A model of training which can getthe expertise to us is with our possibikities. It would function on the basisof biological
notion of weaning: we would give an abundance of assistance andorientation to the very young children, whom we would reduce gradually as theywould control competences more and more. In this model, at the end ofadolescence, the young people would have already taken charges the orientationof it of their own training. The 18 years age should mark not the beginning ofthe independent training, but the age to which the young people improved thisart and know how to exert it in a responsible way.Formal schooling must thus start a dynamic process by which the pupilsare gradually separated of their dependence of the professors and theinstitutions and acquire confidence to manage their own training. It should bethe child who is tired at the end of quarter and not the professorTo arrive to this model of training, we must reconsider the schoolsystem and the employment which is made there resources and to reverse it inall the training in the early childhood counts enormously. We must graduallyshow the youngest children than a lesson of history of the United States, forexample, can also be a lesson on the manner of learning how to learn andremember. As the children grow, they start to become their own professor. The moreone child grows and the more it becomes a productive resource of value for thecommunity (Abbott 1994). In such a model, should create to us smaller classesin the first years of primary education teaching (by using styles of teachingsuitable with the level of development of the children) and to gradually offerto the pupils an increasingly rich range of resources and situations oftraining. It is not necessary that the training is confined with an establishment;it even must to become the responsibility for the whole of the community. Thereare not only the teachers who can teach, and there are not only the pupils whoneed to learn, and there is not certainly only the class which can be a majoraccess point to knowledge, with information and with competences. Our new comprehension of the training finds an echo in the radicalevolution of technology. The technological revolution makes it possible tomodify our system of education, our work and our culture. Besides thisrevolution prepares a collision between the training on the one hand and ourtraditional and conventional systems of education on the other hand. Gasolineof the universal multi-media numerical network integrated which advertisementcan give itself to the human spirit means of learning spontaneously,independently and in a collaborative way, without coercion. This newenvironment of training would be extremely compatible with the naturaloperation of the brain, with what we know of the human aspirations, andparticularly with the need that has the teenager to feel committed anddeveloped. It offers the greatest hope to us to improve the human intelligenceand the development of the capacity of reflexion. The crisis of training that wecurrently cross his origin not so much of the failure of our classes thatfailure of our
communities which did not know to seize imagination, theengagement and the active participation of the young people..A company moved by a vision ofreflexion will recognize quickly that the young people having a universalintelligence will revitalize all the community. We must free ourselves from theXIX century assumptions according to which the training and schooling aresynonymous. Good schools alone will be never rather good; we need communitieswhich think
differently, which works differently and which is even conceivedand built differently. Such communities would make a better world and morestimulating in which to live, work and training would again be combined torecreate dynamic and self-sufficing communities. I would like so much to livein such a world..