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The traditional school is collapsing, interview with Noemi Paymal, anthropologist

The traditional school is collapsing, interview with Noemi Paymal, anthropologist

The alternative education specialist and director of the Pedagogical Research Center 3000 La Paz, in Bolivia, assures that there are very simple and effective tools to deal with children of the "third millennium" at school. It speaks of a holistic pedagogy that understands and meets the needs of today's children and youth.

-Teachers often say they don't have the tools to include hyperactive kids. What can they do?

-Research shows that 80 percent of today's children have changed their way of learning, their emotional level, their emotional interest; his right hemisphere is faster, multitasking, self-taught, and has multiple interests. There are many tools from the physical, the intuitive, the emotional, the multicultural, the ecological, the ethical.

There are many pedagogical tools today, which aim to develop various areas of the human being, from the physical to the intuitive, the emotional, the multicultural, the ecological, the ethical

Is it valid for all children?

- 80 percent of children today are like this. They are not hyperactive but they have a need to move, they have multiple interests. They need to play almost all the time until they are 10 years old. Today's child is not linear, he is holistic, he sees everything at once. If the right hemisphere is not used, it atrophies and later we arrive at an intellectual society like ours, which is not balanced.

- Are these characteristics the same all over the world?

- It is the same in the 15 countries we have investigated. As anthropologists we are proposing a change in humanity as a whole, the change is very fast. It has occurred in 40 years, which is nothing in relation to the evolution of humanity.

- How have schools adapted to this rapid change?

-They have not adapted. I don't blame any teacher or system because it was faster than the ability to handle it. Before the changes were slow, there were slight differences between generations. Now they are so fast that the boy surpassed the father and the teachers. At this speed, it must be recognized and attended to.

- What generates the lack of adaptation?

-That children have a hard time, hence the high rates of adolescent suicide and childhood depression in the world. The teacher also has a bad time because he has no tools, because in his time it was not like that. And parents have a hard time. Well, the whole society suffers.

- What pedagogical tools can be used?

Cognitive tools, and also emotional, biointelligent or biological tools, the "intuitive" ones and the tools that work on the mind-heart connection.

- Of course we are going to continue teaching with cognitive tools, but fun and with challenges. The child will go through his process until he finds the solution. A good teacher should not give the solution, he has to wait for the child to find it. Another tool is the emotional one. You always have to work on self-esteem, recognize your feelings and those of the other. This prevents violence problems. There are biointelligent or biological tools that work with all aspects of the human being. You don't have to concentrate so much on the intellectual and the grades don't matter. There are also the sensitive and intuitive tools, with which the child can play games to feel the energy. Children are very sensitive even though they are restless and stubborn, which is usually a facade to protect themselves from extreme sensitivity. In our research, 80 percent of these children have hyperesthesia, an over-activation of all the physical senses. If one screams, he feels it louder. His sight is sharper. Biointelligent tools work by themselves (weaving, cooking, gardening). There are also tools that work on the mind-heart connection where personal strength is strengthened.

-Why do you think the boys today are the way they are?

-The logic speaks of more stimulating means in the media, of the bombardment of information from birth. They are technologically more advanced, but also emotionally very mature, with an early perception and sensitivity that we had not thought of.

We believed that when the computer arrived they would have an individualistic vision, but they are born with a supersensitivity, a high perception, which gives us a lot of encouragement. Children are a manifestation of this massive change. And because it is massive, the school is collapsing.

- How much potential is wasted when there is no stimulus needed?

- More than half (to say some figure). The emotional quotient is more important than the IQ. If a child is not taken care of in his affective part, he retains only 20 percent of the data of the class. It is hardly worth teaching.

- Is alternative education applied in small groups?

- Ideally, have groups of eight to eleven children and two adults. If they cannot, the teacher can divide the class into several groups, make islands with the tables and have them work as a group. I would like to see dads help in turn, to volunteer as assistants. You have to think that it is a challenge that needs to be solved now. Find tools in which the child can channel his tremendous energy and creativity.

- Such a system is very difficult to implement massively. Is there any other alternative?

- Yes, for example doing extracurricular activities. It is enough that once a week, the child or young person has an “emotionally safe” place where they can do their personal process, regain their self-esteem, “connect”. Or give anti-stress techniques to teachers and parents, because if they are well, the children will be well in class.

- What are the academic results?

-The child cared for at all levels of development will have knowledge but, in addition, will be balanced as a citizen, as a human being.

FILIUM (Association for the prevention of child abuse)

By Juan Pundik

Pedagooogía 3000, Noemi Paymal


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