GNU Blog Software Livre na EducaçãoMicro Livre

29/04/2012

Inscreva-se no RSS

Four kinds of freedom of the free students

Filed under: — admin @ 6:43 pm

Original formulation of Paulo Francisco Slomp Contributed by Viviane Ferreira
.

What is Free Education?

“Free Education‚ÄĚ is a matter of liberty, not price. To understand the concept, you should think of ‚Äúfree‚ÄĚ as in ‚Äúfree speech of pupils/students/users‚ÄĚ, not as in ‚Äúgratuity‚ÄĚ.

Free Education is a matter of the pupils/students freedom to study, appropriate the knowledge built by their colleagues, share with other colleagues the knowledge acquired and change and improve the knowledge. More precisely, it refers to four kinds of freedom, for the pupils/students in the school and elsewhere:

- The freedom to apply the knowledge acquired, for any purpose (freedom 0).

- The freedom to study how the schooling works, and seek to adapt it to your needs (freedom 1). Access to different conceptions of school education is a precondition for this.

- The freedom to redistribute knowledge to colleagues so you can help your neighbor (freedom 2).

- The freedom to seek to improve school education, and share your ideas with colleagues, so that the whole school community benefits (freedom 3). Access to different conceptions of school education is a precondition for this.

[After writing this, I thought that perhaps what was in my head was the Escola da Ponte, Portugal: http://pt.wikipedia.org/wiki/Escola_da_Ponte, http://www.escoladaponte.com.pt, http://moodle.escoladaponte.com.pt, http://sites.google.com/site/escolaponte, http://jornal-dia-a-dia.blogspot.com. And certainly, I thought the ideas of Paulo Freire and of Jean Piaget. Please, do you think would be possible to develop minimum guidelines of the Free Education? Leave a reply below. Hugs.]

Original portuguese version: http://listas.sleducacional.org/pipermail/geral-sleducacional.org/2012-April/008634.html

Blog post: http://www.ufrgs.br/soft-livre-edu/quatro-liberdades.

Spanish version: http://www.ufrgs.br/soft-livre-edu/las-cuatro-libertades.

——–

What is Free Software?

Source: http://www.gnu.org/home.en.html

‚ÄúFree software‚ÄĚ is a matter of liberty, not price. To understand the concept, you should think of ‚Äúfree‚ÄĚ as in ‚Äúfree speech‚ÄĚ, not as in ‚Äúfree beer‚ÄĚ.

Free software is a matter of the users’ freedom to run, copy, distribute, study, change and improve the software. More precisely, it refers to four kinds of freedom, for the users of the software:

- The freedom to run the program, for any purpose (freedom 0).
- The freedom to study how the program works, and adapt it to your needs (freedom 1). Access to the source code is a precondition for this.
- The freedom to redistribute copies so you can help your neighbor (freedom 2).
- The freedom to improve the program, and release your improvements to the public, so that the whole community benefits (freedom 3). Access to the source code is a precondition for this.

.

.

.

.

.

.

.

.

.

.
- The freedom to experience the knowledge acquired, for any purpose (freedom 0).

- The freedom to study how knowledge of the world works, and seek to adapt it to your needs (freedom 1). Access to different conceptions of knowledge is a precondition for this.

- The freedom to redistribute knowledge to colleagues so you can help your neighbor (freedom 2).

The freedom to seek to improve the knowledge, and share your ideas with colleagues, so that the whole school community to benefit (freedom 3). Access to different conceptions of knowledge is a precondition for this.

—-

Original portuguese version: http://listas.sleducacional.org/pipermail/geral-sleducacional.org/2012-April/008636.html.

1 Coment√°rio »

  1. When it comes to children I think “Freedom” is a limited concept. The
    older the child, of course, the more “freedom” you can allow them.
    Choice in education is good, but it should be limited choices. Math is
    not a favorite subject for many, but it is necessary. To be able to
    communicate is necessary. To know something about history, so we will
    not repeat the mistakes (or at least not on as grand a scale or as many
    times as we might) is necessary.

    Likewise some methods of teaching have been measured to be more
    effective than others. Should we give the children the Freedom to
    choose ineffective methods, knowing that it will be wasting their time
    (and perhaps the teachers)?

    A child direct from the womb has no experience or knowledge to draw on
    for making good choices. They might choose the education path that is
    the most “fun”, but least effective.

    Your “freedom 1″ says the students can adapt the education to their
    needs. Do you think a child in the first grade has a knowledge of what
    education they will need in life?

    Obviously the dynamic I am discussing changes with age. By the time of
    university a student should have been exposed to many topics and many
    styles of learning. Likewise this change is not a “step-function”. The
    student is not incapable of making good decisions in the last year of
    grade school and automatically capable of these good decisions in the
    first year of university. Some students are very good at understanding
    the issues at a very young age, and some people go all the way through
    university without ever learning it. But it is generally considered
    that “the age of majority” is the time when people can make “adult”
    decisions about things like getting married without a guardian’s
    permission, drinking, going to war and voting.

    Certainly we should allow children to share knowledge, but what if we
    find them sharing knowledge of hate? Do we sit back and allow that to
    foster?

    There are a lot of issues here.

    Comment by Jon "maddog" Hall — 01/05/2012 @ 10:50 am

Novo coment√°rioInscreva-me aos seus feeds

Você precisa fazer o login para publicar um comentário.

ÔĽŅ

Software Livre WordPress