices

Teaching sustainable development: An international project-based approach

ABSTRACT

Cet article se base sur un projet international auquel j’ai participé avec 5 autres collègues enseignants en formation pendant une semaine au mois de novembre 2015. Pendant une visite d’études à l’Université de Haderslev au Danemark nous avons développé un portfolio que nous avons ensuite enseigné à des élèves ayant entre 13 et 15 ans, sur une Beatrice Schell période de deux mois dans cinq écoles en Suisse, au Danemark et au Groenland. Student Nous avions comme objectif de guider les élèves, afin qu’ils puissent choisir un problème Haute école pédagogique local dans le domaine du développement durable, et de travailler d’un point de vue théorique du Canton de Vaud, Switzerland et pratique afin de présenter le problème et une solution à travers un mini-film d’environ 3 minutes. Nous avons utilisé pour ce faire des moyens interactifs et collaboratifs divers. Chaque enseignant en formation a eu une expérience unique dans la mise en œuvre de ce projet. Nous avons également tiré quelques conclusions communes. Je développe ici ma propre expérience et les leçons que j’en tire, dans le but de pouvoir envisager la manière la plus appropriée pour enseigner le développement durable en école secondaire.

Sustainable development is a transversal learners to change their behaviour and mandatory discipline and is included in take action for sustainable development. the Swiss curriculum for primary and Education for Sustainable Development secondary schools. consequently promotes competencies like The starting point for this project was critical thinking, imagining future the idea that in order to understand a scenarios and making decisions in a theory one needs to be able to present collaborative way. » it. We developed a project whereby the We constructed our project around the central issue of sustainable development goals included in this definition which was to become a personal issue for gave us something to work towards. We young pupils. We departed from the clearly saw the need for pupils to: « acquire sustainable development definition given the knowledge, skills, attitudes and values » by UNESCO, stating that « Education for linked with sustainable development. We Sustainable Development means including also found the classroom work methods key sustainable development issues with emphasis on “participatory teaching into teaching and learning; for example, and learning methods” as being very climate change, disaster risk reduction, relevant. We understood the overarching biodiversity, poverty reduction, and aim as being to “promote competencies like sustainable consumption. It also requires critical thinking, imagining future scenarios participatory teaching and learning and making decisions in a collaborative way” methods that motivate and empower in our pupils.

Comenius Journal 18 September 2016 Visions & Practices

Taking this rather large and theoretical framework as a basis, we imagined translating it into a very concrete school teaching project. Working together as an international team in Denmark and Switzerland we developed a “short problem & solution film on Did we reach our goals? Did we I would like to finish this paper by sustainable development” project. We achieve efficiency? Were the films of thinking about some lessons learnt from created a teaching portfolio called “100 education quality and inspiring? Did the the project for me personally. As a group pupils, 3 countries, 1 planet”. Six teachers pupils acquire enough knowledge and we did in actual fact sit again together taught this portfolio in five schools in two understanding of the issue of sustainable after completion of the project and drew languages and in three different countries development? Did they work well together the lessons learnt, which most (Denmark, Greenland and Switzerland). together? prominently include the need to reduce the portfolio and to make it more concrete We wanted to apply a variety of mostly The project now finished it would be for teachers. We developed a teachers’ interactive teaching methods so we asked important to draw conclusions and to try guide for future projects, noticing that the pupils to go through the following to formulate answers to these important we had put a lot of emphasis in the first steps working in groups of 3 or 4: questions that were underlying our place on the portfolio and not so much project. We drew in the advise of a couple on the teaching itself. Furthermore, all • Identify a preferably local issue linked with of communication and information teacher-students and teachers involved sustainable development; technology experts and judged the quality expressed having enjoyed the project, both • Acquire knowledge about the issue of the films based on their ability to as a teaching but also as an international selected; present a storyboard in an inspiring and exchange opportunity. • Propose personal and creative solutions to technologically sound and creative way. the issue; Regarding the content of the portfolio, • Create short and simple video films around We collected around 25 short videos on I found it very important to ensure that the issue and the solution. sustainable development. Because we used pupils have acquired the basic notions of a common portfolio, almost identical, and sustainable development before moving to The underlying idea was to aim for judging only by the quality of the short the production of the films. The tools that “efficiency” by giving pupils a limited videos, we could assume that the results I found most useful for this are the self- timeframe for their films (maximum 3 would be quite similar. In actual fact, the assessment, the role-play and the search minutes). We emphasized the need for quality and the nature of the films varied for documentation. the film to be inspiring for others and enormously from country to country, from with educational quality. We started from class to class, and even between groups The second part of the portfolio, regarding the premise that for students to make an within one class. We were quiet astonished the storyboard and the production of the inspiring educational film of high quality to see such large differences in the quality, film needs in my view to be expanded and they needed to understand sustainable the motivation and the implication of developed with a stronger emphasis on development generally and to acquire in- pupils in the project. the teaching. I personally overestimated depth knowledge of a particular issue thus the capacity of the young generation being able to focus on its most relevant However, the contexts being so different, to appropriately use the information aspect and to propose a personal solution there are a plethora of factors that we and communication technology! It to it. Furthermore, because the majority need to assess in this case in order to is somewhat reassuring to see that as of the work was to be done in small understand what led to such divergent teachers we still have a role to play in groups it was important for the pupils results. While exploring these factors particulars in terms of providing sound within a group to be able to work well would go beyond the scope of this paper, guidance to our pupils about the use of together and to bring to the table different I nevertheless want to mention the age technology. skills regarding the information and of the pupils, the schedule during year communication technologies to be used. as well as their technical knowledge as Personally, I enjoyed both the project We have imagined and put in place a being quiet relevant. Although some of and the teaching and I remain firmly variety of working methods for the pupils the “end-products” are rather poor, it convinced that the portfolio is a valuable including: self-assessments, brainstorming, is important to mention that the work tool for teaching sustainable development. key words finding, writing, drawing, done by the students could be rated as My final recommendation is that the peers discussions and feedback, role play, overall positive on other elements such portfolio should become a lively document documentary research, etc. The basis for as group work, knowledge of the issue of that can be developed and improved upon our teaching was the portfolio but we also sustainable development and motivation; year after year and that those of us who used a variety of other resources including my own students for example expressed decide to use it should find a way to feed relevant video films on sustainable having enjoyed the project for not being at into it our experiences as teachers. development, interactive internet games, all “scholarly”, which is in contrast to the inspiring magazine and newspaper articles, rather “uninspiring” videos they produced. B e a t r i c e S c h e ll external experts, etc.

Comenius Journal September 2016 19 Visions & Practices

The inclusive primary teacher « L’enseignant inclusif au primaire » – La réorganisation de la formation des enseignants en Autriche : une chance pour un système scolaire inclusif La mise en œuvre de programmes de bachelier de 240 crédits ECTS et de programmes de master de 60 / 90 crédits ABSTRACT pour les enseignants du primaire inclut un module de 60 crédits sur l’inclusion en „Der inklusive Primarstufenlehrer“ – Die “The inclusive Primary-Teacher”– The éducation. Basé sur les trois dimensions Neugestaltung der LehrerInnenbildung in reorganisation of teacher education in et les six domaines répertoriés dans Österreich als Chance für ein inklusives Austria as a chance for an inclusive school l’Index pour l’Inclusion, cette formation Schulsystem system des enseignants ne traite pas seulement Mit der Implementierung des 240 EC The implementation of the 240 EC bachelor d’éléments pour l’éducation d’enfants Bachelor mit angeschlossenem 60/90 EC programme together with the 60/90 EC à besoins spécifiques, mais également Master Studiums für PrimarstufenlehrerInnen masters programme for Primary School d’autres aspects : la migration, le genre et la wurden verpflichtende 60EC teachers includes a 60 EC module for sensibilité. Inklusionspädagogik in das Curriculum inclusive education. Based on the three L’accent est mis sur les étudiants, qui outre eingebunden. Ausgehend von den drei dimensions and six areas of the Index of le fait de d’acquérir des compétences Dimensionen und sechs Bereichen des Index Inclusion the teacher training programme pertinentes dans les disciplines of Inclusion umfasst die Ausbildung damit does not only deal with elements of special d’enseignement et leur didactique, devraient nicht nur Inhalte zur Arbeit mit Menschen needs education, but also with aspects of également développer une compréhension mit Behinderung, sondern auch zum Thema migration and gender sensitivity. d’un système scolaire inclusif à un niveau Migration und Gender-Sensibilität. The main focus are the students who – apart informel. Dans ce cadre et en se basant Im Focus stehen immer die Studierenden from acquiring the relevant competences sur la définition de Dohmen (2001) de selbst, die neben dem Erwerb relevanter in professional subject knowledge and l’enseignement informel, qui identifie Kompetenzen in Fachwissenschaft und professional didactics – should also further « l’enseignement informel comme un aspect Fachdidaktik auch im Rahmen der develop an understanding of an inclusive majeur des processus d’auto-apprentissage Weiterentwicklung ihrer Persönlichkeit school system on an informal level. Therefore dans les situations de la vie réelle en dehors auf informeller Ebene Verständnis für based on the Dohems definition (2001), du cadre éducatif formel », les stages et ein inklusives Schulsystem aufbauen which identifies “informal learning as a la mise en œuvre en pratique prennent sollen. Ausgehend von der Dohems major aspect of all self-learning processes une grande importance dans la formation Definition (2001), die informelles in real-life situations outside the formal pédagogique. Lernen auf alles Selbstlernen bezieht, educational system”, school placements En juin 2013, le gouvernement autrichien das sich in unmittelbaren Lebens- und within the practical pedagogical studies a promulgué une loi pour redessiner la Erfahrungszusammenhängen außerhalb des programme are of considerable importance. formation des enseignants, en incluant formalen Bildungswesens entwickelt“, kommt In July 2013 the Austrian government une nouvelle définition des carrières somit die praktische Erprobung im Rahmen published a law for the redesign of teacher d’enseignants. Le système commence en der Schulpraktischen Studien ein hoher training, including a new definition of 2016 et n’offre plus que deux possibilités : Stellenwert zu. the possible teaching careers. Starting soit devenir instituteur primaire (enfants with 2016 there are only two possibilities de 6 à 10 ans) ou enseignant dans le Günther Dohmen: Das informelle Lernen – left, either to become teacher for primary secondaire (jeunes de 10 à 19 ans). Pour Die internationale Erschließung einer bisher school (age 6 to 10) or secondary school les deux filières, il est prévu une formation vernachlässigten Grundform menschlichen (age 10 to 19), both with a 240 EC de bachelier en éducation de 240 crédits Lernens für das lebenslange Lernen aller. 2001, Bachelor of Education and a 60 or 90 EC ECTS et un master en éducation de 60/90 archiviert vom Original am 3. Februar 2007, Master of Education. This includes also crédits. Cela implique l’abandon de la abgerufen am 9. Januar 2015. (PDF-Datei) the abandonment of the former teaching formation existante dans le passé pour les profession for children with special needs enfants à besoins spécifiques et l’inclusion. and inclusion. Instead the 240 EC Bachelor A la place la formation des bacheliers / Curriculum for primary school teachers has instituteurs primaire doit inclure 30 crédits to include 30EC with the focus on inclusive mettant l’accent sur l’éducation inclusive. Les Thomas Schrei education. These contents are intended contenus couvriront des domaines tels que Head of the to cover such as migration, gender and la migration, le sexe, le handicap et seront International Office, disability and are mandatory for all students. obligatoires pour tous les étudiants. Professor KPH Wien/Krems, Austria

