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The exodus from Egypt: Will Hunting

In reading some comments before the feast of Passover, I came across an interesting question raised by the Siftei Haim. The Siftei Haim is a book that collects the actions of Rabbi Chaim Friedlander former Mashguiah (Director spiritual) of the prestigious Yeshiva Poniowicz.

Student of Rav Dessler, a moralist whose works are known, but it resumed this specificity by incorporating acquired and strict rationalists of the great tradition of learning Lithuanian.

The question is this: in the Haggadah of Pesach, we read "And even if we were all sages, or subtle intellects of veterans, we would still have the mitzvah of telling the Exodus" . Why this phrase? Is there something that might have us believe that this could be? Wise would not have a duty to tell the episode the exodus from Egypt during the Seder night?

Indeed. If the mitzvah of remembering the Exodus from Egytpte (Zakhor) applies to everyone and everywhere, the Mitzvah of telling (Lesaper) applies only to the Seder night. And you might think, at the sight of the verse that imposes this mitzvah, it only applies to one who is not aware of the extraordinary event has made the transition to freedom: "And you shall tell your son (...) what God has done that day ... " .

This mitzvah seems to involve an exchange involving a transmission of facts and the discovery of a historic event. Anyone who would already know this event would be delivered naturally. Sage could not be compelled to Passover seder. That's what
wishes to challenge the Haggadah. For what is seen in "Would we all Wise ,...", is the" All ". Let there be Wise to the Seder table, it can happen. But the requirement that they be made to initiate the exchange and take with the least language wise remain, one can easily understand.

But what the Haggadah says, is that even if there was anyone at the table ignoring, should still tell the story of the exodus from Egypt. Interpretation directly confirmed by the history of the 5 Elders participating in the Seder and discussing the Exodus all night (all of course had a perfect knowledge of the subject and had no one to pass since it is well reported in this story that their students did not arrive until dawn).

Confirmed also by the Halacha, which indicates that a single person for the Seder should still be sure to read the Haggadah and work on the event of the Exodus from Egypt.

The question then is obvious: if the mitzvah is not a transmission job, what is it? Work on oneself? Something more personal? The answer given by Rabbi Friedlander is based on a familiar formula: "As if he was himself out of Egypt" . The Mitzvah is not a story that took place disembodied (or not) there are over 3000 years, but to update this event and find a way to make it alive, that is to say feeder for its existence.

This comment reminds me immediately to a beautiful movie from Gus Van Sant: Will Hunting. This is the story of a young man working as household MIT the temple of science in the United States and who, within a work night, so incredibly simple fixes a math problem out of the reach of the best brains in the world. Sewing up his academic genius, in all material discovered, but coupled with a chronic inability to project into the future and build a strong and balanced with other dogs and especially with a woman. Yet
Will Hunting knows about it. He knows discourse on everything. But he did not. It does not bind its interiority. That sees Robin Williams plays his psychologist in the movie:

"So if I speak of art, you got me swinging a summary of each art book ever written on the subject. Michelangelo You know stuff about him. The work of his life, his political aspirations, him and the pope, sexual orientation, all that stuff ... but I bet this one breathes in the Sistine Chapel, his smell, you know. You can not know what it's like to look up at the magnificent ceiling. You know.

If I tell you to tell me about women, you 'll give me a topo on the women you loved the most. You it is perhaps even come to fuck sometimes. But you will not know me describe how it feels to wake up next to a woman and feel truly happy.

If I made you talk about the war, Shakespeare is probably all you would quote me: "once more unto the breach my friends!" But you have not experienced war. You never held against you, your best friend. You did not see until the last gasping breath with a look that pleads.

If I'm talking about love, you'll probably recite a sonnet. But you have not known a woman to whom you have felt vulnerable. A woman who tossed thee spread at a glance. As if God had sent an angel on earth for you ... to tear the depths of hell. And you do not know what it means to be his angel to her. And know that the love you have for her is eternal. "

is the paradox repeatedly observed: know a concept, a concept does not do an experiment. A classic example of which Heidegger status greatest philosopher of the twentieth century did not prevent him from hanging out with the Nazi party. On a more trivial know that something is good to realize we do not stop procrastinating, finding all sorts of excuses for not rational to do it.

