Nokkrir punktar fyrir frekari umr\u00e6\u00f0u<\/p>\n
I<\/p>\n
\u00cd l\u00f6gum um grunnsk\u00f3la og \u00ed a\u00f0aln\u00e1mskr\u00e1 f\u00e6r l\u00fd\u00f0r\u00e6\u00f0i tvennskonar mikilv\u00e6gi:<\/p>\n
(i) sem markmi\u00f0 \u00fear sem sk\u00f3linn \u00e1 a\u00f0 b\u00faa nemendur undir l\u00edf og starf \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi og<\/p>\n
\u00a0(ii) sem starfsh\u00e6ttir sk\u00f3lans \u00fear sem vinna \u00ed sk\u00f3lum landsins \u00e1 a\u00f0 m\u00f3tast af \u201el\u00fd\u00f0r\u00e6\u00f0islegu samstarfi\u201c.<\/p>\n
Menntun kennara hl\u00fdtur a\u00f0 mi\u00f0a a\u00f0 \u00fev\u00ed, \u00e1samt \u00f6\u00f0ru, a\u00f0 gera \u00fe\u00e1 f\u00e6ra um a\u00f0 vinna \u00ed sk\u00f3lum \u00fear sem l\u00fd\u00f0r\u00e6\u00f0i f\u00e6r virkilega \u00feetta tvennskonar mikilv\u00e6gi.<\/p>\n
\u00deegar tala\u00f0 er um menntun til eflingar l\u00fd\u00f0r\u00e6\u00f0is eru tv\u00f6 fl\u00f3kin og umdeild hugt\u00f6k tengd saman, nefnilega menntun og l\u00fd\u00f0r\u00e6\u00f0i. Og \u00fea\u00f0 er langt fr\u00e1 \u00fev\u00ed a\u00f0 vera auglj\u00f3st hvernig \u00fea\u00f0 sem \u00feessi hugt\u00f6k v\u00edsa til geti yfirleitt fari\u00f0 saman svo vel s\u00e9. Hef\u00f0bundin s\u00fdn \u00e1 \u00e1rangur \u00ed sk\u00f3lastarfi mi\u00f0ast vi\u00f0 vel skilgreind og afm\u00f6rku\u00f0 fr\u00e6\u00f0slumarkmi\u00f0 (sbr. markmi\u00f0akafla A\u00f0aln\u00e1msr\u00e1a grunnsk\u00f3la fr\u00e1 2007) og \u00fea\u00f0 er alveg \u00f3lj\u00f3st hvernig l\u00fd\u00f0r\u00e6\u00f0islegir starfsh\u00e6ttir geta stu\u00f0la\u00f0 a\u00f0 g\u00f3\u00f0um \u00e1rangri \u2013 og enn s\u00ed\u00f0ur er lj\u00f3st a\u00f0 \u00fear sem m\u00e6lingar \u00e1 \u00e1rangri \u00ed sk\u00f3lanum, t.d. samkv\u00e6mt markmi\u00f0asetningu a\u00f0aln\u00e1mskr\u00e1r fyrir grunnsk\u00f3la, er \u00e1b\u00f3tavant \u00fe\u00e1 s\u00e9 lei\u00f0in a\u00f0 b\u00e6ttum \u00e1rangri a\u00f0 auka l\u00fd\u00f0r\u00e6\u00f0i \u00ed sk\u00f3lanum. Efasemdirnar \u00e6ttu n\u00e1nast a\u00f0 f\u00e1 sta\u00f0festingu \u00feegar huga\u00f0 er a\u00f0 \u00fev\u00ed hva\u00f0 a\u00f0aln\u00e1mskr\u00e1 segir um inntak l\u00fd\u00f0r\u00e6\u00f0ishugtaksins. \u00dea\u00f0 er ekki miki\u00f0 og vart meira en \u00feetta: \u201e\u00dea\u00f0 ver\u00f0ur a\u00f0 \u00e6tla \u00f6llum r\u00e9tt til sj\u00e1lfst\u00e6\u00f0ra sko\u00f0ana og t\u00e6kif\u00e6ri til a\u00f0 tj\u00e1 \u00fe\u00e6r og reyna a\u00f0 vinna \u00feeim fylgi, a\u00f0 \u00fev\u00ed tilskildu a\u00f0 \u00fea\u00f0 s\u00e9 gert \u00e1 hei\u00f0arlegan h\u00e1tt og r\u00e9ttur annarra til hins sama virtur\u201c (A\u00f0aln\u00e1mskr\u00e1 grunnsk\u00f3la, almennur hluti, 2007). L\u00fd\u00f0r\u00e6\u00f0i sem vi\u00f0fangsefni \u00ed kennaramenntun ver\u00f0ur a\u00f0 hafa \u00fea\u00f0 markmi\u00f0 a\u00f0 d\u00fdpka skilning kennara \u00e1 l\u00fd\u00f0r\u00e6\u00f0ishugsj\u00f3ninni og hugmynd \u00feeirra um menntun \u00feannig a\u00f0 hugmyndin um l\u00fd\u00f0r\u00e6\u00f0islega starfsh\u00e6tti \u00ed sk\u00f3lum ver\u00f0i anna\u00f0 en vandr\u00e6\u00f0aleg krafa sem \u00ed besta falli \u00fev\u00e6list ekki fyrir vel skilgreindum markmi\u00f0um sk\u00f3lastarfsins.<\/p>\n
II<\/p>\n
Sk\u00f3lakerfi getur undirb\u00fai nemendur undir l\u00edf og starf \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi me\u00f0 \u00ferennskonar h\u00e6tti.<\/p>\n
\u00cd fyrsta lagi me\u00f0 \u00fev\u00ed a\u00f0 mennta \u00fe\u00e1 \u2013 og einkum fr\u00e6\u00f0a og \u00fej\u00e1lfa \u2013 \u00feannig a\u00f0 \u00far ver\u00f0i gjaldgengt starfsf\u00f3lk fyrir l\u00fd\u00f0r\u00e6\u00f0islegar stofnanir samf\u00e9lagsins. Sl\u00edkur undirb\u00faningur v\u00e6ri \u00ed anda emb\u00e6ttismannask\u00f3la fyrri t\u00edma \u00fear sem \u00e1herslan er \u00e1 a\u00f0 b\u00faa nemendur undir a\u00f0 ver\u00f0a starfsmenn tiltekins stj\u00f3rnskipulags.<\/p>\n
\u00cd \u00f6\u00f0ru lagi me\u00f0 mun v\u00ed\u00f0t\u00e6kari en jafnframt pers\u00f3nulegri h\u00e6tti \u00fear sem \u00e1herslan er \u00e1 l\u00edfi\u00f0 frekar en starfi\u00f0, \u00e1 hva\u00f0 \u00fea\u00f0 er a\u00f0 vera borgari \u00ed samf\u00e9lagi vi\u00f0 a\u00f0ra jafningja. \u00deetta atri\u00f0i var\u00f0ar t.d. \u00fea\u00f0 hvernig borgararnir, sem jafningjar og \u00e1n s\u00e9rstakrar st\u00f6\u00f0u, geta haft \u00e1hrif \u00e1 l\u00edf sitt og kj\u00f6r \u00ed gegnum sameiginlegar \u00e1kvar\u00f0anir um m\u00e1l sem var\u00f0a almannahagsmuni.<\/p>\n
Og \u00ed \u00feri\u00f0ja lagi me\u00f0 \u00feeim h\u00e6tti a\u00f0 gera f\u00f3lki kleift a\u00f0 vera sj\u00e1lfr\u00e1\u00f0a gerendur \u00ed eigin l\u00edfi en ekki leiksoppar f\u00e1visku, ford\u00f3ma e\u00f0a afturhaldssamra hef\u00f0a. \u00c1kv\u00e6\u00f0i grunnsk\u00f3lalaganna um a\u00f0 nemendur skuli undirb\u00fanir undir l\u00edf og starf \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi vir\u00f0ist einkum beinast a\u00f0 atri\u00f0i tv\u00f6 h\u00e9r a\u00f0 ofan, hva\u00f0 \u00fea\u00f0 s\u00e9 a\u00f0 lifa sem borgari \u00ed l\u00fd\u00f0r\u00e6\u00f0islegu samf\u00e9lagi me\u00f0 \u00fev\u00ed m.a. a\u00f0 hafa \u00e1hrif \u00e1 \u00e1kvar\u00f0anir um almannahagsmuni.<\/p>\n