Comenius Journal 20 September 2016 Visions & Practices

In July 2013 the Austrian government It is our own understanding, that We try to offer all our Primary school published a law for the redesign of teacher teachers have to realize the educational students (approx. 240 students each training, including a new definition of access to an inclusive school system and year) the possibility to have one school the possible teaching careers. Starting therefor reflect on their own attitude to placement in the early stage of the with 2015 there are only two possibilities heterogeneity. In the publication of the study in an inclusive class. We found a left, either to become teacher for primary European “ Improving the Quality of very good article in the Guardian (10th school (age 6 to 10) or secondary school Teacher Education (3/08/2007)” states February 2009), which confirmed us in (age 10 to 19), both with a 240 EC that teachers have a key role to play our approach. “Even though many of Bachelor of Education and a 60 or 90 in preparing pupils to take their place these trainee teachers will not end up in EC Master of Education. This includes in society. Realizing that our primary SEN settings, Cox hopes that one result also the abandonment of the former school students have different previous of their experience (in schools) will be to teaching profession for children with experiences with inclusive education – understand far more about how to include special needs and inclusion. Instead the some had been in inclusive classes as pupils with SEN, rather than simply trying 240 EC Bachelor Curriculum for primary pupils themselves, others haven´t had any to integrate them into what the rest of the school teachers has to include 30EC with contact to children with special needs – class is doing. Given that a far wider range the focus on inclusive education. These the development of their personality has to of children with diverse needs is now being contents - based on the three dimensions play an important role in their studies. accepted into mainstream schools, the and six areas of the Index of Inclusion skills the Worcester trainees are developing -are intended to cover such as migration, Therefore based on the Dohems definition could make a big difference to those pupils gender and disability and are mandatory (2001), which identifies “informal experience of education, she says. This is for all students. learning as a major aspect of all self- significant, says Peter Clough, professor learning processes in real-life situations of inclusive education at Liverpool Hope In addition, our students have the outside the formal educational system” University, “given that the calls for possibility to apply for a 60EC , school placements within the practical inclusion in schools sometimes satisfy the specialization in Inclusive Education pedagogical studies programme are of ideological needs of academics more than with the focus on disability as part of considerable importance. So, in our they do the educational ones of people their 240 EC Bachelor. Working on this curriculum, the students have a weekly with learning or other difficulties”. curricula, the KPH Vienna/Krems had school placement from the first week to consider which priorities are to be set. of their study, where the spend the full As a result, this informal learning in the We realized, that the main focus are the semester in the same class. The start with classes offers our students a wide range students who – apart from acquiring the specific observations in their classes, of experience with children with SEN relevant competences in professional guided by the classroom teachers, who and migration background and allows subject knowledge and professional had a special training as mentors and a reflective access to the responsibilities didactics – should also further develop lecturers of our university college. Soon teachers have in an inclusive system. At an understanding of an inclusive school they take over a short sequence together the end of the first year with our new system on an informal level. “In our with the class teacher, which they have to curriculum we see a wider demand personal opinions, in order to create prepare competence-oriented according from students for school placements effectively inclusive classrooms, they need to a precise concept, we have developed in inclusive classes and also a high to be based on equity (Everyone gets So, at the end of their second semester, demand for the 60EC specialization in what he or she needs) rather than equality they should be able to teach one lesson Inclusive Education. It is our belief that (Everyone gets the same). At first glance, (50 minutes) in the class, where they informal learning therefor is an important equality may seem like the appropriate way are supported and accompanied in element for developing a positive basic to approach public education. All students the preparation by their lecturer and understanding for an inclusive school should receive the same education, same classroom teacher. system. access to resources, same amount of teacher interaction time, etc. After all, that T h o m a s S c h r e i is fair, isn’t it? We would have to disagree. In the case of inclusion, we think that it is ethical to provide each student with the necessary resources and instruction that will allow them to be successful. For some students, they may need very little, whereas others may need extensive amounts of extra support. For this reason, it appears obvious that a classroom based on equality rather than equity cannot be one that is effectively inclusive”.

Comenius Journal September 2016 21 Visions & Practices

Towards quality physical education in Ireland and Switzerland The printed version of this article omits Ms Magali Descoeudres as co-author. The omission is regretted.

ABSTRACT

La qualité dans l’enseignement de l’éducation physique était le thème d’un programme d’échanges, impliquant des étudiants en éducation physique (6) et des professeurs (2) de Suisse de la HEP Vaud et d’Irlande de St Patrick’s College, DCU et ce dans le cadre du Projet PEERS dont le but est de stimuler la collaboration sur des thèmes du monde de l’éducation. Frances Murphy Ils ont examiné les politiques et les pratiques relatives à l’enseignement de l’éducation Lecturer physique aux enfants (7-15 ans) en se basant sur différentes sources (UNESCO, 2015 ; St Patrick’s College, Dublin City University, Qeps.ch, 2011 ; NCCA, 1999). Le projet a également inclus l’observation d’enseignants Ireland dans des écoles de Dublin (Irlande) et dans des écoles du canton de Vaud (Suisse) pendant qu’ils enseignaient l’éducation physique. L’accent a été mis sur la réflexion commune sur les Magali Descoeudres dispositions mises en œuvre pour la qualité de l’enseignement de l’éducation physique dans Haute école pédagogique les deux pays mais aussi sur le partage d’expériences culturelles. Les étudiants ont documenté du Canton de Vaud, leur apprentissage dans le cadre de leur travail de fin d’études dans les deux universités. Une Switzerland interview finale a été menée par les professeurs pour analyser les perceptions des étudiants par rapport à leurs apprentissages dans le cadre du Projet PEERS, étayant le concept de devenir des enseignants dans un monde global.

Quality Physical Education was the theme of an exchange programme involving teacher education students (n=6) and university lecturers (n=2) from Switzerland (HEP Vaud) and Ireland (St. Patrick’s College, DCU) as part of the PEERS Project whose aim is to enhance collaboration on educational themes. They examined policy and practice related to teaching physical education to children (7-15 years) informed by literature (UNESCO, 2015; Qeps.ch, 2011; NCCA, 1999). The project involved observation of teachers in Dublin (Ireland) schools and in schools in Vaud (Switzerland) as they taught physical education. A key emphasis was on reflecting together on the provision of quality physical education in both countries while students also shared cultural experiences. The students documented their learning as part of their final year coursework in both the Irish and Swiss universities. A final interview was conducted by the university lecturers investigating the students’ perceptions of their learning from the PEERS project underpinned by the concept of becoming global teachers.

Introduction Quality Physical Education (PE) was and two teacher education lecturers (one the theme of an exchange programme Swiss, one Irish) observed policy and undertaken during 2015-2016 involving practice related to teaching PE to children students and lecturers from Switzerland ranging in age from 7-15 informed by (HEP Vaud) and Ireland (St. Patrick’s literature related to quality PE (UNESCO, College, DCU) as part of the PEERs 2015; IPPEA; AfPE; Shape America; Project. A group of six students who were qeps.ch, Mise en oeuvre d’un instrument studying to become teachers (three final national d’observation de la qualité de year undergraduate Irish students and l’éducation physique et sportive, 2011). three Masters students from Switzerland) The study visit involved spending one week in Dublin and one week in Vaud.

Comenius Journal 22 September 2016 Visions & Practices

The question that students strived to answer was: how do programmes of PE in Ireland and Switzerland meet the requirements related to quality outlined by global and national organisations? (UNESCO, 2015; IPPEA; AfPE; Shape America; qeps.ch, Mise en oeuvre d’un instrument national d’observation de la qualité de l’éducation physique et sportive, 2011). Factors that are important in designing programmes of quality PE include the amount of physical activity in lessons, the importance of questioning and demonstration in lessons and assessment of students’ achievements. Observations of teachers teaching PE lessons in The PEERS project work Irish and Swiss schools The students (n=6) and lecturers (n=2) The students documented their learning Another student observed how children observed teachers in three Dublin as part of their final year coursework in were involved in setting up equipment, (Ireland) schools teaching games both the Irish and Swiss universities. how teachers established routines related and gymnastics. Four months later Relating to their topics of investigation, to class management and how teacher they observed four lessons in Vaud students reported key findings. On behaviour influenced the ‘climate’ for (Switzerland) schools with a focus on assessment, for example, one student learning. She spoke of the importance of the gymnastics and games. Before they reported that ‘I noted teachers communicated ‘handshake…ensuring the lesson ended on observed the lessons they engaged in the learning outcomes to the children as an a positive note’ and the positioning of the discussion and decided on the elements effective method of assessment for learning… teacher to ensure that ‘all students are in of teaching physical education that they questioning was also effectively used to sight and …scan the area often to ensure would observe: (a) teaching strategies in examine children’s prior knowledge, to allow everyone is on task’. PE lessons, (b) assessment of children’s them to consider their actions and techniques It was interesting to note that the lessons achievements and (c) promotion of and to check the children’s learning at the end observed led students to conclude that physical activity in lessons. Each of these of the lesson’ even the beginning teachers can apply the elements became a focus for students recommendation that children should be as they recorded some video clips of The outcome of a discussion between active for 50% of lesson time. To enhance lessons as well as making field notes an Irish student and a Swiss student is physical activity levels the students related to the lessons that they observed. reported below: concluded that teachers should be advised Throughout the study weeks the students ‘we agreed that the questioning and discussion to give ‘quick but clear instructions’ and and teacher education lecturers had facilitated by the teacher in this lesson was to plan lessons carefully to avoid inactivity. informal conversations about the lessons successful in prompting the students to think Furthermore in comparing lessons taught that they studied. At the conclusion of critically and reflectively about how they play by expert teachers and trainee teachers each week the lecturers and students the game of handball...The children drew in the Swiss context it was reported that scheduled a formal meeting where they pictures showing where the player should be expert teachers lose less time giving shared reflections on the lessons observed and where the ball should be. The teacher instructions (20% lesson time) than relating them to the literature on quality talked to the groups as they were doing this, trainee teachers (28%). Having observed physical education. A key emphasis was providing further questions to scaffold their games lessons being taught, the students on reflecting together on the provision thinking’. concluded that learning games by playing of quality physical education in both They noted that the teacher that they the game itself yielded high levels of countries while students also shared observed while facilitating brief discussion, physical activity within lessons. cultural experiences (reported below). A questioning and explanation was still final interview was conducted with the six managing to promote high levels of students investigating their perceptions physical activity which were measured related to their learning from the PEERs and compared with the levels in the other project. lessons by the students.

