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עמוד:23
Personality development . The call for social togetherness is motivated in part by the need for the development of the personality and of social values . I have suggested earlier that in this , the education system has only a limited role to play . There are other partners that must join in this assignment . I have mentioned that informal education might make an important contribution through bringing together age-peers in youth clubs or otherwise , developing the personality of the youngsters and fostering in them a sense of social responsibility . Informal education usually operates outside the schools . I wonder whether this has to be so . Could some of it not be made an integral part of the learning system ? Is it not conceivable , for example , that youth movements might be organized within the schools , that the pupils would be given , within well-defined limits , some authority for governing their affairs as a group , that facilities would be provided for pursuing their hobbies , that there would be sports activities , art and music ? The MANOF project If an integration of formal and informal education proved possible , it might be necessary to appoint specially trained youth leaders to direct the informal education . Let me describe a project , known as MANOF , which operates with such an integration . The MANOF project was initiated nine years ago . It is now How to plan their education ? How to structure the curricula for them ? What opportunities they should be given for advanced laboratory work ? Whether they should not receive more individual tutorials ? How to ensure social cohesion with their age-peers , whom they have outstripped intellectually , as for instance through informal education ? How to match the privileges which they receive when they are young with duties and commitments when they are adult ? Whether to reward outstanding achievements by way of prizes or otherwise ?
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