My New School Project, Always Innovative

It’s time to come and share my new project here too!

Those of you who have been following me for a while know that I have been interested in “other” education for many years, whether in the family or in the academic field. For me the two must be intimately linked -> how to entrust their children to a school whose values would be too far from those of the home, thus breaking a “continuum” of values between home and school? For my own children, that’s why I’m fighting to create another school!

As for the family, I have been working for 8 years to develop this blog and my books, and on the school side, I co-founded the Ecole Dynamique in 2015. For various reasons (the remoteness in the first place) Ecole Dynamique and I am now, 1 year + late, carrying a new project, closer to home, and closer to the end of what I want to set up, especially compared to the “classic” model.

Saclay Innovative School

click to discover the presentation of the school!

*

You will be able to discover + in detail the project on its website, but here are the 6 main key principles put in place:

1- Project Pedagogy

– monitoring of the common core (by cycles) in order to progress serenely against the directives of the State

– but priority given to the student’s personal projects

– transdisciplinarity to give meaning to knowledge

– introspective work via personal diary

– Self-assessment according to levels of competence and via connected monitoring tools

– equal importance to knowledge / know-how / know-how

2- Multi-age

– 4-18 years

– then opening to all ages

3- Co-education

– the educational community = child-parent-professionals

– the new “teacher-learner” = tutor, accompanist / facilitator

– concrete and active involvement of parents, via the CoEducation Charter

– peer learning and self-evaluation

4- Integrated school in its community

– school in the world

– the world in the school

– via outings, meetings, workshops, discovery of the trades … (in and out of school)

5- Democracy

– co-management of the school via specific committees

– horizontality of adult / child relationships

6- Education for Peace

– focus on listening and respect for everyone

– mediation and conflict resolution body

– eco-citizenship and environmental education

*

Beside – and at the origin – of the project, obviously arises the question of …  “why want to create a different school? “

And for me, as the bearer of this school project, the question is anything but trivial. It is, on the contrary, CRUCIAL: is this what drives us to want to create a school? What is our engine? What are the history, experiences and values that bring us into this project?

The answer lies partly in the “school history” of my children.

As I write on the site of the school, they have experimented different kinds of school, since their young age. And 9 years later, we still have not found our happiness … or at least something close. And no, to reply immediately to the remark that comes (very often): no I am not in a vain search for “perfectitude”, as I am not in a refusal to face the difficulties of this world, or to avoid the least difficulty for my children. Personally, on the contrary, I find that the decision to follow this path proves to be more complex than that of putting one’s children to school, as if it were just “normal” (I speak in this article about the impossibility to “give up”  and I develop this criticism far)

1- Eliott did 4 months of “Classic” Small Section . A little because I had not asked myself the possibility of not putting my child in school, and much because his little sister (19 months + young) needed a lot of care and attention and that it was simpler to do so. This left me more time for the back and forth to the hospital, for the care and for the day-to-day days quite complicated at the diet level. But it did not start right away, with a jaded mistress who does not welcome children in the morning at the door of the classroom (and Eliott who did not understand why, already eager for exchanges and human interaction) and who to have 3 Eliott in his class

In the middle of the school year (February), we leave to live 2 years in the Emirates, in Dubai, where the children were able to live a school already very different:

2- 1,5 year of Kindergarten equivalent in a Lebanese school, with barely 10 children per class. Eliott & Hanaé had a clear desire to blur the “barriers” of the classical school: for their period of adaptation (à la carte, adapted very freely to each child) and then very naturally, Eliott & Hanaé could go in their respective classes (for a birthday or as soon as they felt the need). The school was held – as is often the case in Dubai – in a big house, with a garden, rabbits and a giant tortoise in freedom, all a family atmosphere that I liked very much! Was it the fact of being in a foreign country? Was it the fact that it is always beautiful, always warm (although sometimes a little too much;))? Was it linked to the cultural multing-pot of this country populated with 95% of expatriates?

I do not know, but the most important thing was that in my head, if I felt good at this very family school – the children too – it was unthinkable for me to imagine such a school in France. But why? (answer + far)