Comenius Journal September 2016 23 Visions & Practices

The process of engagement in the PEERS project: teaching PE As the observations of lessons were • We have ‘many similarities and some undertaken prior to the final placement in differences…in sport, we have national schools for the Irish students they reported sports and yet we have so many that the practices they saw informed their international sports…each can be shared’ teaching on their final placement related although there were reservations related to their areas of investigation. Students to the need for specialist knowledge to in both countries reported that they teach national sports benefitted hugely from the opportunity to see the practices in their own country • The importance of ‘preparing children and and in the country that they visited. One young people to live in the ‘global village’ lecturer commented: with particular reference to teaching Although there were differences between the them a wide variety of skills adaptable for Irish and the Swiss students…some were living in any part of that ‘global village’ training to be generalist teachers others to be specialist teachers, some were undergraduate • The advantage that PE has…young students, some were postgraduate students… people can learn dances from different References yet they shared the same goal: that children countries for example, movement can AfPE Physical Education Declaration learn during the PE lesson…[there were] lots help us get over language barriers that http://www.afpe.org.uk/images/stories/afPEs_ of differences but the same goals [extract from might exist…in some ways ‘movement is Physical_Education_Declaration.pdf final audio recorded interview]. the language that brings different cultures http://unesdoc.unesco.org/ together’ images/0023/002311/231101E.pdf

The process of • In Vaud, there are ‘significant PEERS IPPEA. Quality Primary Physical Education in engagement in the PEERS links with other countries…through physical Ireland: Does your school get the ‘green light’? project: the global education and sport’. The Dublin-Vaud http://www.irishprimarype.com/wp-content/ teacher teaching in a link is a valuable cultural and educational uploads/2014/12/QualityPE.pdf global world experience. The cultural exchange varied from Qeps.ch (2011). Mise en oeuvre d’un instrument experiencing hill walking, skiing, ice Such a significant contribution by teachers nationale d’observation de la qualité de l’éducation skating and gymnastics to visiting a in Ireland and Switzerland should be physique et sportive. church, a brewery, a chocolate factory, acknowledged: we are very grateful to the http://www.sport.admin.ch/qims/images/ a thermal bath, an ice hockey game, a teachers who co-operated with this project brochureimplementationfr2011.pdf musical performance and a museum. All in Dublin and in Vaud. They welcomed us students and lecturers agreed that these to observe their lessons and to engage in SHAPE America. (2015). were very significant in terms of sharing discussion with them about their teaching. The essential components of physical education. cultures and allowing time and space for The value of our PEERS link cannot be http://www. students and lecturers to meet and discuss overestimated: it represents one significant shapeamerica.org/upload/ shared interests while the hosting in homes step in bringing us closer to becoming TheEssentialComponentsOfPhysicalEducation.pdf was also significant global teachers linked through our shared Physical Education Is Critical to Educating the With regard to the focus of the PEERS interest in physical education and sport Whole Child project on preparation of global teachers underpinned by our desire to explore it http://www.shapeamerica.org/ to teach in a global world, the final further. advocacy/positionstatements/pe/loader. interview involving students and lecturers cfm?csModule=security/getfile&pageid=4650 was audio recorded. Some interesting F r a n c e s M u r p h y points emerged High-Quality Physical Education: How Does Your Program Rate? http://www.shapeamerica.org/standards/ guidelines/loader.cfm?csModule=security/ getfile&pageid=12703

UNESCO (2015): Quality Physical Education: Guidelines for Policy-Makers

Comenius Journal 24 September 2016 Visions & Practices

The relationship between physical activity and cognitive abilities

ABSTRACT

L’activité physique apporte plusieurs effets positifs sur notre condition physique et sur notre santé. Ce sont les habitudes et les comportements liés à la santé qu’il faut faire connaître aux petits enfants pas à pas, particulièrement par l’exercice régulier. Le lieu de développement de ce processus – en dehors de la famille – se déroule dans l’école maternelle et primaire Eniko Bartha ou bien dans les activités sportives parascolaires. L’activité physique a une incidence non College assistant lecturer seulement sur la santé physique et mentale mais aussi sur le développement cognitif de Apor Vilmos Catholic College, l’enfant (par exemple: l’attention, la mémoire, la réussite scolaire). Dans cette étude qui est à Hungary la fois un aperçu historique sont examinées ces relations et des exemples concrets et pratiques sont donnés pour montrer l’actualité et l’importance de ce thème.

Feeling of efficiency and inefficiency are Moreover, a recent research suggests that often discussed by those who have to physical activity has beneficial effects tackle mental exercises while undertaking on a child’s learning skills and academic physical exercise simultaneously. For performance. This notion has had a great instance, it is common knowledge among impact on the educational settings of the elite athletes that warm-up exercises western countries, and nowadays it is can help them give a better reaction to becoming more and more common in the start signal; moreover, soldiers often grammar schools to put more emphasis complain about the inability to make on physical activity. In recent years the decisions while carrying heavy loads school system encouraged – above all – the or walking for a longer period of time. improvement of academic performance, And the elderly often report that they which resulted in the decrease of PE experience better mental health and lessons in schools, which in turn may autonomy when they take part in regular have caused the spread of obesity among physical exercise. Despite these accounts children. Since nowadays it is becoming and beliefs, the links between the effects of accepted that a healthy body and proper physical exercise and cognitive functions bodily functions are crucial for better are still the subject of debates among mental functioning, school curricula scientists. The body of scientific evidence are changing in a way that they now that demonstrates the positive relationship incorporate physical exercise in lesson between physical activity and mental plans to a greater extent. health is growing rapidly. Physical exercise is often recommended for individuals, whose aim is to improve their physical and mental health.

Comenius Journal September 2016 25 Visions & Practices

But how can it be done most efficiently? According to other studies, physical Everyday PE lessons - What are the key factors that influence exercise brings about positive changes should there be addition- a child’s academic skills? Such questions in the serum concentration of the brain al lessons or should PE may arise when one immerses in the study derived neurotrophic factor (BDNF). lessons substitute math of the effects of physical exercise. And This type of protein has an important role lessons? although the answers to these questions in neurogenesis, the vitality of neurons, The answer depends on the aim of the remain speculative, and more research is and most importantly, it has also been teacher – if it is to promote a healthier needed in order to give proper guidelines shown that BDFN is vital for memory lifestyle among the children, but also to for teachers about this matter, recent consolidation and the synapses that enable enhance their performance in intellectual studies provide a fairly clear picture of the the process of learning. Moreover, it helps tasks, the question arises whether it is type of physical exercise that is needed individuals handle stress more efficiently. efficient to substitute lessons with PE to improve young people’s cognitive The production of BDFN is dependent on lessons, whose lesson plans are based functioning (McMorris – Tomporowski – one’s diet and level of physical activity on exercises that have been shown to Audiffren, 2009). http://eletmod.hu/tart/cikk/j/0/116994/1/ be efficient in boosting intellectual eletmod/Talpra_A_testmozgassal_az_agy_ performance. It has been demonstrated in numerous is_fejlodik/ scientific experiments that physical activity According to recent studies this method has a large impact on children’s cognitive The learning process is mainly influenced might generate positive results. Shephard skills and performance. by two factors: the ability to concentrate and colleagues demonstrated that reducing and the person’s problem solving skills. the conventional lessons’ duration by 240 According to the literature, it is of great These factors can be effectively influenced minutes a week does not have a negative importance to carefully choose the type in a positive way by integrating short bouts effect on students’ academic performance of exercise according to what the desired of exercise in the lesson plan (Donelly – (Sattelmair – Ratey, 2009). aim is. If one wishes to improve the Lambourne, 2011). children’s academic performance, they must opt for aerobic exercises or other A program called Fit for Learning, Which cognitive functions exercises that require the participants to which has been introduced in certain are positively influenced perform vigorous physical activity. It has grammar schools in England, provides by physical activity? been shown that children’s performance evidence for the efficiency of this method. The literature is consistent about the improves when they take part in lessons Children who took part in the program idea that regular and occasional physical that include these types of exercises. demonstrated less behavioural problems; exercise has beneficial effects on the moreover, it has also been shown that cognitive functions, specifically on the Research carried out by the professors of those individuals who took part in the executive functions of the brain. the University of Illinois and Pittsburgh games involved in the program were able shows that exercise has a beneficial effect to pay more attention during lessons The executive functions include the on the grey matter (namely, the volume (Blythe, 2009). regulatory processes, inhibiting pre-potent of the grey matter increases as a result of responses, updating working memory and exercise) of those specific hippocampal According to Sally Goddard Blythe, a shifting between tasks or rules (Illinois regions that are responsible for processing child’s ability to pay attention depends Public Health Institute; Miyake et al., novel information. More specifically, greatly on their ability to control their 2000). These functions play a crucial rule this hippocampal region regulates the own bodily motions. On the other hand it in tackling complex tasks, the development relationship between the different pieces of must also be considered that the younger of reading skills and information selection information and the whole; therefore it has a child is, the bigger their need is to (Tánczos, 2012). These skills and a crucial role in acquiring and integrating move. Therefore, those children need processes can be influenced by certain new knowledge in a child’s brain. exercise the most, who find it difficult to exercises that focus on the development sit still and pay attention. This fact is well of good balance and space perception. known among teachers and kindergarten Moreover, playtime can easily be caretakers, so they organize the daily turned into physical activity as well, by activities in a way that incorporates this encouraging the children to engage in principal. The most important task of games like tag or competitions that involve the educational system is to provide the physical activity, such as scoo ter or bike children with opportunities to be able competitions and hurdles. to grow and develop new practical and intellectual skills. The best setting for this is an active environment.