In another development, namely that the Holocaust existed, participate in commemorations does not preclude a priori a reproduction of the phenomenon. Losing someone is one thing in our lives ultimately trivial and statistically inevitable for every man on earth. But the live experience is totally, radically different in that it involves our lives deep within ourselves.

This is almost the whole point of Judaism: Torah, Talmud do not read, they are not objects of knowledge that should one day be a comprehensive understanding. These are the main supports for an experiment called the Study. Bind itself to choose a master, study win in front of someone else who was not necessarily the same vision of a substantive issue, that is the foundational experience of Jewish life. Each of us can claim to be free: after all, we live in a democracy, far from the dictatorships of the past, some even within the Land of Israel as a Jewish national structure, in short, who dare say that we would still cause Freedom except for folklore?

Only by confronting it with others by living this experience with his guts, it is possible to detect new forms of slavery which we have an imperative duty to liberate us.

Hag Sameah all and dare to become Will Hunting (at the end of the film of course ....

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Training in information literacy: the brain drain or brain leaking?

Training in information literacy

Brain drain or brain leaking?

We deplore the brain drain. We complain that our brains that have been well trained to go elsewhere to enjoy their skills. But what has caused this brain drain? And most importantly, the brain drain does not they hide another leak, that of the brain instead of fleeing fleeing?

It is therefore to examine the concepts of intelligence, performance and strategy. And how to train someone otherwise than by swimming in a tight brain fulfilling a social universe? In sum, what place is training in information literacy in the formation of brain informed?

1) intelligence, performance and strategy

1.1) The learner moves through the mastery of information

learner, learning to learn, is a key concept that students, youth and even young adults trying to acquire and try to master. Learning to learn is how to save time in their learning, accelerate process and storage strategy. The learner is accelerate and improve the performance of his brain by using learning strategies less tiring and less burdensome.
But how to learn to learn properly? How to develop these learning methods that seem to be magic, fantasy or a miracle? Learning to learn requires not only a personal work (to develop its own cognitive strategy) but also by training "general" in these techniques and strategies.
Learning to learn is by nature intransdisciplinaire (neologism and contraction intradisciplinary transdisciplinary), that is to say that every teacher, every teaching act, each educational activity, can help them learn to learn. Pedagogy is the primordial act of the learner. However, the learner can not merely pedagogical work, interactivity and interactor may be. The learner goes through a personal act of collective action (methodological exchanges more or less formal debates, discussions, group exercises, etc..) And "chapeautage" by educators and trainers especially effective and efficient.
Specifically, training in information literacy education provides a useful, indispensable the learner. Learning to control information, is learning to identify, look, observe, choose, choose, sort, select what is useful from a cluster of more or less useful information. Learning to control information can acquire learning strategies that are improving gradually as their solicitations. Through training in information literacy, it is not only to acquire knowledge and skills infodocumentaires, but rather to discover strategies to create real and expensive Swiss mental compasses. Faced with a problem situation (a mass of information including misinformation abound, unreliable information, outdated information, etc..), The student must learn to learn, learn how to, how to act, how to react and how to integrate this learning into a genuine knowledge? The student will discover and strategies, test its assumptions (is it effective? I Manage my time well? What I chose is it fair and appropriate?), Validate, confirm (by testing and checking them) and, ultimately, improve, improve. Training in information literacy is a continuous learning, infinite: it is towards this infinite becoming faster and especially more effectively. The problem of information overload, misinformation, malinformation-is even more important to approach it based universally transferable skills, not only in professional life but also in personal life.

1.2) Knowledge, skills and attitudes

skills are key engines of common knowledge in the brain: what to pack and where in the brain. How to select useful information is to avoid unnecessary build knowledge or worse, erroneous: the déconnaissances. The déconnaissances rely on misinformation even if they are attached to real information, whether relevant or not. Déconnaissances these are all the more serious whether melting désavoirs. These are then propagated désavoirs by the subject, sure of himself, and taken as information from other matters which may be based in as many déconnaissances désavoirs and depending on the degree of credibility and conviction of the holder of such désavoirs.
It is not enough to be competent, he must have knowledge. This knowledge knowledge that will enable the subject not only expertise but also knowledge. This builds on the growing and its integration into a social environment. The National Education functions to develop citizens who can think critically and a common culture and personal wealth who founded the student's identity and inclusion in society. Thus, training in information literacy is not an end in itself. It is a perpetual step that helps to engage and establish knowledge.
addition to these skills, this knowledge is a set of social attitudes that the subject should develop. These attitudes is to listen, learn speak, know win, know how to change your mind, in short, be adaptable.

