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Wall:
Michiel, Jan, Baptiste, Julie
Book:
Dominique, Jorge, Bert
Teacher:
Ama, Maarten, Sara, Samer, Eve
Table:
Samira, David, Sylke

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1)  Separating school for it to remain the space of separation
Protecting school for it to remain the space of protection

Wall as a materialization of separation and protection...

What is the wall?

What kind of walls do we want for schools?
-physical wall?
-virtual wall?firewalls?
-interactive wall?
-transparent wall?

What are the challenges for the school wall?

How could we reinstall this wall?

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2) Discovery and transmission/connection: book/text
What are the challenges for the texts today?

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3) Do we need teachers?
How do we see the role of the teacher today?
Don't forget the students: les ecoliers
inhabitants of the school? bodies?
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4) Do we want a collective?
the table/tablet/tableau
a foam table?
a round table?

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school is not a place for ...

school is a form of separation of time, space and social activities.

What are we separating from? Where are we putting the fences?

- The teachers as employees are there to 'work'? or to 'teach'?

maybe the teachers should have more free time.

The comparison between the status of  the teacher and the artist.

The free time, the time that is not obeying the logic of production.

(If this separation is still possible with the internet and in our time? Do we want this separation? How?)

, which gives students the free time.

The free time, as a discovery time.
Training your talents at school?
Other institutions, and coaches: what talents students have. discovery of talents.
Push a subject to learn better.
Is it about discovery of talents? or it's about discovery of the world?

We are not able anymore to make the world interesting, we can't choose anything, maybe because there is nothing interesting, and we are unable to create that interest in the world.
School is not about transmission.

Protecting school for it to be the space of protection

Do we want walls in schools for the separation?
-physical wall
-virtual wall
-interactive wall
-

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Taking care of school

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School as a protection/safe place, walls and fences
school as a preparation, keep the adult world outside?

physical pain to feel the reality

the contrast between image and reality

School makes us feel that there is something real... ?

relation about teenagers and adults

how to deal with internet

It seems that there is no reference point of reality for the boy, and he is searching for it

# data[].attributes.headline
Jacques Rancière, Ecole, production, égalité 

# data[].attributes.subject
Jacques Rancière, Ecole, production, égalité 

# data[].attributes.body
L’école n’est pas d’abord un lieu ou une fonction définis par une finalité sociale extérieure. Elle est d’abord une forme symbolique, une norme de séparation des espaces, des temps et des occupations sociales. École ne veut pas dire d’abord apprentissage mais loisir. La scholè grecque sépare deux usages du temps : l’usage de ceux auxquels l’astreinte du service et de la production ôte, par définition, le temps de faire autre chose; l’usage de ceux qui ont le temps, c’est-à-dire sont dispensés des contraintes du travail. Parmi ceux-ci, quelques- uns majorent encore cette disponibilité en sacrifiant autant que possible les privilèges et les devoirs de leur condition au pur plaisir d’apprendre. Si la scholè définit le mode de vie des égaux, ces «écoliers» de l’Académie ou du Lycée, du Portique ou du Jardin, sont les égaux par excellence.

Quel rapport entre ces jeunes Athéniens bien nés et la foule bigarrée et rétive de nos collèges de banlieues ? Rien qu’ une forme, convenons-en : la forme-école, telle que la défmissent trois rapports symboliques fondamentaux: l’école n’est pas d’abord le lieu de la transmission des

savoirs préparant les enfants à leur activité d’adultes. Elle est d’abord le lieu placé hors des néces- sités du travail, le lieu où l’on apprend pour apprendre, le lieu de l’égalité par excellence.