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References Bartha E.: A mindennapos mozgásban rejlő lehetőségek: a fizikai aktivitás és a kognitív funkciók kapcsolata az iskolai teljesítménnyel. Fejlődés és fejlesztés az óvodában: Módszertani ajánlás a kompetencia alapú neveléshez. Raabe kiadó, 2013, 1 - 14. Figure 1. (Howie and Pate, 2012) Blythe, S. G: A kiegyensúlyozott gyermek. Mozgás és tanulás a korai életévekben. Medicina Könyvkiadó, Budapest, 2009. Is everyday physical Caspersen C. J. – Powell L, K. E. – Christenson, activity recommended? G. M.: Physical activity, exercise, and physical fitness: The literature shows consistent results Numerous health organizations make definitions and distinctions for health-related research. about the positive impact of exercise on recommendations about the amount of Public Health Rep. Mar–Apr; 100 (2), 1985, the executive functions, inhibition and physical activity that should be performed 126–131. working memory. High-level executive by a young person. For instance, WHO functions are a reliable predictor of school (2005) suggests that one should undertake Donelly J. E. – Lambourne, K.: Classroom-based performance, while the characteristics physical exercise daily on a regular basis. physical activity, cognition, and achievment. Preventive of the working memory can influence an According to this suggestion, people Medicine, 2011, 536–542. individual’s vocabulary and mathematics between 5-18 years are to take part in 60 Exploring the Link between Physical Activity, Fitness skills. minutes of physical exercise, whose aim is and Cognitive Function. Illinois Public Healh Institute. development, and which includes different March 2013. The aforementioned theory has been types of exercises that are necessary for given proof by a program that took place health conservation. Howie E. K. – Pate R. R.: Physical activity and in the UK. In this program the instructors academic achievment in children: A historical were able to demonstrate that those perspective. Journal of Sport and Health Science1, children who took part in 10 minutes of “Conclusion” 2012, 160–169. physical exercise every day demonstrated Figure 1. demonstrates the relationships improvement in reading, writing and between different types of exercises, McMorris T. – Tomporowski P. – Audiffren M.: Exercise drawing skills. The physical activity in this cognitive functions and academic and Cognitive Function. Wiley – Blackwell, 2009. study involved such movements that were performance. Sattelmair J. – Ratey J.: Physically Active Play and carried out by the children in the first year According to this table, it can be Cognition. American Journal of PLAY. Winter 2009, of their lives, at a crucial period of time, concluded that regular exercise (in 335–374. when the links between their brain and kindergarten or at school) and physical bodily functions were developing (Blythe, activity that an individual undertakes Tánczos T.: A végrehajtó funkciók szerepe az 2009). in their free time play a major role in iskolában és a verbálisfluencia-tesztek. Iskolakultúra 5, the conservation and improvement 2012, 38–51. of the young generation’s health, and the development and improvement of http://eletmod.hu/tart/cikk/j/0/116994/1/ their cognitive skills and performance eletmod/Talpra_A_testmozgassal_az_agy_is_ (Bartha,2013). fejlodik” http://eletmod.hu/tart/cikk/j/0/116994/1/ eletmod/Talpra_A_testmozgassal_az_agy_is_fejlodik E n i k o B a r t h a (2013.09.30)

Comenius Journal September 2016 27 Visions & Practices

Rediscovering long-standing values in the teaching of natural sciences

ABSTRACT

La science d’aujourd’hui (en particulier les sciences naturelles) est le fruit de l’Europe mais en même temps a contribué à la formation de la civilisation occidentale. Les sciences, dont le développement a été à la fois compliqué et cohérent, ont vu augmenter leur influence en particulier grâce aux innovations techniques lors de la révolution industrielle, à leur Mária Both contribution efficace à la force économique et spirituelle de la civilisation européenne, à leur College Associate Professor expansion, ainsi qu’à leur service à l’appétit du gain. Apor Vilmos Catholic College, La crise spirituelle, sociale, environnementale et économique du 20ème siècle a soulevé Hungary bon nombre de doutes, non seulement du fait de l’utilisation des résultats scientifiques et techniques (énergie nucléaire, espèces génétiquement modifiées, produits stupéfiants), mais László Csorba F. aussi en rapport avec la „science pure”. Est-ce que ce ne sont pas, au moins en partie, les Teacher, Senior Research Fellow sciences elles-mêmes qui avec leurs méthodes bien élaborées ont conduit à la crise actuelle? Piarist High School, Vác La crise des rapports entre les sciences et la société observée aux 20ème et 21ème siècles Hungarian Institute for ne sont peut-être pas la cause, mais certainement un indicateur de la crise actuelle de la Educational Research and Development, société occidentale, autrement dit de la société de consommation. La recherche de réponses Hungary à ces questions peut éventuellement nous aider à résoudre cette crise ainsi qu’à clarifier les problèmes qui concernent l’enseignement des sciences.

Approaches One of the well-known attempts of science a logical sense. Imre Lakatos attempted to history writing and science philosophy provide a rational framework for the futile in the second half of the 20th century is relativism following Kuhn’s theory by the that of Thomas Kuhn, who promulgated introduction of the notion of ‘research the notion of paradigms. He emphasized programmes.’ According to Lakatos, the role of paradigms in unifying various there is never a single paradigm which scientific fields, on the other hand, he also dominates a period, but a number of pointed to the incommensurable nature research programmes which co-exist and and autonomy of claims based on different compete with each other, although with paradigms. The Copernican model, different odds. Scientific theories are like for instance, successfully replaced the sprouting trees striving for light in a forest. Ptolemaic system, but failed to refute it in

Comenius Journal 28 September 2016 Visions & Practices

They influence each other; however, each of them evolves in accordance with their own internal rules. The leading paradigm (the dominant paradigm at a given time) is going to be the one which can raise more relevant, important and answerable questions, than its counterparts. The geocentric and heliocentric models have simultaneously existed from ancient to modern times, have several common features and are influential to this day. Therefore, one may choose from the programmes (or paradigms): the more favourable one or the more profitable one – but not the ‘more truthful’ one.

Beyond positivism Searching for new ways Nowadays, the positivist system of sciences The idea of evolution was a turning point • historic, as it looks at our knowledge has been replaced by an array of models, in European scientific thought, since, as changing mosaics of models and paradigms and traditions. In the place as a result of it, science also came to be paradigms of an ‘impersonally indifferent’ scientific regarded as a process. In the 20th century, thought, systematic and interaction-based this historic theory was accompanied by • has multiple points of view, for a descriptions have appeared. Exceeding the the ecological approach, which studied the number of paradigms may exist, even principles of platonic eternal truths and unity and interaction between the living simultaneously Hegel’s ideology of development, sciences creature and its surroundings. Cognitive are represented in today’s scientific studies, uninterchangeable and often • affected by ethics, as it is based on the thought as mosaics of self-organising co-existing paradigms which organise assumption that there is a connection ideological-sociological systems or ever- learning and the systematic approach between the financing, method and changing networks. The differentiation have also enriched the scientific scene. adoption of research, and that starting between ‘classical’ and ‘science’ subjects/ Economic and social changes (energy the research is a moral choice in itself sciences is gradually losing its purpose, as crisis) have also contributed to the change the philosophy of Descartes, which divides in the image of nature. • holistic, since apart from studying the subject (man) and object (e.g. ‘nature’) mechanisms, it does not reject questions of our enquiries has been replaced (or The ‘classical’ view of science (especially about the whole and the functions complemented) by the unity and mutual economics) considered nature as an interpretation of the two. inexhaustible source of material and The old and the new view of science, energy, which is impersonal and can be however, also have common features. Such The dismal image which depicts natural analysed and utilized by any means. By features are the belief in the organised sciences subservient to the current now, the Gaia world view has become and knowable aspect of nature (or political and economic power may be accepted, which incorporates restricting creation), the intrinsic value and beauty re-shaped by currents of thought which development, organisation and self- of knowledge, the need for disciplined seek the provisions and significance of regulation. We are (also) part of this world thinking (acceptance of the necessity of sustainability, autonomy, the rules of self- view; therefore, its exploitation threatens disciplines), and believing that knowledge organization, health, prosperity, diversity our existence. Its appearance also marks can enrich our world and further our and stability. We have gone beyond the the beginning of a dialogue between happiness. positivist theory, which regards (natural) (natural) sciences and theology, if we sciences as the bearers of the absolute regard nature as a product of creation and truth. Paradigms/research programmes, we consider creatures not resources but similarly to branches of arts or different fellow living creatures. Thus, our existence ages, receive a complementary and not and knowledge gains a transcendental a preclusive role. Adopting a systematic dimension as well. approach, sciences also search for The new scientific thought is therefore as functions, i.e. the meaning of the acquired follows: knowledge. This approach may become an organising principle for curriculum management both in public and higher education.

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Facts and empirical knowledge are still unquestionable, but it is the epistemic knowledge which determines the selected method, and the method determines the range of observable facts. This attitude compels natural sciences to self-reflect, what is more, to realise their limitations, as it is clear that a single method can only raise valid questions and provide relevant answers from one point of view; solving real problems requires an approach from a number of points of view.

PISA’s new world view The situation in Hungary In recent years, several fundamental During the course of writing twenty-five The solution lies in the rediscovery documents of Hungarian public education course books, our aim was to outline of functions and reason, since this is on natural sciences education have been the major research programmes and what moulds a harmonic whole from written with a different approach. There paradigms which have shaped natural the plurality of coincidences as history seems to be hope that the everyday sciences, and which show the internal unfolds. This knowledge can be the practices of pedagogy will also re-interpret system and the connections which foundation of a world view which the relationship between nature and man, have formed between them historically. preserves the descriptive methods of and that the Marxist-positivistic scientific ‘Historic’ primarily stands for the wide science and its explanatory power, but also thought will fade, a pillar of which was range of the methods of research and finds the place of the described processes an unconditional belief in constantly enquiry; it is an eternal force motivating us and forms in the whole of nature. It developing science which sooner or later to raise new questions. would seem that this has been humanity’s solves all problems. Our series of books is unique in the sense goal since time immemorial. Our culture PISA’s 2015 definition of scientific literacy that it facilitates the individual learning of encompasses the history of sciences, strives to realign a number of goals, since different branches of science; it assists the which is a multitude of visionary or failed it regards students as informed critical teaching of the sciences, and at the same attempts at seeking or denying reason, consumers of natural scientific knowledge. time indicates how the disciplines build on from the drawings on shaman drums, They wish to achieve this goal with the each other with the help of references and buttressing system of cathedrals and help of three major natural scientific thought-provoking questions. This is what Kepler’s Laws of planetary motion to the competencies: explaining phenomena connects our book to everyday problems mechanic simulation of our intelligence scientifically, evaluating the results and as well, where the choices we make risk and Gaia’s modern myth. interpreting data and evidence. These our necks’ – at times in a literal sense. three competencies require the adaptation The first volume, Források (Roots), Our times are in a state where our physical of the three fields of natural scientific explained the birth of European natural and mental healths are at risk. The crisis knowledge. These are as follows: sciences, the second volume, A kísérletezo is a watershed; it is the realisation that our ember (The Experimenting Man), was present lifestyle is not sustainable even in 1. The knowledge of the facts, concepts about nature and the self-reflecting the short run. This differentiation between and theories that science has individual in nature. The primary themes valuable traditions and self-destructive established: content knowledge. of the final volume are the two major tendencies requires wisdom and historical issues of modern science: plurality and knowledge, as this realisation is the 2. The knowledge of procedures a historical view. Plurality offers almost ideological foundation of sustainability. and methods on which scientific infinite possibilities of repetition, whereas knowledge has been based, a historical view observes non-recurrent furthermore, the knowledge of phenomena. Modern science attempted procedures for representing and to realign these two viewpoints. Its success communicating data: procedural or failure directly impacts our prosperity, knowledge. as our numerous efforts culminate in our singular future. 3. The knowledge of a variety of scientific enquiry, its possibilities, limitations, adaptability and the role of knowledge in society, which is called epistemic knowledge.