1.3) Be smart, not only be cultivated!

intelligence can not be confined to culture, far from it. Intelligence is a combination of resourcefulness, culture, knowledge, attitudes, or manipulation.
an aside on the parallel I draw between intelligence and handling: in our societies, we must learn to fend for yourself to get what we want. Manipulate it to use stratagems that some describe as immoral, to achieve its purposes. However, we saw that the learner, this "ability" who founded the powerful brains (we will return later), through the development of learning strategies. The manipulation is a learning strategy. No knowledge or learning skills such as training in information literacy, but a behavioral learning: developing a social attitude, knowing how to win or place in society.
be intelligent, this is equivalent to first have an effective brain. This means that we have developed strategies for learning "exceptional" that can retain information easily, comfortably with less effort.
be intelligent, it is then to have reliable knowledge, strong and easily redevelopment. Having this knowledge is constructed and constructing through these learning strategies are perfecting day.
be intelligent, it also depends on the adoption of appropriate attitudes. Knowing what to say when, how, where and to whom and why.
Adaptability is the key word intelligence. Being smart means being this actor in role change continuously. This is especially an excellent actor, that is to say, roles controlled at appropriate times: namely how to act and react according to the people with whom one is and the context in which it is located.
So if we want to develop future intelligent subjects, it should work on all items listed above. Without going to the handling, train control information is the job for learning strategies based core is perfecting over the life of the subject. This ensures that the brains of young people fleeing ...

2) To bathe a brain in a tight social universe fulfilling

2.1) Build tight brain

Training young people is to enable the company to evolve and offer these young people the opportunity to integrate and flourish in society. Also, it is necessary to offer young people a sufficient body to prevent leakage of knowledge and knowledge construction defects. We will not go into the properties of the cognitive functioning of the student, but in the packaging that houses the knowledge, skills and abilities. This package must necessarily be strong and "resilient" to withstand any content that is enriched by the day. To develop a package of quality, unadorned, it is necessary to build a continuous and evolutionary learnance: a continuum from the smallest age until the end of life must be put in place. But this package could break at any time if the learning mechanisms are not controlled. Therefore, the role of teachers and educators is to help the subject to construct its own package by informing and forming strategies of knowledge to learn. To learn, the subject must first understand. It is therefore necessary that the intellectual construction makes sense for him. This happens not by presentations from academic theory, but in helping and accompanying in their learning by presenting learning techniques and helping to implement them.
We talk about learning techniques. But get out of learning as information integration and transform information, considering learning as a set of factors. To learn properly, in addition to learning techniques and strategies, we must consider the conditions for learning. This amounts to considering the conditions external to the student himself as the learning environment, the living subject, the potential "sociocultural opportunity" offered by the particular close to the subject through outings, various intellectual contacts (note the interest of the school in this cultural openness!), reports from the subject with other subjects, etc..
Atmosphere, group phenomena, social relations, socio-cultural environment of the student are all factors that facilitate or factors that inhibit learning, even if the subject has the learning strategies the most advanced . Besides these external factors, there are factors internal to the subject. We thus find the will, courage, perseverance but also the baggage of the original subject. By original, I mean the basic skills that the subject has been built through his meetings, his contacts, his learning, etc.. Thus, building a tight-induced brain work of the subject itself with the help of teachers, educators and doctors eventually (in case of failure due to a disability, but I will not go into the consideration of topics such as disabilities about is complex and deserves a particular development). Build a waterproof
brain also requires an environment conducive to learning. This ideal environment is reflected in our school classes. The student was indeed aware that there is to learn: it is therefore switched its strategies for learning, new experiences, etc.. The student, in this context, is interacting with other students and can build critical thinking and discuss learning strategies. The student is interacting with professionals who help him learn to learn, which help to experiment, who accompany him in his errors, which assist to solve problem situations, etc.. The student is also in an environment designed for learning: a framework class strong discipline, rules, etc..

