Sublime

Pour certains d’entre nous, la curiosité suscitée par un sujet sera éphémère et vite assouvie. Pour d’autres, elle deviendra la passion d’une vie ou d’une carrière. En tout cas, un esprit de curiosité inépuisable constitue l’un des plus formidables dons que l’école puisse faire à ses élèves.

Rather, what we are talking about is finding ways to make client assignments substantively more valuable to clients by changing the way professionals interact with their clients during the project.

Quels conseils donneriez-vous à un enseignant ou à un chef d’établissement qui souhaiterait faire bouger les choses ? Ne pas avoir pour but un programme à terminer ou une classe à faire avancer, mais avoir comme objectif le bien-être de chaque enfant en tant qu’individu unique qui a des capacités, des besoins, des acquis, des lacunes, et une façon

British educationalist Ken Robinson insists that the focus of an individual should be on those areas where talent or capacity meets passion or desire; it is at this intersection, as proven time and time again, where success brews.

We get educated out of our creativity. We unlearn our willingness to take risks and be wrong. Robinson goes on in his talk to define creativity as “the process of having original ideas that have value.” Our education system is educating people out of having original ideas that have value. Let that notion sink in for a moment.

“I was working in an elementary school as an assistant language teacher. Sometimes they let me do things that I could create, and the rest of the time I just did what they told me to do.