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Conclusions The diverse and interconnected development of natural sciences and the battle of paradigms/research programmes allow us to draw a number of conclusions, which are relevant to challenges faced by public and higher education. They serve as examples for finding pedagogical solutions for global societal-social, ethical and environmental crises.

1. Describing the crisis phenomena is possible with the help of more than one different discipline. The distinct approaches of the disciplines demand harmonization. This requires refining a common framework for the different terminologies and finding connections between the disciplines.

2. The domain of the descriptions achieved through the use of different approaches and methods is limited, and at the same time the meaning of the terms used often surpasses the intentionally constricted domain of a discipline. It is this revelation that may provide a possibility of connection and co-operation.

3. The historical approach is an important means of interdisciplinarity in this correlation, which, first and foremost, helps to define the domain by reflecting extensively on research methods.

4. All of this may be achieved in an educational framework through effective co-operation between teachers and teaching tools. While References preserving the internal logic of each Kuhn, T: The Structure of Scientific subject, the connections can and Revolutions , 1962, University of Chicago should be found. These connections, like ‘great science,’ draw the Hoyle, F From Stonehenge to modern attention to the relationship between Cosmology Freeman & Co Ltd, 1973 subjects during lessons. This kind of concentration can only be effective if Lakatos I. : History of Science and its it holds relevance in the assessment of Rational Reconstructions in: Worall and Currie (arr.): the student as well. This means that The Methodology of Scientific Research Programmes it is not enough to attract students’ Phiposophical Papers, Cambridge Univ. Press, 1978 attention; the task of revealing connections should not be neglected J. E. Lovelock: Gaia 1979, Oxford by writers of curriculums, teachers or University Press providers of teaching tools. PISA 2015 Draft Science Framework: www.oecd.org/pisa/pisaproducts M á r i a B o t h Bánkuti Zs. –Both M.-Csorba L.-Horányi L á s z l ó C s o r b a F. G.: A megőrzött idő. Nemzeti Tankönyvkiadó, 2012

Comenius Journal September 2016 31 Travel Experiences

100 Pupils, 3 Countries, 1 Planet

Introduction Portfolio The following is an account of an The title of the portfolio is 100 Pupils, 3 international cooperation project between Countries, 1 Planet, since it is all about two teacher education institutes, one working together and taking care of in Haderslev, Denmark at University the world we live in. The pupils, in College South Denmark and the other in small groups, had to identify a problem Lausanne, Switzerland at HEP Lausanne. regarding sustainable development in Stine Høg Blach Hansen Involved in the project were three teacher- their lives or local area. They then had Joël Christopher Barry Hansen students and a college teacher from each to design a sustainable solution to their Students country. The concept behind the project problem. Finally, they had to present both University College South Denmark, is that students from different countries problem and solution in a three minute Denmark collaborate in creating and utilizing video to be shown to the pupils from the teaching materials. Our efforts resulted in other country. In that way, the pupils had a portfolio that focused on the subject of to not only improve their awareness of sustainable development. This portfolio sustainable development, but also learn was then used for teaching in Switzerland, how to communicate with other children Denmark and Greenland, because one in a context where there is no mutual first of the Danish students had a practicum language. in Greenland. The initial meeting was in November 2015, in Denmark, where five days were devoted to producing the portfolio. The students then returned to their respective countries to complete the trial portion of the project in their own classes, meeting again in April 2016, in Switzerland, to evaluate the project. This article will consist of a brief description of the portfolio, followed by our reflections and learning experiences associated with the project.

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Comparison of Swiss and Danish School Systems The student-teachers encountered challenges, predominantly associated with creating learning material appropriate for pupils in all of our respective countries. The Danish and the Swiss school systems are very different. In Switzerland, the pupils are required to be graded on most of their work, whereas in Denmark, the pupils are not graded until their last years of primary school. Whether projects are graded or not influences how you present and teach the material. Therefore, the teaching material had to be sufficiently flexible to support both school systems. International Cooperation A second difference is that the Swiss The extraordinary aspect of being involved We mention this because this project was school system is based on a state in a project like this one is the potential extremely rewarding both professionally controlled curriculum, which leaves for beneficial collaboration between and personally. At our last meeting less freedom for the teachers and their universities on an international level. It together in Switzerland this past spring pupils. That, in combination with the creates the framework for participants we discussed plans and opportunities for many grades, creates an environment to learn from their counterparts in future projects. How could we improve where the pupils are used to working in similar situations, see how they overcome our portfolio or alter the subject from a more controlled and focused manner. challenges and thereby reflect on our own sustainable development to another The Swiss teacher-students were aware of processes. One of the sources of success topic, such as a good life or what it is the potential challenge that their pupils in this project is that the people directly to be happy - the possibilities are nearly might not have the necessary creative involved are committed to the mission limitless. Future exchanges or visits to and innovative skills to succeed on this of improving school systems around the the other country could be arranged project. For the Danish teacher-students world. If we had gone into this project using contacts already established. Being the concerns were the complete opposite. with the mindset of “We are right and involved in a project such as 100 Pupils, 3 Danish pupils are accustomed to an they need to learn from us”, the whole Countries, 1 Planet has been such a positive abundance of freedom and creativity in project would have been a fiasco. Instead opportunity that we would recommend school, but that can result in a lack of we all embraced this opportunity to learn participation for any teacher-student who focus and direction. Would the Danish from each other and thereby improve our has not only a passionate desire to reach pupils be able to work sufficiently in- own practices. This mutually supportive out into the world to receive the best of depth with the project? We had to find a mindset was the cornerstone of the other countries, but also to offer their best balance where the portfolio would provide positivity that made this experience so to the world. the necessary support for both of these unique and valuable. challenges. Throughout this process we all S t i n e H ø g B l a c h H a n s e n gained new insights and new ideas for our future profession as teachers. J o ë l C h r i s t o p h e r B a r r y H a n s e n

Comenius Journal September 2016 33 Travel Experiences

An account: Teacher staff midweek - sustainable development, Santarém, 14-16 March 2016

In March 2016 Tine Van den Eynde and myself parted for Portugal. We both lecture at Thomas More in Mechelen, at the teacher training Department. We were going to attend a teacher staff midweek on Sustainable Durability. Upon arrival we were warmly welcomed by Georges Joost Hansen Camacho, our host. We quickly met six Lecturer other enthusiastic colleagues, each of Thomas More Mechelen University College, them bringing along a diverse and varied Belgium background and experience.

The programme was dense, full and inspiring. During the first day we were indulged in the Lisbon context of NGOs, city-council activities and we visited a environmental center close to town. This input was what we used to work with the following days to set up and discuss future project proposals. Simultaneously, the incoming lecturers disseminated their expertise, and also taught guest lectures to the students present. The dissemination of the cultural and gastronomical richness of Santarem was not forgotten neither. This was truly an added value to this trip: the informal moments allowed us to share and explore the differences and similarities in approaches in teacher trainings all over Europe. The concluding phase of this trip was structured as follows: a colorful schematic figure was created, planning the implementation of sustainable durability in education, in close connection to a vision for future plans and collaborations. To be continued!

J o o s t H a n s e n

Comenius Journal 34 September 2016 Travel Experiences

Stimuland: Is it wrong to wish on space hardware?

ABSTRACT

For decades the material environment of schooling and education is seen as merely the background for learning. The past two decades slowly but surely things have changed. Today it is possible to speak of a pedagogy of space and place or a material turn in education. In this article we give a very brief overview of this pedagogy of space and place and show Piet Tutenel the results of a design exercise for an Early Childhood laboratory classroom at our teacher Lecturer training campus in Mechelen. Thomas More Mechelen University College, Belgium

From environmental Introduction blindness to a pedagogy (to Billy Bragg) of space and place “I saw two shooting stars last night; I wished In most cases schools and classes are on them but they were only satellites; Is it seemingly always already there. They are wrong to wish on space hardware; I wish, silent witnesses or still standing ruins I wish, I wish you’d care” the English of historical school battles and pacts, singer-song writer Billy Bragg sings in his ambitious/populist governments and “New England”. Like Billy Bragg I don’t seemingly progressive thinkers, school have the ambition to change the world… directors, etc.. Teachers are subjected but some attention to educational spatial to the materiality of the school. The hardware would be nice. regime of the class room is so stringent we, or most of us, have difficulties to For decades the material environment of reflect, rethink or re-invent the built schooling and education is seen as merely environment of the school. Maxine the background for learning; probably Greene, drawing on Virginia Woolf, one of the (if not the) most recurrent reminded us of how we become immersed expressions – or perhaps clichés – in the in the “cotton wool of habit”. Fisher literature covering this topic. The learning uses “spatial unconsciousness”, “deep process that takes place in schools was spatial silence” and “environmental (and is) attributed to the teacher, to the blindness” regarding the neglecting of relationship between the teacher and his/ the place where education takes place. her students/pupils or to the learning The individual classroom has seemingly materials the teacher introduces in the remained unchanged since the Industrial classroom (eg. pictures, building blocks, Revolution, with spatiality playing an books). The place where learning takes almost sinister, silent and subconscious place, has been forgotten. In other words, role in schooling. It (the class, the school) education can take place everywhere. is like it is, it always has been and will probably always be this way.

