Contemporary education still prefers a teaching scheme based on the passage of passwords, regardless of whether the child understands the nature of the matter or whether it has a positive relationship to the information.

It's still the same. From then until then, you have to learn these slogans as a poem, and if you do, you get one. If something is not as it is in the textbook or as the teacher said, we will punish you - worse known. In other words, everything is constantly based on the phenomenon of punishment. Either the child learns to rethink wrongly after others or is punished.

This system completely fights the child's personality - his distinctive approach, ability to know and interpret things and develop at his own pace. None of us are the same. To some extent, this has the character of a military regime, where the primary task is to give up one's own personality and become a blunt instrument of the system without one's own invention. Some even comment that it was an intention from the time of the Industrial Revolution, when it was necessary to obtain educated workers to machines, because people without their own opinion are better controlled (enslaved).

Most adults who have gone through this school system with a significant dose of self-reflection will say that from what they have for almost 20 years taught at various schools it took about 20% into practice. This means that we have spent 80% of our lives completely inefficiently, and that we have gained 80% of our knowledge from practice.

To this day, I remember how we discussed JA Comenius and his work Orbis pictus in the Czech Language - Literature class, where HOW he presented philosophy school game. There was something written in the textbook to that effect: that students should be able to teach learned matter not only to mechanically renounce, but to really understand what they are learning. HOW, therefore, he provided a textbook with a number of illustrations so that it would be eye-catching for the children.

In some of us, it evoked feelings of rebellion. How is it that we learn here about the so-called teachers of nations, who preferred the game as a form of knowledge, and we are forced to blindly tick the passwords? The adults silently silenced us then: What is it stupid for kids to play at school? They would only be crazy about it, and nothing could do. Look to "learn"! Tomorrow you have a letter.

At the same time, the whole essence of the matter stems from a complete misunderstanding of the word hra. Play is a phenomenon of knowledge. We have all led to an absurd state when we said, First you have to learn (repeat) and then you can play! At the same time, even in nature, animals play and learns in form here from older people.

The game is therefore a natural tool of knowledge and self-education. In order for the game to fulfill its purpose, it must help the child develop his creative potential and bring fun. Because what we enjoy is easier to remember than what we are opposed to and we must do it out of duty.

At present, there are already alternative directions such as the Waldorf School, the Montessori School, intuitive pedagogy and related home education. All these directions try to actively involve the natural abilities and desire of children to learn new things through the phenomenon games.

In the summer of 2013, I had the opportunity to meet Peter Živý, who is a great promoter intuitive pedagogy. It fully reflects and links creative movement and knowledge:

Children are perfect free beings and have the right to be raised with respect for them. As? Intuitively, without the force-enforced practices and formulas adults think they are right for. Exactly this is the great and "live" lecture of Peter Living.

Another new direction je unschooling. It is based on the assumption that people are naturally inquisitive, they learn spontaneously and without compulsion. As the most effective learning tool, unschooling considers free interaction with the outside world. As a result, unschooling does not exist in the framework of unschooling - learning is done spontaneously, eg by playing, discussing and exploring the environment.

This educational direction is opposed to classical education in the opposition and rejects its methods, such as marking, age division into classes and curricula. Compared to the classical model of education, it is a transition from the environment created by adults to the environment of children or students.

We can find a movement under the label on this topic SvobodaUčení.cz.

The propagator of this direction is, for example, Naomi Aldort:

Free your mind from stress and let's play!

Source for some passwords: Wiki and Inspirativni.tv