2.2) Plugging brains failed

Build tight brain is a step essential to build individual citizens able to learn throughout their lives. But it may be that some minds were never sealed, either by accident of life, or because the learning strategies, effective time, not enough in parallel to the evolution of matter in its environment. Or, simply because of adolescence ...
Specifically, what is a failing brain? This subject does not learn as well as before. It is a brain that no longer records. It is a brain that stops at a "t", which will pause, standby mode, or in saving energy. " Previous knowledge and skills, integrated, are obviously not lost. But it is not enough, the topic is "inhibited". The main cause of this inhibition: adolescence. Adolescence is an awkward moment where the subject grows, evolves. This disruption is essential and normal. But such developments it creates both physical and mental learning processes that are no longer on the front of the stage but in the background. Speaking of faulty brain seems extremely pejorative, but it is a failure in the strict sense: learning is lacking. This failure is due to laziness cognitive, the intellectual rebellion, the mental break.
So how close these brain failed? How to make learning to learn is not set aside and continue to work? this is the mission of education and adult education: to develop educational strategies to continue to ensure that students are mobilizing their knowledge, skills and attitudes and continue to run their team of learners . There is no magic formula, these instructional strategies vary according to students. However, this mission is essential. Adolescence is a key period which are based techniques and learning strategies that are the foundation of the future construction of knowledge of future citizens.

2.3) Brains leaking or flee

Once the brain well packaged with a mechanism of knowledge construction developed, evolved and evolving, it should be working. Being mentally active is essential in our societies. Our brains are being continually test: no one can claim to be intellectually frustrated. So why some brains they flee? Why after having built a powerful learning process they tend brains from? The answer is simple: the subjects, if properly trained, inform with incredibly efficient. And they quickly understood that they therefore flourish even more. But beware of false promises that can make them ...
The brain drain is extremely damaging. Detrimental to the popular knowledge transfer between individuals, even if theoretically knowledge has no boundaries (the border of the tongue is yet pregnant) and can jump from place to place.
addition to brain drain, we question the techniques, strategies and methods of learning elsewhere. Where is France by example? Where is the problem? The problem is a focus on knowledge and / or skills and / or attitudes. However, it should work on the construction of such knowledge as we have seen previously. Once the basic construction completed, the subject is fed according to their interests but above all he eats better, more efficiently and with even more fun! The pleasure here is the key word of knowledge. If you take pleasure in learning, if you take pleasure in implementing these knowledge, skills and attitudes, and if you take pleasure in continually learning, so why run away?

Learning to learn necessarily involves the acquisition of knowledge and skills. Training in information literacy is an essential in the construction of learning to learn. Learning to learn is essential to integrate and flourish in a society increasingly demanding. But if some flee, it is certainly not because of the training they had. So how to keep those brains? How to ensure that knowledge is not the preserve of a caste of intellectuals? How to ensure that these well-formed heads reciprocate to those who succeed them?

Frustration Card Ghame Rules

Youth and ICT: e-language blogs and social networks between

Youth and ICT: e-language blogs and social networks between
Or the principle of idiocy compounded by young ICT

Preamble: Young people are idiots. ICTs are worse. So Young + ICT j'vous not even tell what it can give ... uh if a part of our society. Luckily we adults are here to raise the level!

"Youth is more c'que was!" Why do young people have changed? Did they have reason to change? What the origins of these changes? But what change do we speak?
(R) digital evolution leads to other ways to communicate and even learn.
So now, what uses of ICT were young? And in all this, where is the young? Is there an actor or victim (probably 2) of these developments? Where is the role of education and teaching? How education and instruction must change?

1) Young people: lazy, illiterate idiots who think only play

But why young people are there ? They do nothing, want nothing to do. They are illiterate, even illiterate so they are lazy address learning. They are idiots: they understand nothing, see no further than their noses ... and even when they know where their nose!
So was the Internet revolution for young people: they can now fulfill all their "obligations" of young people through the Internet. They learn through God Google, they communicate through the fairy MSN, they are grown in doses of Wikipedia, ... But what are they complaining about?
It complains that young slacker, slacker ever. Much before he wrote articles on blogs filled with spelling mistakes on topics as useful as the stupidity of the teacher-librarian who does not know what to say "shush!", as now he is content of 3-4 words on social networks like Facebook or twitter. Dirty young, they were already there before and they make even less now: conclusion, young people are less than nothing!