Comenius Journal September 2016 35 Travel Experiences

Place is the ‘thing’ where schooling takes The idea within the Reggio Emilio We began this article by stating that for place, nothing more, even less. Lippman approach of the environment as the a long time we were blind for the built discusses this topic by addressing the third teacher can serve as an inspiration environment where school takes place; physical environment as solely “the for teachers and designers. The Reggio environmental blindness. Focusing backdrop for learning”. Place or space as Emilia approach elevates the importance only the potential of the effects of the starting point or mediator for learning at of the environment by identifying it as environment on learning (output) and school has been neglected for a long time, a child’s “third teacher,” along with the trying to make it efficient, flexible, so it seems. children and the teacher. Strong-Wilson pleasing…can create another blind and Ellis have identified eight Reggio spot. By searching for the ideal learning The past two decades slowly but surely – principles as key to the environment as environment of/for the future we could initially under impulse of environmental third teacher: aesthetics, transparency, become blinded by the flashing interior, psychology – things have changed. From active learning, flexibility, collaboration, exterior, virtual, real and blended designs many different corners within the (social) reciprocity, bringing the outdoors in, and for learning or the bling of so called new sciences, environmental psychology, relationships. The design of a classroom, a learning centers. The risk could be that history, educational sciences, philosophy, school and the different materials within the school as school (Greek: Scholè) – as anthropology, geography, feminist studies, it have influence on the people (children, free time in which the world is shared disability studies and architecture, space pupils, students, teachers…) who inhibit and children or young people have the is getting a more dominant place in it. The built environment for schooling experience of being able to begin – is education and elsewhere. The many recent and education is never value free and it getting out of our sight. literature reviews and studies on the topic does not have to be. The classroom or the show a profound academic interest in the school can welcome and discriminate, relationship between schooling, education, bound and emancipate, include and Stimuland: Designing an learning and place. Today it is possible to exclude, learn and indoctrinate, and Early Childhood labo- speak of a pedagogy of space and place or everything (in the) in-between. The ratory-classroom at the a material turn in education. material culture of schooling can be teacher training campus read as a text (from the staircase to the In 2015-2016 we were offered the This so called ‘pedagogy of space and posters on the wall). It shows dominant opportunity to start a collaboration place’ takes explicit interest in the discourses and ideas on childhood, between the Early Childhood Department materiality and physicality of education education, learning, (hidden) curricula, and the department of Interior Design – ranging from the history of the school micro-political processes and relationships at Thomas More Mechelen. Students desk, over lived spaces of children, to the between teachers and children/students. Interior & Service Design, designed the end of school (buildings) in our neoliberal Also the words used to describe the new laboratory-classroom for future society. educational environment reflects and early childhood teachers in collaboration installs regimes: calling the environment with the teacher department. They a classroom, a living room, a learning conducted research and delivered School is cool environment, community room, learning relevant designs for future proof learning There are many different views and center or a play house matters. They are spaces and experiences. This project was research trends within the field of the not mere words. part of an international co-operation pedagogy of place and space. It is clear the within GIDE, (Group for International classroom and school built environment Thinking about the built environment, Design Education) an international is far more than a container; a space to re-imaging it or finding examples of network of higher education art and contain children/students. The social, what schools can look like and be, design institutions who have, since (inter)-relational, and intersubjective gives inspiration and acts as a reflector 2003 collaborated annually in order to makes places and gives meaning. for students, teachers, directors and enrich the creative and inter cultural everybody involved in education. Getting design experiences of students. Based Within the field of Early Childhood familiar with design literacies (the on our literature research we gave this Education there has always been a grammar, vocabulary,…; learning a design international group of students a concept sensitivity to how architecture and the language), practicing the aesthetic gaze/ to start from. The laboratory-classroom is: built environment shapes and teaches the lens, becoming sensitive to environments child – a sensitivity that is subsequently and designs – perhaps by focusing on lost as the child progresses through the ‘other’/third places – could help us educational system in most schools. fully understand the richness of the environment as third teacher.

Comenius Journal 36 September 2016 Travel Experiences

1. A Place for practice: a space/place to References experiment and try with or without Burke, C. (2013). The Decorated School: children//a place to question one’s cross-disciplinary research in the history of art as own ideas and beliefs integral to the design of educational environments. Paedagogica Historica, 49:6, 813–827. 2. An in-between space: in-between school practice, classes (theory) and Dudek, M. (2005). Children’s spaces. London: subjective ideas and experiences Architectural Press.

3. A classroom: A place where the world Fisher, K. (2002). Re-voicing the classroom: can be put on the table // where we A critical psychosocial spatiality of learning, Rubida can be attentive to the world//where Research Pty Ltd. Available at: http://www.rubida. time is free time net/Rubida_Research/html/Fisher_2002.pdf [22.10.2015] 4. A pedagogue: More than merely the ‘background for learning’ but a real Fisher, K. (2005) Research into identifying third teacher effective learning environments, Evaluating Quality in Educational Facilities, OECD/ What the students came up with after 8 PEB. Available at: http://www.oecd.org/ weeks of hard work…more than we could dataoecd/26/7/37905387.pdf [13.10.2015] wish for. Long live space hardware. Harrison, L.J. and Sumsion, J. (2014). Lived Spaces A huge thank you to Levi, Tom & of Infant-Toddler: Exploring Diverse Perspectives Theophilus, Celina, Yitian & Luisa, Jamal, on Theory, Research and Practice. International Jenny, Hanne & Duren, Fleur, Lotte & Perspectives on Early Childhood. Volume 11. Shiqi en Heather, Imke & Eline for their London: Springer. designs. Lippman, P. (2012). Learning in Twenty-First Century P i e t T u t e n e l Schools. Inter-American Development Bank, New York.

Lokken, G. & Moser, T. (2012). Space and materiality in early childhood pedagogy. Education Inquiry, 3(3): 303-315. Lozanovska, M. & Xu, L. (2013). Children and university architecture students working together: a pedagogical model of children’s participation in architectural design, CoDesign: International Note Journal of CoCreation in Design and the Arts, 9:4, The Stimuland project is a collaboration between 209-229. Sarah Coorevits ([email protected]) and Piet Tutenel both lecturers in Early Childhood Masschelein, J. & Simons, M. (2012). In Defence of Education at Thomas More and Nansi Van Geetsom the School: A Public Issue. Leuven: Acco. ([email protected]) Strong-Wilson, T. & Ellis, J. (2007). lecturer at the department of Interior Design, Children and Place: Reggio Emilia’s Environment As also at Thomas More.. Third Teacher. Theory Into Practice. 46:1 p. 43. Tarr, P. (2004). Consider the walls. Young Children. 59:3 pp. 88-92.

Zane, L.M. (2015). Pedagogy and space: design inspirations for early childhood classrooms. St-Paul: Redleaf Press.

Comenius Journal September 2016 37 Travel Experiences

They are there and we are here

“They are there and we are here.” A quote For 3 days a group of 8 teenagers by Belal, a Syrian refugee, talking about discussed the different aspects of being an his family members and the challenges immigrant in Belgium. We had debating in communicating with them back home. and improvisation activities, we walked “They are there” is also the title of a and ate together, we played ‘let’s interview 8’ documentary on migration stories. each other’ to practice and not be too Teenagers who travelled not even a year nervous in front of the camera. Then on Niomi Kelly ago to Europe talk freely about what the last day, we held personal interviews Lecturer they like in Belgium, or what they miss. with all the participants. Thomas More Mechelen University College, The film, or documentary, is part of a Belgium Bachelor Thesis of a student in Teacher They all travelled to Belgium with their Training Secondary Education, Hajra parents, less than a year ago. Some came Selak. Having come to Belgium at the by train, others by car, others by plane. age of 12 herself, she feels connected to On maps and with pencils every one lined the young immigrant children in schools out what route was taken, and we used nowadays. We noticed all films and DVD’s this visualisation to discuss the emotions used in present-day lessons and campaigns linked to the voyage. For some the journey show grown-ups talking about being a meant sleeping in a car for 2 days, for refugee or immigrant. We hardly found others there was a funny part to it when the point of view of stories of a teenager. the family missed a train, and the brothers So we decided to create new material: Belal and Mohamad tell us they had to let teenagers tell teenagers how it was to walk from Syria to Turkey. A full hour, to undertake the migration-journey, which be exact, as they lived next to the border first impression the new school made, and with Turkey and in Turkey they could take what is similar of different in their home a bus to Istanbul. Loïc (Cameroon) then country. In this way we wanted to create tells us he was deeply impressed by the lessons on the topic of migration and sheer size of the Brussels National Airport the refugee-crises that would inspire the upon arriving; he still recalls the size of Belgian youth. We focus on the similarities, the airplanes he saw then. And he is still rather that pointing out the differences impressed by the fact Belgium has bicycle- when it comes to immigration issues. lanes, stating this is the main difference with his home country Cameroon.

P h o t o g r a p h y : P h i ll i p e S m e t

Comenius Journal 38 September 2016 Travel Experiences

We compared schools and school life as Summarizing the topics dealt with, Hajra well, and Sandra (Ghana) explains us created 4 lessons. The topics are ‘Moving’, that the punishment of being spanked ‘Traveling’, ‘Emigration and Immigration’ on the buttocks is less bad than having a and ‘Social Media’. These lessons each comment written in your logbook by the start off with general information about teacher, as is done in Belgium. School the topic. Then the documentary ‘There is better here than in Romania, says are there and we are here’ is watched, Laura, because we get more books. Some and then Hajra designed either a debate, philosophized about leaving your things, or a genealogy-tree based on location, or books or even clothes, behind: for clothes a group discussion. The basic aim is to it doesn’t matter. What is left behind will discuss these element that are important be too small anyway, they have grown. to all teenagers, regardless of them being a recently arrived refugee or not. In this They like the new country, language an way, we try to show the child behind school, but they miss their friends back the refugee. The teenager behind the home. They miss their family. They miss immigrant. their houses. Alia (Kyrgyzstan) says: “Yes, I am in contact with my friends back The video is in Dutch (the children home in Kyrgyzstan, but well, you know, explain themselves in Dutch already, when you are not with them, it is not the though only in Flanders for a couple of same. They slowly start ignoring me. That months !), with both Dutch and English makes me angry.” Or as Belal (Syria) has subtitles. Both the video and the lessons it: of course we keep in touch with our designed by Hajra Selak are available upon family in Syria via Skype and Facebook, command. but it is hard. You know, they are there and we are here. That is hard. Mohamad Cameraman and photographer Philippe tells us he hasn’t made a lot of friends in Smet made a portrait of all 8 teenagers. Mechelen, and that he has heard nothing During the first screening of the of his friends back in Syria. documentary (on an awareness-event organized by Thomas More, on the refugee crisis and its effect on education), these portraits formed an exposition.

N i o m i K e l l y

Comenius Journal September 2016 39 Travel Experiences

Faut-il encadrer les enfants en leur donnant une structure ou les responsabiliser en les rendant plus libres ?

