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	<title>Uncategorized &#8211; Appel pour une école démocratique</title>
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	<description>Pour une école démocratique</description>
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	<title>Uncategorized &#8211; Appel pour une école démocratique</title>
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		<title>Digital school and flipped learning: two Trojan viruses from educational liberalism</title>
		<link>https://www.skolo.org/en/2020/10/03/digital-school-and-flipped-learning-two-trojan-viruses-from-educational-liberalism/</link>
		
		<dc:creator><![CDATA[Nico Hirtt]]></dc:creator>
		<pubDate>Sat, 03 Oct 2020 17:06:31 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
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					<description><![CDATA[A broad coalition of self-proclaimed experts, adventurous educationalists and self-righteous economists have taken advantage of the Coronavirus crisis and the subsequent closure of schools to bring two centrepieces of liberalism into the arena of educational debates. Namely: the digital school and “flipped learning”. In this article we analyse these two strategies from three perspectives: the [&#8230;]]]></description>
		
		
		
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		<title>300 wetenschappers uit België, Frankrijk, Zwitserland &#8230; steunen schoolstaking voor het klimaat op15 maart</title>
		<link>https://www.skolo.org/en/2019/02/22/300-wetenschappers-uit-belgie-frankrijk-zwitserland-steunen-schoolstaking-voor-het-klimaat-op15-maart/</link>
		
		<dc:creator><![CDATA[Tino Delabie]]></dc:creator>
		<pubDate>Fri, 22 Feb 2019 07:42:05 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
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					<description><![CDATA[]]></description>
		
		
		
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		<title>Use and abuse of Vygotsky &#8216;s legacy</title>
		<link>https://www.skolo.org/en/2018/03/25/use-and-abuse-of-vygotsky-s-legacy/</link>
					<comments>https://www.skolo.org/en/2018/03/25/use-and-abuse-of-vygotsky-s-legacy/#respond</comments>
		
		<dc:creator><![CDATA[Johnny Coopmans]]></dc:creator>
		<pubDate>Sun, 25 Mar 2018 16:34:47 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
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					<description><![CDATA[Vygotsky was a brilliant scientist in the twentieths of the past century ( 1898-1934) in Russia. As a psychologist he mainly devoted himself ( a part of theoretical research) to education. Illiteracy was a devastating plague in that time, when the Communist party came in power. In the questions of childhood and development he is [&#8230;]]]></description>
		
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		<title>Education and training, under the dictatorship of the labour market</title>
		<link>https://www.skolo.org/en/2014/02/06/education-and-training-under-the-dictatorship-of-the-labour-market/</link>
		
		<dc:creator><![CDATA[Nico Hirtt]]></dc:creator>
		<pubDate>Thu, 06 Feb 2014 15:16:21 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
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					<description><![CDATA[Ever since the Lisbon Summit of 2000, the dominant conception of European education has been scaled down to the point where it is seen mainly as an instrument of economic policy. From time to time, other voices qualify this main idea: education systems should ensure ‘the personal, social and professional fulfilment of all citizens’ while ‘promoting democratic values, social cohesion, active citizenship and intercultural dialogue.’ (European Council 2012b: 393/5). But for the most part the ‘primary role’ of education and training as the ‘main engine of growth and competitiveness’ is not in question; nor is the ‘essential role that investments in human capital play in terms of an economy recovery based on job creation’ (European Council 2013:1).
]]></description>
		
		
		
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		<title>The &#8220;merchandization&#8221; of education: not only GATS</title>
		<link>https://www.skolo.org/en/2003/09/24/the-merchandization-of-education-not-only-gats/</link>
		
		<dc:creator><![CDATA[Nico Hirtt]]></dc:creator>
		<pubDate>Wed, 24 Sep 2003 21:04:19 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<guid isPermaLink="false">http://www.asblonweb.be/APED/CM/?p=158</guid>

					<description><![CDATA[If you allow me, before speaking actually about GATS and privatization of education, I would like to begin with giving some historical and economic background of the problem. In my opinion this is essential to measure the specificity and the dangerousness of the present offensive of markets on education.]]></description>
		
		
		
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