Studies show that a growing percentage of the population in Israel does not receive the tools or the conditions to cope in a modern world. The level of achievement of Israeli children in international tests remains extremely poor.
Education is the most important tool that enables earning capacity, economic security, social leadership, and growth at both the individual and state level. The public educational system is built on the fundamental principles of the industrial revolution of the eighteenth century, in which the need for education for the masses arose. The need to train workers who know how to read, write and have a basic knowledge of arithmetic, who can also work without worrying about where their children are, was integrated with the ideological ideals that led at that time - equal opportunities, human rights, and most importantly - the right to choose and change. But although since the industrial revolution the human way of life has gone through several real revolutions, the basic concepts of the education system, its structure and its ways of operation have not changed accordingly. In most cases, the student is still seen as raw material that must be passed through a mechanical educational process, in order to obtain a desired product.
Studies show that a growing percentage of the population in Israel does not receive the tools or the conditions to cope in a modern world. The level of achievement of Israeli children in international tests remains extremely poor. Even the excellent ones of the Israeli education system are at a lower level than the excellent ones of almost all OECD countries. This, in spite of newly implemented reforms in the education system and in spite of the really good intentions of many good people for years. In the 2010 Taub Institute for Social Policy Research report, it was determined that "education policy in Israel looks more like a policy of direction corrections instead of a policy of determining new directions." (p. 68, ibid.). Furthermore - even changes that we have witnessed recently, such as allocating more resources to support students in computers and other high-tech professions, may turn out to be nothing more than a "correction of direction" at best and a catch 22 at worst when it becomes clear that by the time these students graduate, the pace of social change has already created a demand for other professions.
The ability to formulate and implement a concept of education, suitable for the way of life in an era where the pace of changes is greater than the pace of their implementation, requires nothing less than an ideological revolution. But a change of this magnitude is very difficult, for two main reasons: first, it threatens the existing order. Teachers, curricula, methodologies, methods of supervision and evaluation - everything will have to undergo a fundamental change. In light of the data of the existing system (see separate box) the chances that a change of such magnitude will occur are zero; Second, such a change asserts that the concept in which we ourselves were educated has passed its time. The ability to stand up and say - what was true in the past is not necessarily true today, even if I myself am a product of this perception, is likened to the ability required of the Church to admit that the Earth is not the center of the universe, it is not even the center of the solar system. Are we ready to admit that we have reached a point where, even in the field of education, it is necessary to understand that the earth revolves around the sun and not the other way around? Real change requires courage and a willingness to face uncertainty. Is it because of fear that we continue to stick to the familiar educational model, even if we see again and again that it has long been ineffective, does not fit reality and does not improve despite all the plans in the world?
A new concept of the essence of education is needed, based on the understanding of the world we live in today. This concept should be based on several central principles, which are integrated and interdependent:
1. The principle of change: the world is in a process of constant change, it was different in the past and will be different in the future. In the nineteenth century we understood this about the world of living creatures. It took another century before we understood that this rule applied to the entire universe. In the twenty-first century, we must understand the consequences of the principle of change on all aspects of our lives, including education.
2. The matching principle: what is appropriate today is not necessarily what was appropriate yesterday or will be appropriate tomorrow. At any given moment we see the set of creatures, laws, structures and behaviors that best suit the existing environment. Every immigrant can tell from his personal experience that cultural principles that were valid and suitable for a certain living environment, are not necessarily suitable for another living environment, and that iron sheep assets that are valued at a certain time are not necessarily valued decades later. Knowledge is still a condition for survival and prosperity. The question arises, what is the required knowledge suitable for our lives today.