L’écolier et l’apprenti

C’est toujours cette structure qui est au cœur des problématiques modernes de l’école. L’école n’a pas affaire à l’égalité comme à un but dont elle serait le moyen. Elle n’égalise pas par son contenu – la science avec ses effets supposés de redistribution sociale – mais par sa forme. L’école publique démocratique est déjà redistribution : elle prélève au monde inégal de la produc- tion une part de ses richesses pour la consacrer au luxe que représente la constitution d’un espace- temps égalitaire. Si l’école change la condition sociale des écoliers, c’est d’abord parce qu’elle les fait participer à son espace-temps égal, séparé des contraintes du travail. La banalisation de la forme scolaire, en identifiant le temps social de l’école au temps naturel de la maturation des enfants, masque cette rupture symbolique fondamentale : le loisir, norme de séparation des vies nobles et viles, est devenu part du temps de l’existence travailleuse. L’école n’est pas préparation, elle est séparation. Les critiques de l’«école de classe» ont un peu vite renvoyé cette séparation à l’opposition de l’« égalité formelle » et de l’« égalité réelle ». L’école ne promet pas mensongè- rement une égalité qu’elle laisserait démentir par la réalité sociale. Elle n’est l’«apprentissage» d’aucune condition. Elle est une occupation, séparée des autres, gouvernée en particulier par une logique hétérogène à celle de l’ordre productif. Ses effets divers sur les autres ordres tiennent d’abord à la façon dont elle propage les façons de l’égalité.

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the collective
the discomfort

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Why is it important to talk about the school today? 

# data[].attributes.subject
Why is it important to talk about the school today? 

# data[].attributes.body
- School is the opposite of how students in their daily lives think. Strict rules at school, rethink the organization of school, the acceleration of the things.
- Rethink about the things that we have taken for granted
- Students of today are different
- Leave the format of the page, be more radical in thinking
- more audio-visual?
- Ways of relating with matter and information
-

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Serres, Key phrases to rethink about school

# data[].attributes.subject
Serres, Key phrases to rethink about school

# data[].attributes.body
Chatting/noises:
Why does she chat, in the midst of the hubbub of her chatting comrades? Because she already has the knowledge that was promised to her by the university. All of it. Whenever she wants it. In her hands. It is accessible, from any portal via the web, from Wikipedia. It is explained, documented, and illustrated, with no more errors than those found in the best encyclopedias. The voice of yesteryear is no longer needed—unless someone, original and rare, invents. The Era of knowledge is over. How to deal with the accessibility of information at school.
- There are still a lot of things to learn
- The need for evaluation the information
- collecting and testifying the information

No one would have thought to write a treatise on our voluntary subjection to it. Some were even terrorized by knowledge, and were thereby prevented from learning. They were not stupid, but terrified. We must try to grasp this paradox: knowledge wanted to be received and understood, but for that reason it needed to terrify.

my thinking is distinguished from knowledge, and from the various processes of understanding—memory, imagination, deductive reason, discernment, geometry—that have been externalized, along with synapses and neurons, in the computer.

- Create a distance with information that is accessible on the net.
- Infinite surfing, attention attractors, everything's connected
-We don't yet have the school for this age?
-We need the grammar of the internet
-The connections are exploited by algorithms

Does education for all mean education for them in a unique way to recognize their particularity?

# data[].attributes.body
disobedience (you're not passive)
language (alphabet, code, signification)
play (imagination, freedom, escapement to fiction, roles)
transformation (the material)
administration (global organization)
history

teacher
interaction with others (dialogue, language, signs)
content
playground (room for imagination, chance to try things out)
intention (orientation)

"the material is always changing throughout the history, and talking about it is ridiculous. Now it is the internet, but in few years what it will be, we don't know."

Teacher
Growth
Information (book, scrolls, internet)
Confrontation
Safety

Tension between ignorance and knowledge
Tension between assembly and conflict of interests
Tension between evaluation and careful attention
Tension between writing -memory- and plasticity
Tension between transmission and poetry

The table (table, tablet, tableau)
Pointing gesture
Text
Repetition (materialized in exercise)
Eraser (to begin with..., )

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not as friends
not as family members
not as consumers
...
to challenge your view
to be confronted with different cultures etc.
not to socialize in the family
Bored...

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meeting place between young people
meeting place between generations
working place for teachers
an interface place
replacement of parents
the protective space (the walls and fences)
distribution/reproduction of the social role/class
transitional space
preparation for adulthood/active citizenship (a place to keep the adult world outside?)
a little bit of all 'the other spaces'

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1. The separated space
hetero-topy

2. The separated time
hetero-chrony

3. The separated activities
hetero-logy/praxis

The threshold

4.The separate subject

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The Mirror
The Cemetery
The Honeymoon
The Prison
The Military service
The Garden
The Museum/The Library
The Holiday villa
The Mission jesuits
The Boat
The Brothel
The Theatre/Cinema
The interface of a machine (contrast between human and machine space)