Skilningur A\u00f0alan\u00e1mskr\u00e1r grunnsk\u00f3la \u00e1 \u00fev\u00ed hva\u00f0 \u00fea\u00f0 er a\u00f0 undirb\u00faa nemendur undir l\u00edf og starf \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi birtist m.a. \u00ed eftirfarandi or\u00f0um: \u201e\u00dea\u00f0 ver\u00f0ur a\u00f0 \u00e6tla \u00f6llum r\u00e9tt til sj\u00e1lfst\u00e6\u00f0ra sko\u00f0ana og t\u00e6kif\u00e6ri til a\u00f0 tj\u00e1 \u00fe\u00e6r og reyna a\u00f0 vinna \u00feeim fylgi, a\u00f0 \u00fev\u00ed tilskildu a\u00f0 \u00fea\u00f0 s\u00e9 gert \u00e1 hei\u00f0arlegan h\u00e1tt og r\u00e9ttur annarra til hins sama virtur.\u201c Samkv\u00e6mt \u00feessu er \u00fea\u00f0 hlutverk sk\u00f3lans a\u00f0 \u00fej\u00e1lfa nemendur \u00ed a\u00f0 taka \u00fe\u00e1tt \u00ed ferli l\u00fd\u00f0r\u00e6\u00f0islegrar \u00e1kv\u00f6r\u00f0unar \u2013 gera \u00fe\u00e1 a\u00f0 h\u00e6fum keppnism\u00f6nnum \u00ed samkeppninni um athygli og fylgi \u2013 t.d. me\u00f0 \u00fev\u00ed a\u00f0 \u00fej\u00e1lfa \u00fe\u00e1 \u00ed a\u00f0 tj\u00e1 sko\u00f0anir s\u00ednar, b\u00e6\u00f0i \u00ed r\u00e6\u00f0u og riti, og s\u00fdna \u00f6\u00f0rum sko\u00f0unum umbur\u00f0arlyndi. Liti\u00f0 er \u00e1 hinn l\u00fd\u00f0r\u00e6\u00f0islega vettvang sem tiltekna tegund af samkeppnisvettvangi og undirb\u00faningur undir l\u00edf og starf \u00e1 l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi er \u00fe\u00e1 ekki s\u00edst f\u00f3lginn \u00ed \u00fev\u00ed a\u00f0 b\u00faa nemendur undir a\u00f0 taka \u00fe\u00e1tt \u00ed samkeppninni \u00e1 \u00feessum vettvangi.<\/p>\n
III<\/p>\n
Krafan um a\u00f0 starfsh\u00e6ttir grunnsk\u00f3lans s\u00e9u l\u00fd\u00f0r\u00e6\u00f0islegir var\u00f0ar ekki markmi\u00f0 sem liggur utan sk\u00f3lans \u2013 veruleiki sem tekur vi\u00f0 \u00feegar sk\u00f3lanum l\u00fdkur \u2013 heldur eitthva\u00f0 sem gerist \u00ed sj\u00e1lfum sk\u00f3lanum \u00e1 hverjum degi. Hvernig \u00e1 a\u00f0 skilja \u00feetta? L\u00fd\u00f0r\u00e6\u00f0i sem stj\u00f3rnskipulag og samf\u00e9lagsger\u00f0 \u00e1 s\u00e9r ekki nema mj\u00f6g takmarka\u00f0a samsv\u00f6rin \u00ed daglegum starfsh\u00e1ttum \u00ed sk\u00f3lum. L\u00fd\u00f0r\u00e6\u00f0i \u00ed samf\u00e9lagi var\u00f0ar \u00fea\u00f0 hvernig sj\u00e1lfr\u00e1\u00f0a