3. The principle of systemicity: life is not divided into disciplines, and understanding it requires interdisciplinary, complex and diverse thinking. Furthermore, the development of interdisciplinary fields such as genetic engineering, socio-biology, computer art and more, requires the ability to communicate between the various fields. The world of science discovered this when it realized that the reductionist approach has a price, namely - what works in a test tube, where variables can be monitored and controlled, does not work in a similar way in the systems of living beings. Furthermore - changing the boundaries of the system creates a change in its internal dynamics, which may change what we consider as axioms. Nanotechnology is already capitalizing on this. We are just beginning to deal with the changes that apply to the axiom of the family unit and social composition. We have not yet begun to deal with the significance of the systemic concept in the educational context.
4. The human principle as giving meaning: the phenomena in the world around us have no value in themselves. Man is the one who gives meaning to his actions and their results, good and bad. Investing in excellence - scientific, artistic or any other field - will not achieve its goals without a deep and serious consideration of the main pillar that drives human culture as it is: its fundamental values. All the excellent teachers and programs in the world will not be able to erase the impression left on a child who observes the meaning we give to a time frame, to interpersonal communication, to hygiene. Our children observe us, and absorb well the values we convey to them. The mother screaming at her son: calm down immediately! And I don't understand why he keeps shouting; The father utters a juicy curse when someone overtakes him and is surprised when his child drives aggressively; the teacher who comes to class ten minutes late and scolds the children who do not sit quietly in their seats; a significant adult who influenced a teenager's career choice; A role model that a girl follows; A formative experience that changed the course of a group of students' lives; and more. A company that seeks to prosper and adapt itself to life in a changing and complex world, must invest informed and active efforts in promoting formative experiences and role models that encourage values of tolerance, equal opportunities, appreciation, listening, sharing and striving for excellence. "I'm not an educator, I'm a chemistry teacher (or computers, or history)" quite a few teachers told me. There is only one answer to this: if you are not involved in education, do not enter the class, even if you are the best and most accurate chemist in the world. And if you are the best chemist in the world, that does not make you an excellent chemistry teacher, and instant training is not enough to become an educator.
While the formal education system is still drifting towards standardization, the world we live in is drifting in the opposite direction, of a growing variety of possibilities and combinations. To create a balance between the two, a new concept of education must be created. The purpose of education should be education for functional literacy - education consisting of a combination of knowledge, thinking skills and flexible doing skills, which places at the center the interrelationship between the learner and his function, in the environment and changing areas of opinion. Accordingly, the education model can no longer be based on a model of continuous and cumulative learning only, but must also incorporate learning processes that create significant, varied and complex experiences, which will become personal turning points of learning and development. The educators should be the ones able to mediate, enable and assist in building these processes.
"In an ideal world, the best among us would be educators. The rest will have to make do with less." (Lee Aikoka). We do not live in an ideal world, but we can and should strive to build it, even if it is a revolutionary challenge. In other words - today more than ever, education is a complex and serious profession. It's about time we treated it that way.
The education crisis
"There is a lack of teachers, a lack of pay, a lack of teaching expertise" - is it true? Some data about the teachers:
At least 60 percent of teachers in Israel are under fifty years old and seniority does not exceed 20 years in any age group - that is, most teachers are not facing retirement in the next decade. In contrast, each year of seniority increases their salary by two percent. In addition to this, in recent decades there has been an accelerated academicization of teachers in Israel, which automatically adds about 15 percent to the salary for those with a bachelor's degree and another 5 percent for those with a master's degree. The salary of the teachers is about 30% lower than that of their colleagues in the OECD countries, but also the working hours of Israeli teachers is much lower than that of their colleagues in the OECD.
In recent years there has been an accelerated academicization of the teaching force in Israel. Studies show that the relationship between the level of the teacher's degree and the quality of teaching, the academic achievements of his students, is so loose that in the US there have recently been lawsuits to stop giving salary increases to teachers with master's degrees.