1.1) Social networks: the ultimate treat young
Young people do not eat, they think only watch TV and play on their computer or game console. Wrong! Young people are very very greedy: they call and ask for more of Facebook and Twitter. S'teplait Dad! Another 5 minutes p'tites fésbouc! Note to affix to the fridge: Buy Facebook.

- A network sauce what? Ha! Fessbouk!
Talk to a youth social networking and he will stare at you dumbstruck. Talk to a youth of Facebook or Twitter and his eyes light up. You will sparkle throughout the galaxy in his eyes. You'll even see a tear on her cheek casting. Yes, young love brands, trademarks and right on the Internet too. So no, the youth is not ignorant, it's just that instead of using a common name, it uses a mark. Yes the young knows many things, and he knows that fessbouk twitter is not the same, he knows that dahu was captured in Vittel March 6, 2010 ("it's Alfred, my friend 5 4 who wrote about Twitter!"), he knows that even the King of France married Jeanne d'Arc. Hehe, it is the intelligent young! Fortunately, the networks soc ... uh as Facebook, Twitter & Co. are eh!

- Blogs are has-been
You have a blog to do as of jeun's? Too late! Now it's outdated. It's not fast enough. Indeed, the young in a hurry, he did not have time to write. Then write an article on a blog, even a few sentences, it takes too much time. Fortunately, the angels Facebook and Twitter have been there. One word, one click is hop online. 1 second, 2 seconds, hop it was "twittered" 514 times. 1 minute, 2 minutes, hop the whole of France knows my Twitter message: "I'm home tata suzanne, she gave me a good cake." Fortunately qu'y'a it, otherwise nobody would ever know I was in tata Suzanne!

- I offer my personal life who wants to!
Same problem as those encountered for blogs. Young people do not realize that anyone can access their twit or facebook status (even if one can block some features ...). So we can literally track down a young, especially young people are very fond of these networks. Just take all the messages that young and can draw his schedule more or less exhaustively. But besides the schedule, you can enter directly into the brain of the young. Roh I went to tata suzanne, but his cake was really not good. Bizarre that he had never come, and if Uncle Aunty Suzanne wrong? This is even more serious that the publication is in real time and that young people leaving messages from their computers and mobile phones.

- The newspaper extimate young
The diaries are now obsolete although some young people still retain and nurture a secret under their pillow. Now, ICT has enabled extimiser these diaries. This requires social networks (we have seen, this was before blogs). What is even worse is that before young people wrote their diaries reflecting on the correct sentence to original twists. Now it is plain text: "fe spider beetle shit, cass'toi pov'con. The idea is the same for sure, so why bother to embroider as politicians drowners fish and specialists around the shoot Pot ...

1.2) Internet is full of resources, not as young!
Young not using the Internet as it should, that is to say, intelligently, with a critical distance. But did they really need, so they use only the "classic" web knowledge (in addition to the social networks mentioned above) Google, Wikipedia, MSN?

- Oh God forgive Google, I've blasphemed by saying or Bing Bing!
Young people are faithful. Young people are believers. Young people are practitioners. Young a cult God Google. Here are some testimonials we could have heard here and there:
"Google has been there when I needed it. My math teacher asked me to explain the theorem Pete Al Gore. Google brought me the illumination I needed: it was not Pete's theorem Al Gore, but not the election of Albert Gore.
"My father asked me to go elsewhere if there was. I searched on Google Earth and have found that it was not elsewhere. I could answer in the next hour "
" One day I was lost. I did not know what to do. I searched for 'game' Google. Since I found my way: I play Dark Orbit "
" It's a buddy in my class who told me about Google. He told me it was all thanks to that. I did not believe him, until I tried. Since I can not do without "
" My friends and I meet every Saturday to try Google. All we seek, we find it. Long live Google! "
Testimonials surprising? Not really, listen to what you hear when young people are on the Internet. Or, dare the question" What is Google? ". It's a safe bet that you'll eligible for one or other of the above quotations. God Google revolutionized our practice. He said all the truths. It is So with the truth. Google god, I worship you ... ahem uh retype us. Google is a false mirror of absolute knowledge. We think they see him as the universal, universality, universalism, encyclopedism total. However, Google also found that although the false true, the evil that the good, the subjective and objective, reflected that the stupid, etc..