ABSTRACT

J’ai eu la chance de pouvoir partir en Erasmus au Danemark. Ce séjour m’a permis de découvrir une autre manière de fonctionner à propos de la responsabilisation de l’enfant à l’école. Dès leur plus jeune âge, les enfants doivent se prendre en charge et s’organiser pour arriver à l’heure au cours. Fini les rangs, ils sont passés à autre chose ! Dans cet article, Claire De Lovinfosse je compare cette manière de faire à ce que j’ai pu recontrer lors de mes stages en Belgique. Student Y a-t-il une bonne manière de fonctionner ? Quels sont les avantages et désavantages des Haute Ecole Léonard de Vinci, deux points de vues ? Est-il possible de passer d’un système à un autre ? Belgium I had the chance to go in Erasmus in Denmark. This trip allowed me to discover another way to run about the accountability of the child to school. From a young age, children must take themselves in charge and organize to arrive on time in. Finished the ranks, they moved on to something else! In this article, I compare this way of doing that I could recontrer during my internship in Belgium. Is there a good way to operate? What are the advantages and disadvantages of the two views? Is it possible to switch from one system to another?

Qu’est-ce que la « La responsabilité » responsabilité ? en Belgique Le dictionnaire Larousse définit la Ce que je vais décrire ci-dessous, n’est responsabilité comme étant « une pas valable pour toutes les écoles belges, obligation ou une nécessité morale de mais seulement pour celles que j’ai pu répondre, de se porter garant de ses côtoyer lors de visites ou de stages dans la actions ou celle des autres III ». Il dit aussi communauté de Wallonie-Bruxelles.Dans que c’est le « fait d’être responsable d’une la plupart des écoles Wallonnes, fonction. Fonction qui donne des pouvoirs il y a un système très cadré mis en place. de décisions, mais implique que l’on en Dès que la sonnerie sonne, les élèves rende compte.» doivent se ranger dans la cour, par deux, classe par classe.

Comenius Journal 40 September 2016 Travel Experiences

Ils doivent ensuite attendre que leur enseignant vienne les chercher pour les amener en classe. Lorsqu’ils ont cours de gym et qu’ils doivent changer de local, Au début de l’année, les professeurs les enfants doivent attendre, en rang, que expliquent les règles aux élèves, ils leur tout le monde soit prêt. Ils doivent ensuite montrent les « frontières » de l’école, qu’ils suivre leur enseignant, en silence, jusqu’au ne peuvent pas dépasser. Les élèves savent local de gym. Dans certaines écoles, il y qu’ils ne peuvent pas partir de l’école, a le même système pour se rendre à la même si c’est déjà arrivé que l’un d’entre récréation. Lors de celle-ci, les élèves sont eux parte sans autorisation. J’ai interrogé obligés de sortir de la classe et de rester une enseignante à ce propos, elle a précisé dans la cour de récréation jusqu’à ce que que c’était très rare, mais lorsque ça arrive, la sonnerie sonne. Ils doivent ensuite, se l’élève reste dans les environs de l’école et placer en rang et attendre à nouveau leur revient toujours. professeur, pour pouvoir entrer en classe.

Pourquoi responsabiliser « La responsabilité » les élèves, comme au au Danemark Danemark ? Lorsque j’étais dans mon école de stage, Premièrement, responsabiliser un enfant, S’il ne sent pas cette protection, l’enfant plusieurs choses m’ont frappé, car elles c’est aussi lui faire confiance. Car c’est lui sera anxieux et dépensera beaucoup étaient fort différentes des écoles que j’ai qui sera responsable d’arriver à l’heure d’énergie à s’agiter sur le plan moteur fréquentées durant mes stages. au cours et de ne pas trainer en cours ou à se retrancher derrière des attitudes Ce qui m’a le plus étonné, c’est que de route. C’est un bon apprentissage défensives. En conséquence, il ne les enfants ne se mettent pas en rang pour sa vie future, lorsqu’il travaillera pourra pas investir cette énergie dans lorsqu’ils sont au sein de l’école. Le ou pour ses études supérieures. Cela lui son apprentissage ou dans de bonnes matin, par exemple, ils arrivent en classe permettra d’apprendre à s’autogérer. relations avec d’autres. II ». Ces dires sont par eux-mêmes. Certains restent dans la Il est vrai, qu’il y a un risque que des confirmés par une enseignante rencontrée cour jusqu’à la sonnerie, d’autres vont élèves abusent de cette confiance qui leur au Danemark. Elle m’a expliqué que en classe et discutent ensemble. C’est est donnée. Mais je pense que c’est un parfois certains élèves profitaient de leur assez impressionnant de voir comment ça apprentissage qui en vaut la peine. J’ai liberté, en sortant de l’école sur un coup fonctionne lorsque l’on est habitué aux pu observer lors d’un stage en premier de colère ou de frustration. Mais ils ne traditionnels rangs dans la cour. Pour aller primaire que l’enseignante laissait les vont jamais très loin, ils savent qu’ils d’un cours à l’autre, les enfants partent élèves retourner seuls dans la classe désobéissent mais ils veulent rester en dès qu’ils sont prêts. Par exemple, s’ils ont lorsqu’ils avaient terminé leur peinture. sécurité. L’école et les adultes qui y sont cours de gym, et que le cours de français Elle leur avait demandé de finir un leur donne cette sécurité. vient de se terminer, dès qu’ils sont prêts, exercice en attendant son retour. J’ai suivi ils quittent la classe et vont seuls au hall discrètement ces quelques élèves pour Deuxièmement, donner une responsabilité sportif. Le professeur ferme en général la voir ce qu’ils allaient faire. Certains se à un élève plus difficile, permet parfois de marche, mais pas toujours. mettaient au travail et d’autres jouaient modifier son comportement, car il se sent dans un coin. Cet exemple illustre bien le alors investi d’une responsabilité et garant Une autre chose étonnante, c’est la risque qu’on prend lorsqu’on donne des du bon fonctionnement de la classe. récréation. Les élèves peuvent aller où ils responsabilités aux enfants. Mais je pense Souvent ces élèves ont besoin qu’on leur veulent pendant les pauses. Ils peuvent que ce risque en vaut la peine, car comme fasse confiance. Selon Gérard GRANIER, choisir de rester dans la classe, dans les tout apprentissage, la responsabilité a aussi inspecteur régional français en histoire et couloirs, ou d’aller dehors. Dans l’école besoin de temps pour s’apprendre. Le géographie, «pour responsabiliser, il faut où j’étais en stage, mais ce n’est pas le cas psycho-rééducateur, Germain Duclos, le accepter et organiser une certaine liberté dans toutes les écoles danoises, la cour de confirme en disant que « l’autodiscipline de l’élève : il n’y a pas de responsabilité récréation était ouverte, il n’y avait pas de s’acquiert graduellement, sur une période sans liberté. Or la tendance actuelle, grille ou de barrière. Cela veut dire, qu’un de temps qui va de la petite enfance à notamment dans les établissements élève peut facilement sortir de l’école s’il l’adolescence». Il précise encore que difficiles, n’est elle pas plutôt à la le souhaite, car il n’y avait pas non plus « l’enfant n’arrivera pas à maitriser de tels restriction de ces libertés dont certains de surveillants dans la cour. Il y a trois comportements si les adultes n’exercent élèves feraient mauvais usage ? ». Dès lors, professeurs disponibles pendant les pauses pas un certain contrôle sur lui, au ne faudrait-il pas plutôt prendre le risque dans l’école, en cas de problème, mais pas préalable, pour le protéger. Ce contrôle qu’un élève puisse faire un mauvais usage de surveillant comme on les connaît en amène l’enfant à intégrer un sentiment de de cette liberté, plutôt que de priver tous Belgique. sécurité. les autres de cette même liberté ?

Comenius Journal September 2016 41 Travel Experiences

Il faut bien évidemment qu’il y ait un Le changement est donc possible ! Mais cadre qui aille de pair avec cette liberté. est-il possible de l’appliquer en Belgique Liberté ne signifie pas faire n’importe dans un contexte différent ? Il est clair quoi, n’importe quand. Jean-Pierre que cela demanderait une transition de Obin, inspecteur général honoraire plusieurs années afin de le faire de manière des établissements et de la vie scolaire progressive. Mais je pense qu’il est en France, le précise ici : « Il faut un possible de l’appliquer au sein d’une école, cadre organisationnel à toute liberté ; si toute l’équipe pédagogique de l’école, et donc un principe d’autorité. Il n’y le directeur et le pouvoir organisateur a pas d’éducation à la liberté hors du le mettent en place. Car c’est avant principe d’autorité ; accéder à la liberté tout une décision à prendre avec toute ce n’est pas jeter l’autorité aux orties ! l’école, il serait difficile de l’appliquer Liberté et autorité ne sont pas dans un dans une seule classe. J’ai demandé à rapport de contradiction, mais sont en Lise, enseignante à la « Krsitne Friskole » réalité complémentaires, certes souvent au Danemark, ce qu’elle penserait si le en tension mais elles doivent pouvoir Danemark revenait à l’ancien système (le s’articuler ou se conjuguer. Le travail de même qu’en Belgique). Elle n’en voyait l’éducation à la liberté est précisément pas l’intérêt puisque leur manière de faire de savoir comment on autorise, comment Ensuite, Les rangs sont aussi un fonctionne très bien, et que les enfants on organise à la fois son autorité de apprentissage pour l’enfant. C’est une sont habitués au système danois. Mais elle professeur et l’autorité de la loi pour façon d’apprendre à se maitriser et a précisé que parfois ça l’arrangerait d’être permettre d’accéder à cette liberté.» Avec à respecter les autres. C’est comme dans un système plus cadré, car ce serait cette liberté vient aussi la responsabilité, lorsqu’on fait la file dans un magasin, plus facile pour elle. C’est une manière un élève qui en aurait abusé, doit en on ne dépasse pas les autres, on ne les d’être certain que tout le monde soit là au accepter les conséquences. C’est un bouscule pas, etc. bon moment. Cependant, elle pense qu’il deuxième apprentissage très important Cependant, en voulant trop guider ou est important que les enfants apprennent pour sa vie de futur citoyen dans le sécuriser les enfants ne finit-on pas par à interagir dans la société, sans être des monde. Afin de permettre à l’enfant les surprotéger ? Ne faudrait-il pas plutôt robots. Car on se range peu en rang dans d’assumer cette responsabilité, il faut que leur apprendre à fonctionner de manière la vie de tous les jours, sauf pour faire la l’adulte responsable soit constant dans plus autonome ? J’ai l’impression qu’on file au magasin, etc. Quand est-ce qu’on se l’application des règles. En plus de cette dépense parfois beaucoup d’énergie pour met en rang pour aller d’un point A à un constance, il est un modèle que vont pas grand chose. Lors d’un de mes stages, point B ? suivre les enfants. L’enseignant doit être les enfants devaient se taire dans le couloir conscient de cette fonction supplémentaire en allant à la récréation. Est-ce vraiment qu’il endosse, car s’il n’assume pas ses nécessaire, alors qu’il n’y a plus personne En conclusion, responsabilités, ses élèves ne le feront pas qui travaille dans les classes et qu’ils les deux systèmes se défendent sur non plus. crieront de toute façon dès qu’ils auront certains points et contiennent tous deux franchi la porte ? des inconvénients. Cependant, si le choix m’appartenait, il est clair que j’opterais Les rangs à l’école pour le système danois, qui pour moi a primaire sont-ils Est-il possible de passer plus de sens. Car le but de l’éducation indispensables ? d’un système à l’autre ? c’est de responsabiliser et de d’apprendre Tout d’abord, les rangs comme ils J’ai interviewé une enseignante danoise l’autonomie aux enfants et pas de les sont utilisés en Belgique, apportent à ce propos. Ils ont eu le même système formater comme des robots. une structure à l’enfant. Dès que la que la communauté française auparavant, sonnerie retentit, les enfants savent qu’ils il est donc possible de passer de l’un à C l a i r e D e L o v i n f o s s e doivent se mettre en rang, et se calmer l’autre. Au Danemark le changement a eu tout doucement. Le psycho-éducateur, lieu à la fin des années 60 et a continué Germain Duclos, le précise en disant que pendant les années 70. Le contexte de « les règles de discipline n’ont pas pour but ce changement est donc très particulier, premier d’assurer le bien-être des adultes, puisqu’il est né d’un mouvement général mais de protéger l’enfant, de le sécuriser et qui voulait plus de libertés pour l’enfant d’en prendre soin. II » et pour l’école au niveau de la discipline. Quel a été le résultat de ce mouvement Deuxièmement, Ils permettent un général ? A la fin des septante, les retour au calme progressif afin d’éviter formalités disparaissent petit à petit et les les bousculades et le chahut lorsqu’il rangs aussi. En 1975, un décret inclut ces faut retourner en classe. Grâce au rang, changements et souligne l’importance du l’enseignant peut encadrer et « contrôler » développement de l’enfant comme citoyen ses élèves plus facilement. du monde.