The CBS data and the OECD report on the state of education in Israel indicate that the shortage of teachers is much less severe than claimed, and that specific shortages can be overcome through a structural change in the organization of the system, that is, teachers exist, they should be used more correctly. Thus, for example, almost 49 percent of all those employed in education in Israel are employed part-time only (compared to about 20% in the OECD countries), with the vast majority of them being teachers. Furthermore - the Taub Institute report warns that such and such programs that try to recruit and train teachers from alternative sources are too limited in scope to create a real impact, what's more, the experience with similar programs in other countries shows that these teachers are quickly expelled from the system. "These steps", the report claims, "may turn out to be expensive, unnecessary and even harmful".
Despite budgetary investments and various reforms, since 1999 the level of achievement of Israeli students is regularly and consistently below that of all 24 OECD countries that are compared. The lack of ability to turn budgetary improvements into systemic improvements is not unique to Israel: focusing on eight OECD countries, the Mackenzie Company (2007) showed that significant changes in the real educational expenditures per student were hardly accompanied by changes in student achievement (Taub Institute report, 2010)
Dr. Liat Ben David is CEO of the Wolf Foundation
36 תגובות
Well, and, what? How does this relate to something I wrote?
Israel Shapira, at the level of the Kents you will be able to discover sentences like "Education is not professional training and professional training is not education."
to Eran:
Education is not professional training and professional training is not education.
Well, it also seems to me that Adam Smith is turning over in his grave..
Capitalist America owes trillions to Communist China.
Really, how low can you go?…
to Eran:
There is no point in the discussion if the facts are ignored.
In my opinion the discussion has moved from paradigm to epistemology.
http://he.wikipedia.org/wiki/%D7%A4%D7%A8%D7%93%D7%99%D7%92%D7%9E%D7%94
http://he.wikipedia.org/wiki/%D7%90%D7%A4%D7%99%D7%A1%D7%98%D7%9E%D7%95%D7%9C%D7%95%D7%92%D7%99%D7%94
And another thing, today China is not communist, it is not democratic, but it certainly allows private business entrepreneurship. Mao is turning over in his grave.
1) I understand that you are a socialist.
There is no reason to train millions to face snow in a country where most of them speak, we don't need all the citizens to be educated about the same idea, otherwise we will have to import residents from abroad to do this work, as is happening today.
2) The Chinese lived under a republican and even democratic regime in the days before Mao. Due to their stupidity, the Chinese chose to turn their country upside down. China today is going to be a leader because of its population, but per person, the Chinese do not live at a level close to that of the West. Even today, an average Taiwanese earns 4.73 times more than his communist counterpart.
3) Any rule by humans can necessarily include corruption, the same in democracy.
The secretaries of the Soviet Union were not exactly poor and hungry people like their subjects, it seems that they also accepted that the system did not work. I do not believe in pure capitalism, at least in the State of Israel, since it is an island economy. There is simply not enough competition here, both due to the security situation, and due to the narrow interests of such and other committees to prevent external competition.
4) So here is your mistake, the country needs working hands, but the people do not want to be in such a position.
In a democratic country the solution is simple, to dry up the trends that lack economic interest. Why should the taxpayer fund a business administration major in high school? After all, this is not the degree at the academy, and what they learn there can be learned from reading a book. Also majors in law and accounting, which I doubt what their matriculation units are worth in the academy, are a colossal waste. It's time to stop investing in such unproductive professions, because there are simply too many of them.
5) Nonsense, the unemployment rate in Israel is one of the lowest in the West, so it can be concluded that the market is saturated. You won't be able to manufacture a car and cell phones here, because the Israeli one is simply expensive, and what can be done, Israel's academic level in these subjects is not as good as the Korean one, for example. If you are willing to live with austerity in order for the country to have more money (to buy only Israeli industry, which is expensive and of lower quality), please. I, and most Israelis are not ready to compromise on our standard of living.
1) What does communism have to do with it? It's only in your head. And it's not just in your head. This is something that the western world is working hard to instill in the minds of the public.
The development of human potential. Not related to communism. In any form of regime people strive to develop their potential and expand their education.