- Wikipedia: absolute knowledge
A place worship, a famous character, a philosophical concept, etc.. Wikipedia has the answer. Wikipedia is that? We do. We who participate in the development of this encyclopedia. Based on the principle of self-correction, Wikipedia seems as if not more than just some sencyclopédies. So neither one nor two, the young use it. And he's right. But where he has more reason I would even say where he is wrong is that it uses only wikipedia. Ooh unhappy! But what do you do with the verification of information (intersection of sources), but what do you think of the complementary information, but what do you think of the diversity of viewpoints, but what do you little idiot! ??
Wikipedia presents itself as a Resource of course. But beware of danger. Wikipedia is not "Tourdebabeledia" absolute knowledge does not exist and never will. Simply because knowledge is essentially infinity. And infinity is inaccessible (really?). What is even more damaging is that the young did the ctrl + c ctrl + v (or apple + c apple + v). Hop, wrap it weighed. Now the students are exposed wikipexposés. Rah these young, lazy and stupid ...

- MSN: My Social Network
MSN, is the social network for young people. It is their way of discussion. "Direct communication Sucks! It's better on msn, we s'lâche more!". Yes MSN is great. No more waiting to speak: an instant message and hop, Bibi knows that I just make a braid. Excerpt of a conversation allegedly could have 2 young:
- Slt, coman?
- Casual ', 1 g beef pom
:-) - Lol, my sister ossi it has happened 1 times ;-)
- loooooooooool big minds go cons:-P
- lol
- ptdr
- good j go. @ +
The text above reflects a banal conversation ICT (caricatured for the purpose of illustrating my point ... as do the journalists ... but shhh! I did not speak) between two youths. Find Charlie knowing that Charlie is the problem. Um uh I put X, I hold 4, I remove the O .... rah I can not, sir!

Google, Wikipedia, MSN are the heart of the young digital life. Yet many Other resources exist and are not exploited. Young, modeled on the adults we are blameless ...

1.3) The young and having fun with electronics and digital technology is always worse!
Rah these young ... they put a computer in their hands and they do not démordent. They are enraged young people. Take away a computer or a console is like taking a dog bone is now chew. I know someone (well it's someone's twittering this) who was bitten by a child (a child) when he wanted to send an e-mail. The addict is a young, fragile spirit bathes in the game world they can not do like we did at their age go out and play? With all these video games, young people fall into the trap of consumerism. Uh, but would not it the fault of parents who can not manage the game time of their children? But not as children bite their parents ...

Computers, Internet: 2 words for ailments. Young people are brutalized when they already had enough of this. But who invented the Internet? Young people only live through the Internet. Delete Internet and all problems will be solved!

2) Young: guilty of being a victim
Young is an idiot. The starting point is bad. Before you say, it is essential to question. The young is he stupid? Why would it fool young? Why would it be more young fool us?

Young is actually a double victim. Victim of the Internet, a victim of the young adult who sees him as guilty of his inability to face the Internet. Now the youth has the capacity to face the Internet. It's a digital native, very aware of new technologies. He bathes in it, so if he removes his world, what happens to him? But swim does not "know how to swim." And here lies the role of the adult accompanying the young in its infancy on the Internet, help swim. With training, we soon exceed the young, knowing a lot more than us. But if the training is based on gaps and errors, the youngest believe ourselves and asked us to move while performing a series of mistakes that led her to the digital drowning. And lifeguards in ICT, there are too few address the profusion of all these future drowned. Faced with these drownings digital adult, very teacher, pointing at the digital native does not control. R'harde me, I'm a digital immigrant and I'm doing better than you. And even I gladly pass the "digital". Do as I go back to pencil and the paper: the good old days.

Youth at risk of drowning digital. They must learn to swim. We try. We did our best. But what they learn is far more daunting than what they can discover. They talk about crossing the sources, citing sources while they are instant information, instant communications, ubiquitous computing, etc.. One solution: developing learning strategies attractive attractive. From Student Assessment (Twitter, Facebook, Yahoo, MSN) to get where we want to take them (source reliability, validity of information, verification of sources, etc..). But one of the teachers claim demagogue. We complain that we do not meet the programs, and we find that it all takes time, too long. Quid?

