The architecture of the learning process

According to IRISZ, the children and all the other persons involved should find the education captivating. If it is not captivating, we can never talk of good-quality education. The children develop basic skills, insights and attitudes that enable them to develop the best opportunities throughout the years that they attend school.

Children work, sometimes together, on problems that are meaningful to them and in so doing they discover that they can be meaningful to the world in which they live. In working on meaningful problems they discover that they need certain skills, tools and resources. These are offered within a programme and are internalised.

How do we wish to enrich the learning process? An example.
The reflection on the learning process is an important means for increasing the depth of learning. One possibility is to challenge organisations not involved in the school’s education (companies, institutions) to present children with current and realistic issues. Genuine problems, thus, with which these organisations are struggling, formulated and presented in such a way that for the children they become meaningful situations in which to participate. The children develop insights and perspectives that they subsequently share with the organisations. In this way, a valuable interaction develops between the young people and the reality outside the school walls (and if the most benefit is gained by the children, that is perfectly fine). The children learn that the perspectives from which they see problems are meaningful in the adult world. And so in their minds the idea is conceived that they are capable of influencing complex matters.

> read more about the architecture of the curriculum