2) Mao did not decide to make a revolution. Mao only concentrated and directed the power of the Chinese people. The freedom of the Chinese people was taken away from them by force of arms. The oppressed and starving Chinese people revolted. People who were destined to die of starvation preferred to die in war against their oppressors.
If the Chinese people had not revolted Mao would not have been able to do anything. We probably wouldn't even know that such a person ever lived. Mao's success in the revolution is the success of the Chinese people and not of a single person.
Industrialization is not an immediate thing. China was lagging behind the western countries. Today, China is advancing by leaps and bounds and it can certainly be one of the most industrialized powers in the world.
3) Communism does not work. Capitalism doesn't work either. Need to find what does work!!!
In the beginning, we believed that capitalism was the right system. We were shown the collapse of other methods and the conclusion was that capitalism is the best. But no one bothered to explain to us the limitations of capitalism. On the relationship between capital and government. about the aristocracy of money. and many other ills associated with capitalism. Today these things float and rise. Capitalism in its current form will also fall because in its current form it preys and oppresses and ignores freedom. Freedom is not an empty word. Freedom is man's greatest motivator.
Napoleon engraved on his flag "liberty or death" and he knew very well the meaning of these things.
Mao offered freedom to millions of slaves from starvation. The result was that they followed him. They went to a war that seemed lost beforehand. They were equipped with arrows and swords and in front of them were planes and cannons. They dedicated their lives to die on the altar of freedom. They won in the end. Not by virtue of any military superiority. But only thanks to the fact that they were ready for anything in order to bring freedom.
4) If we have nothing to do with academics then I suggest you stop studying!
5) Importing products is not a solution. They need to be produced here. You can make them here. Many in Israel want to work and there are no jobs. There is no work because the top percent who run the country today are busy taking care of themselves at the expense of the country. This is one of the sick evils of capitalism. It is destroying the country. We have to stop it!
To remind you, the communists did a wonderful thing, they trained many people in mathematics.
So the Soviet Union collapsed, because although there were a lot of industrial products, there was no food.
Same as Mao in China.
Mao decided to make a revolution and industrialize the country by force, thus many products were created that no one consumed, and even though it was a fruitful year, millions died of starvation.
Communism doesn't work, if only because the rich naturally get richer (why? That's how it is, when you have more money you can earn more).
We have nothing to do with 7 million academics, see what is happening in Portugal now, mass immigration to Mozambique, because there is simply no need for so many engineers. Importing products from abroad is not a solution, because it makes the country dependent and also because it is expensive.
to Eran:
From your response, I suspect that you actually belong to the small percentage that the others serve and that is why you are also interested in perpetuating the situation.
It is very strange that even though history has its say time and time again, each time more clearly than the last time, there are people who continue to distort the picture just because the distorted picture is more convenient for them than the real picture.
A little about Finland:
http://www.youtube.com/watch?v=mJeSH8ctdpg
http://he.wikipedia.org/wiki/%D7%A4%D7%99%D7%A0%D7%9C%D7%A0%D7%93
To your question, the essence of the state is not freedom, see entry: North Korea, Saudi Arabia.
The strength of a country is in its economy. Why is there no education for all if it is such a safe investment? Well you can drill all over the world and most likely you will find a deposit that is worth a lot, but the amount you invested is not worth the investment.
With all due respect, we need simple people, who will agree to work as jewelers and manual laborers, instead of some completing 3 units, who will undergo technological certification.
After all, you will not be able to eliminate the need for a farmer, and a security guard, you will only turn them into immigrants, whether it is new immigrants, or whether it is foreign workers.
Now if you'll excuse me, I'm going to take a nap, I had a complex night.
You have to understand that it is almost impossible to immediately understand everything that is taught in school without private lessons.