Parents, teachers, adults. The responsibility for training students, depriving them of the status of guilty to the victim and help them recognize is our responsibility. The young victim and believes he is guilty. The culprit, it is not he is us. Guilty for not train, inform. Young still has a responsibility: to persist in the easy way instead of working. Learning to work: there lies the major difficulty.

3) Young, ICT and education

ICT is a revolution in the general behavior of the population. Which is not equipment? Who do not have Internet. Let's ignore the debate between industrialized and developing countries (although it is extremely interesting to talk). ICT is, whatever is said, an evolution. They greatly simplify things. But these simplifications should not conceal that ICTs are not simple. We must learn to use them to control them. We need to train young people to become independent citizens, leaders, who can think critically, etc.. This job goes to everyone. Also, become a citizen is learning to become so: what to do, how, what for? "A responsible citizen is an informed citizen" according to Hubert Beuve-Mery. This information involves not only the written papers, audio-visual messages (including reading the still and moving images) but also by written numerals. Knowing who wrote what, how, why. Be aware of rumors (hoax) on the Internet. Learn verify the information. Understanding the dangers of the Internet to better seize the opportunities of this medium mature (but ...) and scalable. All this and many other things, that we adults to learn young.
The main problem is that kids think they know. Therefore, they need to prove they do not know them by passing a small test which way will the diagnostic evaluation. Some did better than others, but it appears that with few exceptions, young people get trapped. Ask them to determine what site appears in their view the most reliable selection between a committed site, the site of sect, objective information site (well it must exist somewhere ...), disinformation site. You will be surprised (I've done with 2nd ... scary!).
Thus, you legitimize your role in learning these young people.

- Facebook, Twitter, MSN: should we talk?
Speaking of social networks, instant messengers, necessarily so, if the demand arises. After, we must assess the need to develop this idea while pondering whether or not pre-course if the explanations are useful and trainers (working on Protection of Personal Data on the impact of social networks in the spread of rumors , etc..). Internet should be free of taboo. Speaking of Facebook and Twitter has nothing demagogic: it is a fact of life that needs to inform Students who do not realize the impact of the use they make and the damage it can ask them.

Before you say that younger is silly, stupid, incompetent, he must inform and train. Once it has all the elements in possession and he continues to behave foolishly ignoring everything we could teach him (and not only him say) then there yes, we can say that this young is stupid . Finally, to further verify that learning has been properly taught ...



I can see your red eyes and your brain smoking to get here (for those who could follow). Hard to follow this speech I'm sure you've always had trouble distinguishing the serious irony. And because I am based on hearsay, legends and other tales that you are realities. I addressed this post ironically mostly just for show simplistic and easy shortcuts that are made youth. Youth, but who are they anyway? At a time when they are fighting against prejudice and racism, youth are still very stigmatized and blamed for all evils and all the words. While a young remains young, but it is a necessary and unavoidable passage for the young is built. It is therefore nothing always be assumed guilty, you just try to understand. Understand that a youngster needs. It is stupid as we ourselves have been (still are?). Certainly it's not like before: ICT has changed the game, but the problem remains the same. A teenager is still a teenager.
Let him put a computer or pencil in hand, the teenager will not change. That's what we tell him to do that can help to evolve and become a man citizen. Whatever the tool used, the teen can be built. To us to teach him to use it. We, the parents, educators, teachers and all adults, General. The more we complain of young people, it will be us that we will fall: the fault is ours, not having been able to educate and train the young. A teenager is not bad in itself. A teenager becomes what it is to become and especially what we do for it to become what we want. That is what we call education. And too many adults who have resigned. ICT is a good excuse to shirk. However, with ICT, our role is even more reaffirm. Leaving a young one comes face to ICTs, it will consider ICT as his father. Do not complain if one day you hear a child or worse your child (no, not possible, my child is not a young person like the others, he is intelligent and cultivated him) exclaimed: "This weekend I'm going to see Mom and Dad Google Facebook. And Monday is tata Wikipedia that takes me at school. I'm in a hurry, there Darkorbit waiting for me. We hear about it tomorrow at Grandma MSN? ". We
we go straight into a wall. But hey it's not our fault, it is the young and those pesky ICT ...

Note: You can replace "young" by some names of adults you know. Except for them, unfortunately, education should be ended. Who said that only young people were stupid, and idiots lazy?