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Education in Caphiria: Difference between revisions
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* Children have a relationship with other children and with material items in the world that they must be allowed to explore; | * Children have a relationship with other children and with material items in the world that they must be allowed to explore; | ||
* Children must have endless ways and opportunities to express themselves. | * Children must have endless ways and opportunities to express themselves. | ||
The Acelector-Magnis philosophy of teaching young children puts the natural development of children | The Acelector-Magnis philosophy of teaching young children puts the natural development of children and the close relationships they share with their environment at the center of its philosophy. In this approach, there is a belief that children have rights and should be given opportunities to develop their potential. Children are considered “knowledge bearers,” so they are encouraged to share their thoughts and ideas about everything they could meet or do during the day. “Influenced by this belief, the child is beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires." The child is viewed as being an active constructor of knowledge. Rather than being seen as the target of instruction, children are seen as having the functional role of an apprentice. This role also extends to that of a researcher. | ||
Much of the instruction at ''discatori'' is in the form of projects where they have opportunities to explore, observe, hypothesize, question, and discuss to clarify their understanding. Children are also viewed as social beings, and a focus is made on the child with other children, the family, the teachers, and the community rather than on each child in isolation. They are taught that respect for everyone is important because everyone is a “subjective agency ” while existing as part of a group. | Much of the instruction at ''discatori'' is in the form of projects where they have opportunities to explore, observe, hypothesize, question, and discuss to clarify their understanding. Children are also viewed as social beings, and a focus is made on the child with other children, the family, the teachers, and the community rather than on each child in isolation. They are taught that respect for everyone is important because everyone is a “subjective agency ” while existing as part of a group. | ||
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In addition, they must fulfill the three core Declarari requirements - Extended essay (EE), Theory of knowledge (TOK), and Creativity, activity, and service (CAS). Students are evaluated using internal and external assessments, and courses finish with an externally assessed series of examinations, usually consisting of two or three timed written tests. Internal assessment varies by subject: there may be oral presentations, practical work, or written work. In most cases, these are initially graded by the classroom teacher, whose grades are then verified or modified, as necessary, by an appointed external moderator. | In addition, they must fulfill the three core Declarari requirements - Extended essay (EE), Theory of knowledge (TOK), and Creativity, activity, and service (CAS). Students are evaluated using internal and external assessments, and courses finish with an externally assessed series of examinations, usually consisting of two or three timed written tests. Internal assessment varies by subject: there may be oral presentations, practical work, or written work. In most cases, these are initially graded by the classroom teacher, whose grades are then verified or modified, as necessary, by an appointed external moderator. | ||
Students who pursue the Advanced diploma must take four subjects: one | Students who pursue the Advanced diploma must take four subjects: one from Groups 1–4, one from Group 5, or a permitted substitute from one of the other groups, as described below. Two subjects must be taken at the Higher level (HL) and the rest at the Standard level (SL). ID recommends a minimum of 240 hours of instructional time for HL courses and 150 hours for SL courses. While Declarari encourages students to pursue the full ID Advanced diploma, the "substantial workload requires a great deal of commitment, organization, and initiative." Students may instead choose to register for one or more individual ID subjects without the core requirements. However, such students will not receive the full diploma. | ||
* Group 1: Language & Literature - Taken at either SL or HL, this is generally the student's native language, with over 80 languages available. There are many options: Language A/B, Literature A/B/C., and Language & Literature A/B; an interdisciplinary subject Literature and Performance can also be taken at SL. Language A focuses on the native language, whereas Language B focuses on an additional language (SL or HL). Literature A focuses on the classics; Literature B's coursework is more rigorous and focuses on the study of two works of literature (although this is for comprehension rather than analysis and is only assessed through coursework); Literature C focuses on advanced methods of literary analysis across the four major categories - drama, poetry, fiction, and prose - as well as possessing a near-native level of fluency in the foreign language, and as such concentrated less on studying the actual language and more on the literature and culture of the countries where the language is spoken. | * Group 1: Language & Literature - Taken at either SL or HL, this is generally the student's native language, with over 80 languages available. There are many options: Language A/B, Literature A/B/C., and Language & Literature A/B; an interdisciplinary subject Literature and Performance can also be taken at SL. Language A focuses on the native language, whereas Language B focuses on an additional language (SL or HL). Literature A focuses on the classics; Literature B's coursework is more rigorous and focuses on the study of two works of literature (although this is for comprehension rather than analysis and is only assessed through coursework); Literature C focuses on advanced methods of literary analysis across the four major categories - drama, poetry, fiction, and prose - as well as possessing a near-native level of fluency in the foreign language, and as such concentrated less on studying the actual language and more on the literature and culture of the countries where the language is spoken. | ||
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=== Secondary education === | === Secondary education === | ||
Secondary education is divided into three specialized ''tractum'' or pathways: the ''tractus pacello'' is | Secondary education is divided into three specialized ''tractum'' or pathways: the ''tractus pacello'' is mainly theoretical with a specialization in a specific field of studies (humanities, science, languages, or art); the ''tractus arbonam'' offers both a broad theoretical education and a specialization in a specific field of studies (e.g., economy, humanities, administration, law, technology, tourism), often integrated with a three/six months internship in a company, association or university during the last semester. The third pathway is the ''tractus potentia'', which offers a form of secondary education oriented toward practical subjects (engineering, agriculture, gastronomy, technical assistance, handicrafts), and enables the students to start searching for a job as soon as they have completed their studies. This pathway is popular for those who want to continue onto higher education but want to graduate a year earlier than usual. | ||
==== ''Tractus pacello'' ==== | ==== ''Tractus pacello'' ==== | ||
==== ''Tractus arbonam'' ==== | ==== ''Tractus arbonam'' ==== | ||
==== ''Tractus potentia'' ==== | ==== ''Tractus potentia'' ==== | ||
=== Higher education === | === Higher education === | ||
Higher education is done in academies (''academiae'') or universities (''universales''), whether one wants to receive an Academic Degree and become a Doctor (Ph.D.) or not respectively. While attending core school is compulsory for all citizens, higher education can be avoided | Higher education is done in academies (''academiae'') or universities (''universales''), whether one wants to receive an Academic Degree and become a Doctor (Ph.D.) or not respectively. While attending core school is compulsory for all citizens, higher education can be avoided by taking an apprenticeship in manual work. At this level, courses are distinguished into the classical branches of philosophy. Graduating as a doctor in one's field is not only prestigious but beneficial for one's career as well. Modern lawyers, senators, medical doctors, scientists, generals, and economists are almost unanimously doctors. There's no different school system for medicine or law as these already have academies like other subjects. | ||
====University ==== | ====University ==== | ||
Entry into a ''universalis'' (university) often follows the core level of education - for students who do not want to enter an apprenticeship or are unable to join the academies. Here students can be instructed in courses within the classical branches of Caphirian philosophy. The result of 4-5 years in the university system - whose courses are homogeneous across the country - is a Universal Degree. A single degree declares all the fields of knowledge in which the receiver is fluent because of university education. | Entry into a ''universalis'' (university) often follows the core level of education - for students who do not want to enter an apprenticeship or are unable to join the academies. Here students can be instructed in courses within the classical branches of Caphirian philosophy. The result of 4-5 years in the university system - whose courses are homogeneous across the country - is a Universal Degree. A single degree declares all the fields of knowledge in which the receiver is fluent because of university education. | ||