It should be understood that almost all the successful, gifted, etc. achieve success because they receive help when they need it. It should be understood that this help depends directly and unequivocally on the financial capacity of the student's family. It should be understood that even a person with a very high IQ will have difficulty in studies if he comes from a poor family. Very few students with high IQ who come from poor families manage to overcome all the obstacles that stand in their way and achieve good results.
There is no doubt that private lessons cause a significant increase in grades.
There is no doubt that sending the student to look for the solution himself is a waste of time.
The role of the teacher is to facilitate the student.
The student cannot afford to read an entire book just to clarify a small point that is not clear to him.
It has grown too long.
The teacher's role is to shorten the study time.
The teacher is supposed to find out what the student did not understand and make the student understand.
Unfortunately, this is not exactly what is happening in the education system.
The relationship between teacher and student is destroyed.
The system has become a crusher.
The result:
The distinction is reserved only for the rich because only the rich have the ability to get help from a private tutor.
One lesson from a private teacher can facilitate understanding of material studied for months at school.
If the student receives such a lesson from a private teacher or from the parents or from someone around him, then it is much easier for him. Especially in the real professions which are built layer upon layer. If the student did not understand something then it is impossible to build the next tier and the student accumulates a backlog. If the backlog is not closed in some way then an entire field of studies becomes blocked for that student.
Because it is almost impossible to understand everything what is happening is that the rich get help and the poor who cannot get help are left far behind.
In my opinion, the study material should be in-depth and difficult. Those who learn while thinking will learn that way and those who learn while memorizing will learn by memorizing. Already in the fifties and sixties I received tutoring in mathematics and English. These lessons were given despite the teachers' recommendations not to accept them. And these lessons helped. Those who think memorization is harmful are wrong. See how poor the general education of all Israelis is. And how much everyone considers education abroad. If it is in Japan, from where no Jews came to Israel, and if it is from Europe. It is possible that academic excellence is a result of exile and as soon as the "desert generation" passes away, educational achievements also decline. I remember the textbooks in elementary school and also in high school as a never-ending chain of products whose level is decreasing. A student who reads solutions and studies them. can learn much more from them than if he had looked for solutions in the library. Students should not be burdened with discovering the "hot water".
If education is related to the economy, and the economy is related to the laws of supply and demand, then maybe there is not so much education because there is not enough demand?
The essence of man: his feelings.
The essence of the state: freedom.
Life is not black and white.
The fact that a person is an employee does not mean that he will not receive a reward for it see: monthly salary.
There is no doubt that you want to live in a rich country and not a poor one.
With a poor country, there is no territory, no IDF, no houses, no income supplement, no roads, and no government education system.
The North Korean model is not an example, first of all because the level of education in subjects that require more mental openness than the basics is lower (so, for example, in reading and writing the North takes the South), but it is too short to talk about the mental effects on cognitive abilities.
to Eran:
I think you are making a gross mistake.
If the economy is good but it serves only one percent of the public when 99 percent become the servants of this one percent then there is no reason for the continued existence of such an economy.
The state is a tool for preserving human freedom. It is not a tool to turn people into slaves under any pretext.
The essence of the state's existence is its economy.
At least the state's interest in the education system by having an economic system.
If growing safflower in the middle of the desert would bring in more money, then there would also be lessons for these things.
All the other subjects such as literature, language, etc. came along, but I find it hard to believe that they would have been studied among all the citizens of the country, if the education system had not actually been one huge investment. The ability to generate money will ultimately determine a country's ability. India is larger than the USA in terms of population (4 times as I think), but much less important in the international arena, and its people live less well.
The reason for this is India's inability to generate money, relative to the US.
to Eran:
Let your ears hear what your mouth is saying!
I quote from what you wrote about the singularity:
"In my opinion, the organ that most constitutes the essence of our being is the brain.
Note that in the paradox only the ship remained, but the man died, which means at the end of the day they only preserved the things that did not represent the essence of the man, but only an accompanying item in his life."
Is high-tech the essence of our lives?