Comenius Journal 42 September 2016 Announcements & Upcoming Events An- nounce- ments

Program Conferences Staff Weeks information

11/9 – 16/9/2016 4/10 – 7/10/2016 INHOLLAND University Society for Intercultural Pastoral Care and Artevelde University College Ghent: School of Education Noord: Counselling Ghent: International Seminar Staff week on Inclusion Minor for Early English (15ECTS) and Care and Counselling as Social Action. Global Education (15ECTS) Interreligious Cooperation in Urban Migration Contexts 29/5 – 2/6/2017 Artevelde University College Ghent: Haute école pédagogique du Canton de Info and registration: Staff week on ECHE Vaud (Austria): Peers-project is ongoing, www.sipcc.org Summer university with Bangalore, Summer university with Canada 3/4 – 7/4/2017 March 2017 (tbc) Pädagogische Hochschule Steirmark Graz Thomas More Mechelen: (Teachers and administrators) Haute Ecole Léonard de Vinci & Haute “The Body in Teaching” Ecole Namur - Liège - Luxembourg conference (Belgium): Joint Erasmus+ module in English, 9/16 – 0/16 to be continued in 2017, also practice in Haute Ecole Léonard de Vinci invites 5-10 schools with CLIL (also available in French 23/11 – 25/11/2016 teachers to the program on comparative speaking schools), assignments depend for The Independent Academy for Free School education what they study at home. The language level Teaching Ollerup (Denmark): must be B2 at least. International Conference Togetherness as motivation - a 21st century skill? 20/2 – 24/2/2017 Haute Ecole Libre Mosane Liège: “Let´s Haute Ecole Léonard de Vinci (Belgium): Info and registration: integrate differences” would also welcome international certificate in comparative www.togetherness.dk further 2 teachers education (see folder): 6 weeks courses, 6 weeks of training, research and teaching practice in Belgium (in French or in English) and 4 to 8 months abroad for courses and practice!

Comenius Journal September 2016 43 Announcements & Upcoming Events An- nounce- ments

International weeks

7/11 – 11/11/2016 20/3 – 24/3/2017 18/4 – 21/4 2017 Apor Vilmos Katolikus Foiskola University of Stavanger Haute Ecole de Namur-Liège-Luxembourg

12/12 – 16/12/2016 27/3 – 31/3/2017 18/4 – 21/4/2017 Karel de Grote Hogeschool - Antwerp Thomas More Mechelen Pädagogische Hochschule Schwäbisch Gmünd

6/2 – 10/2/2017 3/4 – 7/4/2017 Haute Ecole Léonard de Vinci Inholland University School of Education 23/4 – 27/4/2017 Catégorie Pédagogique Noord PABO University College Syddenmark

20/2 – 24/2/2017 3/4 – 7/4/2017 24/4 – 28/4/2017 Haute Ecole Libre Mosane, HELMO Pädagogische Hochschule Steiermark Institut Catholique de Paris

27/2 – 3/3/2017 17/04 – 21/04/2017 15/5 – 19/5/2017 Universitad Catolica de Valencia Escola Superior de Educacao de Santareém Haute Ecole de Namur-Liège-Luxembourg San Vincente Martir

15/05 – 19/05/2017 Kirchliche Pädagogische Hochschule Vienna

Comenius Journal 44 September 2016 Contributors

List of Contributors

Anna Runyó, Megyeri Geneviève Laloy Martin H. Brunsgaard Senior lecturer President of the Comenius Association Senior lecturer [email protected] Head of the International Office [email protected] Apor Vilmos Catholic College [email protected] University College South Denmark Haute Ecole Léonard de Vinci www.avkf.hu www.ucsyd.dk www.encbw.be

Beatrice Schell Niomi Kelly Student Joël Christopher Barry Hansen Lecturer [email protected] Student [email protected] Haute école pédagogique du Canton de Vaud [email protected] Thomas More Mechelen University College University College South Denmark www.hepl.ch wwww.thomasmore.be www.ucsyd.dk

Bengt Soderhall Piet Tutenel Lecturer Joost Hansen Lecturer [email protected] Lecturer [email protected] University of Gävle [email protected] Thomas More Mechelen University College Thomas More Mechelen University College www.hig.se www.thomasmore.be www.thomasmore.be

Claire de Lovinfosse Stine Høg Blach Hansen Student László Csorba F. Student [email protected] Teacher, senior research fellow [email protected] Haute Ecole Léonard de Vinci [email protected] University College South Denmark Piarist High School, Vác www.encbw.be Hungarian Institute for Educational Research and www.ucsyd.dk Development, Budapest

Eniko Bartha www.ofi.hu Thomas Schrei College assistant lecturer Head of the International Office, professor [email protected] [email protected] Apor Vilmos Catholic College Malene Rostgaard Chrestensen KPH Wien/Krems Lecturer www.avkf.hu [email protected] www.kphvie.ac.at University College South Denmark

Frances Murphy www.ucsyd.dk Wim Friebel Lecturer Honorary Member of the Comenius Association [email protected] [email protected] St Patrick’s College, Dublin City University Mária Both College associate professor www.spd.dcu.ie [email protected] Apor Vilmos Catholic College

www.avkf.hu

Comenius Journal September 2016 45 Partner Institutions

Partner Institutions

Austria Czech Republic Ireland

Kirchliche Pädagogische Hochschule in University of Hradec Králové Saint Patrick’s College Wien Dublin City University www.uhk.cz www.kphvie.at www.spd.dcu.ie

Denmark Belgium Italy University College South Denmark Arteveldehogeschool Università degli studi di Bergamo www.ucsyd.dk www.arteveldehs.be www.unibg.it

Haute Ecole Léonard de Vinci Catégorie Pédagogique (Encbw & Parnasse-Isei) France Lithuania www.vinci.be Institut Catholique de Paris ISFEC Emmanuel Mounier University College Vilnius

Haute Ecole de Namur Département Pédagogique www.icp.fr www.viko.lt www.lasalle-mounier.fr www.henam.be The Netherlands

Haute Ecole Libre Mosane, HELMO Inholland University School of Education Noord Germany PABO Haarlem and Alkmaar www.helmo.be Pädagogische Hochschule Schwäbisch Gmünd www.inholland.nl

Karel de Grote Hogeschool www.ph-gmuend.de

www.kdg.be Norway

Thomas More University College Hungary University of Stavanger

www.thomasmore.be Apor Vilmos Katolikus Foiskola www.uis.no

www.avkf.hu

Comenius Journal 46 September 2016 Partner Institutions

Portugal Sweden

Instituto Politécnico de Santarém University of Gävle Escola Superior de Educação de Santarém www.hig.se www. ese.ipsantarem.pt

University of Örebro

www.oru.se Romania

Universitatea de Vest din Timisoara

www.uvt.ro Switzerland

Haute Ecole Pédagogique du Canton de Vaud

www.hepl.ch Spain

Centro Superior de Estudios Pädagogische Hochschule Thurgau Universitarios La Salle www.phtg.ch www.eulasalle.com

Escuni - Escuela Universitaria de Magisterio United Kingdom

www.escuni.com Bishop Grosseteste University Lincoln

www.bishopg.ac.uk Universitad Catolica de Valencia San Vincente Martir Kingston University School of Education www.ucv.es www.kingston.ac.uk

Universitat dè Valencia University of Winchester www.uv.es/filoeduc www.winchester.ac.uk

Universidad Ramon Lull

ww.url.edu www.blanquerna.url.edu

Comenius Journal September 2016 47

Journal de l’Association Comenius Journal of the Comenius Association no 25 – september – 2016

Guest Editors Niomi Kelly & Piet Tutenel Thomas More Mechelen University College

Responsible Editors Board of the Comenius Association, Represented by Geneviève Laloy, President

Language Editors Chantal Muller Haute École Namur-Liège-Luxembourg Geneviève Laloy Haute École Léonard deVinci George Camacho Instituto Politécnico de Santarém Lia Frederickx Thomas More Mechelen University College Niomi Kelly Thomas More Mechelen University College

Layout Tim Broothaers

The views expressed in this journal are the sole responsibility of the individual authors. ISSN 2033-4443 25

ISSN: 2033-4443 Journal de l’Association Comenius Journal of the Comenius Association no 25 – september – 2016 www.comeniusassociation.org