jafningjar r\u00e1\u00f0a r\u00e1\u00f0um s\u00edn \u00e1 milli, \u00fatdeila valdi og hvernig fara m\u00e1 me\u00f0 opinbert vald (hvort sem \u00fea\u00f0 er bundi\u00f0 tilteknum stofnunum e\u00f0a emb\u00e6ttism\u00f6nnum). Sk\u00f3linn er hins vegar ekki samf\u00e9lag jafningja \u00ed sama skilningi \u00fev\u00ed kennarinn er ekki jafningi nemendanna, nemendurnir velja s\u00e9r ekki yfirmenn og langanir \u00feeirra og \u00f3skir hafa ekki nema takmarka\u00f0 v\u00e6gi hvort sem um er a\u00f0 r\u00e6\u00f0a daglegt starf e\u00f0a langt\u00edma markmi\u00f0. Af \u00feessum s\u00f6kum er alls ekki lj\u00f3st hva\u00f0 \u00fea\u00f0 er fyrir starfsh\u00e6tti sk\u00f3la a\u00f0 vera l\u00fd\u00f0r\u00e6\u00f0islegir, og enn s\u00ed\u00f0ur hvort l\u00fd\u00f0r\u00e6\u00f0islegir starfsh\u00e6ttir (hvernig sem \u00feeir annars eru) s\u00e9u yfirleitt eftirs\u00f3knarver\u00f0ir \u00ed sk\u00f3la.<\/p>\n
M\u00e9r er til efs a\u00f0 l\u00fd\u00f0r\u00e6\u00f0i sem leggur megin\u00e1herslu \u00e1 a\u00f0 \u201e\u00e6tla \u00f6llum r\u00e9tt til sj\u00e1lfst\u00e6\u00f0ra sko\u00f0ana og t\u00e6kif\u00e6ri til a\u00f0 tj\u00e1 \u00fe\u00e6r og reyna a\u00f0 vinna \u00feeim fylgi, a\u00f0 \u00fev\u00ed tilskildu a\u00f0 \u00fea\u00f0 s\u00e9 gert \u00e1 hei\u00f0arlegan h\u00e1tt og r\u00e9ttur annarra til hins sama virtur\u201c skipti yfirleitt miklu m\u00e1li \u00feegar kemur a\u00f0 n\u00e1mi \u00ed \u00edslensku, st\u00e6r\u00f0fr\u00e6\u00f0i, ensku og d\u00f6nsku. S\u00f6mu s\u00f6gu er a\u00f0 segja um a\u00f0rar greinar. Ef \u00feessar efasemdir m\u00ednar eiga vi\u00f0 r\u00f6k a\u00f0 sty\u00f0jast, \u00fe\u00e1 vir\u00f0ist a\u00f0aln\u00e1mskr\u00e1 grunnsk\u00f3la hafa \u00ed s\u00e9r f\u00f3lgna \u00f3rj\u00fafanlega togstreitu \u00e1 milli l\u00fd\u00f0r\u00e6\u00f0is annars vegar og kennslu \u00ed einst\u00f6kum greinum hins vegar.<\/p>\n
S\u00fa togstreita sem h\u00e9r er l\u00fdst \u00fearf ekki a\u00f0 koma \u00e1 \u00f3vart \u00fev\u00ed af lestri almenna hluta a\u00f0aln\u00e1mskr\u00e1rinnar er ekki a\u00f0 sj\u00e1 neina tengingu \u00e1 milli \u00e1herslunnar \u00e1 l\u00fd\u00f0r\u00e6\u00f0i annars vegar og kennslu e\u00f0a menntunar hins vegar. Til a\u00f0 yfirvinna \u00feetta sambandsleysi \u00fearf, \u00f3l\u00edkt \u00fev\u00ed sem gert er \u00ed a\u00f0aln\u00e1mskr\u00e1 grunnsk\u00f3la, a\u00f0 leggja til grundvallar tilteknar hugmyndir um b\u00e6\u00f0i menntun og l\u00fd\u00f0r\u00e6\u00f0i, einnig hugmyndir