The essence of our life is the mind. And the essence of the mind is the emotions. The essence of our lives are our emotions. Not our knowledge, not our technology, and not our economy (which is doubtful if it is indeed ours).
Zedekiah, I would be happy if the State of Israel and the education system in particular, would stop working with sacred ideal values that no one has proven necessary, and return to the basics.
This includes canceling middle schools, and canceling economically unimportant subjects in order to have enough resources for math studies.
In the name of the holy ideals, when it comes to education we are not far from a third world country, it sounds exaggerated, but you will not be able to maintain such a large high-tech industry, when half of your people in 2030 did not know what a complex number is, and / or English, at a level that allows communication.
This is the type of article where at the end you can say "it's not that we don't know what's right and where the problems are, it's written on the wall"...
I am amazed by comments like that of "Eran", who in his words expresses the sickness of the old concept, with the same mental tools, only thinking that he is saying "the opposite"... It's the same thing, dear Eran - if you despise the Bible and history, you didn't understand anything from the article about the fundamental values on which Everything is grounded.
Contrary to the writer's opinion, I believe that part-time work for teachers is necessary since it is a very abrasive profession. What the teacher does when he is not teaching is important: if the teacher is also a scientist at a research institute and goes out once a week to teach the next generation of biologists, physicists or chemists, then that is excellent.
If he is a journalist and goes to teach history, if he is a software engineer and goes to teach math... that's what we need, people who are good in their field and stay updated through it and pass it on to the children and the next generation.
And if it doesn't go systemic, the system should be broken into small elements, and that each city should take care of the education of its children (oh... and that the state should transfer the budgets... and not swallow them in its own way).
to Eran:
Those who have their eyes in their heads immediately see that the whole subject of nurturing the gifted is lacking.
The most striking thing is that most of the gifted who are in settings adapted to the gifted come from the rich strata of the population, while almost no one from the poor strata reaches these settings.
Eran, I'm talking about a class that was in the afternoon, not during school time... even though I agree that such education should be accessible to everyone, the problem is that the premise is that children with good grades will be interested in the material and not interfere - which in practice is not so true..
I have a strong criticism of the gifted exams, also due to the fact that there were children in our class who were not accepted once, were accepted, and then again were not accepted under different circumstances.
Many people who pass these tests do not go to this class and I understand them, because apart from burdening the child with more subjects there is no big difference between this class and regular classes.
Over the years our egos were cultivated and we were treated as socially outcasts, I don't think gifted people really lack social skills.
The most controversial part was the accelerated tracks that were automatically open to us, even though most of the students did not fit even 5 units in my opinion.
Finally, when they had to test whether we were suitable for matriculation, 75% of the class failed.
Our class average was also no more than a normal class, I really think that the education system operates out of stigmas, according to tests whose scientific validity has been disputed for 90 years. The whole educational approach of this system, according to which a person who is good at math is good at English, underestimates us as human beings.
The question arises, will we expect Michael Phelps to run at an Olympic level? Well, of course not, in that case, the Ministry of Education would do well and not deny students in weak majors access to a certain number of units (according to what I understand, MBR cannot do 5 units in English, for example, even if they came from America), and not make assumptions, which they do not have Any grip on reality.
As someone who works in an enrichment program for children who are considered gifted, I can say that the main problem in the education system is that it does not at all try to create interest and stimulate the children's brains...
The kids I got in third grade were degenerate in every sense of the word, the only thing that spoke to them was iPhone apps and a game called "Mic Mac" at some point I just flowed with it.. When I taught them probability I let them calculate ineligibility in the game and write them down and then analyze them and understand what their weak points are … Then they could improve the game
When I taught them kinematics I asked them to download an app that calculates speed... and I explained to them how they can calculate the time it will take them to get to class and calculate when their parents have to leave..
To my surprise, not only did they understand it in the class and participated, they also remembered it a few months later in another class and knew how to make the connection. Mine would have been much more effective if they had taught me this way than if they had sat me down in front of a blackboard and written exercises that I don't know how I will use in real life. From memory... wouldn't it be better to do research papers and present them in such a way that it would really be possible to gauge the depth of the student's understanding? (And on the way to teach him to stand in front of an audience..) Actually, when I think about it now...isn't that exactly what is happening to me today as a university student?!....
A note regarding the preference for "technical" subjects such as mathematics and chemistry over "soft" subjects such as history or the Bible
We learned these in school, and these. Teachers who struggled in classes of 45 students, most of them newcomers, and when I was released from the army I didn't know there was a capital market, I didn't know how to write a check, and how to open a bank account.
But I knew how to think!! Creative thinking, I knew how to learn, I knew not to give up.
All that needs to be taught to soft children is how to think and it doesn't matter what profession
It is amazing how much ignorance is collected in education
under the heading facts
Why would man adapt to the modern world? The modern world has to adapt to man! (by humans who change it)
*Note: For those who do not understand the meaning of the single use of "kidney" is a satire on the state of the education system in the field of biology.
What did you expect when the Bible is a compulsory subject, and mathematics is difficult?
When physics and chemistry is an unrealistic choice for mediocre students who want to get into a normal university, while their lazy friends study cinema and get 100?
The question arises why literature is more important than biology, while philosophy is not.
The Ministry of Education has decided that in the new curriculum one scientific study unit will be mandatory, but the question arises what will those who choose it learn? What is an isomer? Where is the kidney located? What is gravity?
The most important subject, finance, is not taught
Most people begin to understand finance, pension investments and risk management only at the age of 40
In the religious sector they don't teach anything, only Gemara, even computers are forbidden, children go out into the world between the ages of 18 and 30 without any profession
to the gatekeeper
It's time for people to change their language and not stick to idiotic rules
Why does the dead have a female male? Is this table male? Is a napkin female?
It's time to just cancel it!!
Why are there numbers for male and female?
Why burden the brain with all kinds of senseless rules?
Language is for communication and not for arguing
Regarding education in Israel
Oh well it disappeared back in 1990
When Knesset members do not know how to count to three without errors,
When those chosen do not know how to inflect a verb in the first person future
(They say I will "do", "bring", "will count", etc.),
When announcers and members of the media speak in a sarcastic tone
("situations" instead of situations, "information" instead of information, etc.),
Where thirty percent of each sentence consists of empty words
(some, such, as if, actually, in principle, etc.),
When "this" becomes a common word,
When "experts" don't know that collective names/complexes
(bread, information, weapons, cars, fuel, etc.) There is no bias towards many,
When the syntax and logical order of the sentence structure becomes a recommendation only,
When all the above "good" qualities can also be attributed to many of the teachers
A (third) generation has grown up that instead of speaking: screams and wails in a dirty language,
A sage said that "life and death are in the hand of the tongue",
And the conclusion is that life is in danger.
One of the subjects that best teaches uncertainty, doubt, critical thinking and other gems is the subject of history. These are also some of the goals I set for myself as a beginning history teacher. Unfortunately, many educators are interested in teaching the old way, emphasizing too much reading comprehension skills sometimes even at the expense of the knowledge that the students should be exposed to because "they know how to learn better than everyone else..computers..internet" and more, things that in reality are not true. The knowledge of history is not to memorize facts and events, but to analyze the event to find out what the circumstances and results were, to analyze an event in several aspects and areas, from pieces of information to understand the writer's position and whether he takes a position. Through history I also teach geography, literature, science and everything else the class calls for. In the past, history was a 3-hour subject, today they increased the range of hours for English and mathematics at the expense of history, which is now taught only XNUMX hours a week. Here, too, there were no impressive achievements at all. The education system and the Ministry of Education need to think!!! and take some advice from the Nobel Prize winner Prof. Shechtman who expressed regret that students come to him who are poor.