um \u00fea\u00f0 hvernig n\u00e1m og kennsla geta stu\u00f0la\u00f0 a\u00f0 menntun nemenda, undirb\u00fai\u00f0 \u00fe\u00e1 undir l\u00edf og starf \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi og gert sk\u00f3lann a\u00f0 l\u00fd\u00f0r\u00e6\u00f0islegri stofnun. Sl\u00edk s\u00fdn \u00fearf l\u00edka a\u00f0 liggja markmi\u00f0asetningu sk\u00f3lans og vi\u00f0mi\u00f0um um g\u00e6\u00f0i sk\u00f3lastarfsins til grundvallar. Saga menntunar og sk\u00f3lastarfs er barmafull af sl\u00edkri s\u00fdn svo af n\u00f3gu er a\u00f0 taka, s\u00fa s\u00fdn hefur bara ekki rata\u00f0 inn \u00ed a\u00f0aln\u00e1mskr\u00e1 grunnsk\u00f3la. Og s\u00fa s\u00fdn hefur ekki nema a\u00f0 takm\u00f6rku\u00f0u leyti rata\u00f0 inn \u00ed menntun kennara.<\/p>\n
IV<\/p>\n
Krafan um l\u00fd\u00f0r\u00e6\u00f0i \u00ed sk\u00f3la, hvort heldur sk\u00f3linn \u00e1 a\u00f0 undirb\u00faa nemenur undir l\u00fd\u00f0r\u00e6\u00f0islegt samf\u00e9lag e\u00f0a starfsh\u00e6ttir hans eiga a\u00f0 vera l\u00fd\u00f0r\u00e6\u00f0islegir, er \u00f3rofatengd hugmyndinni um mannr\u00e9ttindi. L\u00fd\u00f0r\u00e6\u00f0islegt samf\u00e9lag er samf\u00e9lag sem byggir \u00e1 vir\u00f0ingu fyrir mannr\u00e9ttindum hvers og eins og l\u00fd\u00f0r\u00e6\u00f0islegir starfsh\u00e6ttir \u00ed sk\u00f3la er starfsh\u00e6ttir \u00fear sem borin er vir\u00f0ing fyrir manngildi barna og ungmenna og h\u00e6fileikar \u00feeirra og \u00feroskam\u00f6guleikar eru \u00ed senn \u00fatgangspunktur og markmi\u00f0. \u00deetta kallar \u00e1 \u00edtarlega umfj\u00f6llun um Barnas\u00e1ttm\u00e1la Sameinu\u00f0u \u00fej\u00f3\u00f0anna \u00ed menntun kennara. S\u00fa umfj\u00f6llun \u00fearf b\u00e6\u00f0i a\u00f0 taka til lagalegrar st\u00f6\u00f0u s\u00e1ttm\u00e1lans og beinar aflei\u00f0ingar hans fyrir sk\u00f3lastarf sem og til si\u00f0fr\u00e6\u00f0ilegra og stj\u00f3rnm\u00e1laheimspekilegra forsendna s\u00e1ttm\u00e1lans og mannr\u00e9ttinda almennt.<\/p>\n
\u00d3lafur P\u00e1ll J\u00f3nsson<\/p>\n","protected":false},"excerpt":{"rendered":"
Nokkrir punktar fyrir frekari umr\u00e6\u00f0u I \u00cd l\u00f6gum um grunnsk\u00f3la og \u00ed a\u00f0aln\u00e1mskr\u00e1 f\u00e6r l\u00fd\u00f0r\u00e6\u00f0i tvennskonar mikilv\u00e6gi: (i) sem markmi\u00f0 \u00fear sem sk\u00f3linn \u00e1 a\u00f0 b\u00faa nemendur undir l\u00edf og starf \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi og \u00a0(ii) sem starfsh\u00e6ttir sk\u00f3lans \u00fear sem … Continue reading