The triptych: Parents, school and children

Lived living democracy, as balanced, active and effective democracy is called, is a form of life born in the light and expressed in creativity, free expression, recognition and acceptance of limits, magnanimity, generosity, social solidarity, respect for the natural environment, work ethic and belief in the necessity of cooperation.

Many people today equate creative and democratic education with a lack of boundaries and a regime of unbridled and reckless freedom. But the existence of limits in the upbringing of a child ensures a high safety index and increases the dynamics and effectiveness of cooperation.

In this way, he becomes open to knowledge and is willing to discover new knowledge by making use of the experience of others.

The cornerstone of the freedom of the creative life, the quintessence of living democracy, the limits and ability of the individual to be convinced of the observance of certain principles, is discipline. And discipline is served by setting boundaries.

In the pedagogic School, inconsistency, indecency, lack of respect for the personality of others are not tried with the support of an institutionalized student penal code.

In the courts, justice is given by counterpoint. That is, the offense is described, it is confessed by witnesses and by the offender himself and the penalty that fits the specific offense is described (mentioned) and imposed according to Article X of the penal code.

In the School, in the pedagogic School, we need simple and clear normative principles which, in their application, also include the moral interpretation. The effort to morally interpret each child’s act is an important element, component and means for educating the child.

This moral interpretation, realized with the support of a genuine dialogue, this analysis of the act, the search for the causes, has a formative effect on the child and leads him to understand the mistake or to limit an impulsive and unjust behavior. This process requires knowledge, patience and time. If we wanted to implement the articles of a student penal code, then we would diminish the value of the intervention of the educator, the teacher.

By studying together with their children the operating principles of the School they attend and delving into them, they will discern a sophisticated disposition to promote freedom of thought (open thinking) and freedom of speech, but within limits that clearly indicate respect to the respective rights of classmates and teachers.

Teachers are not professional judges to dispense justice through a heavy and complex court system. The desire in the justice system for the administration of justice is one of the highest pursuits of man.

The desire to educate the child who violated a school rule, or principle of operation of the School is itself one of the highest aspirations of the teacher.

All educators of all communities believe in the effectiveness of forgiveness, just as the legal framework of ancient Athens believed, according to which if the victim forgives the abuser, then no one has the right to do anything against him.

Also, the people of Athens, when they were experiencing the most creative democracy ever lived by a people on earth, leaned towards mercy in matters of justice and had as a principle, a principle unfortunately forgotten in our time, that it is better to acquit a guilty than to condemn an innocent.

The pedagogic school has a stable and robust institutional framework of operating principles consisting of principles listed in the school’s regulations.

Adherence to these principles is a basic condition for the smooth operation of the School, ensures an educational atmosphere and maintains conditions for creative expression and stable development of the students’ personality.

Each parent has the right, based on these principles, to report and be informed by the School officials about regulatory issues that concern only their own child.

The articles of the regulation (the operating principles) are governed by an open dynamic and a source and spontaneous mood. There is no prohibition. They do not advocate arbitrariness and crooked thinking and behavior (bullshit).

We believe that what they lead to is the best, the best.

In their meetings, the parents of the students set up courts, decide on the discipline index at the School, analyze the quality of the Programs and sometimes praise and sometimes condemn. And all this under the guise of a progressive innocence or bravery.

But this praise or condemnation criticism is often developed with the help of a mobile phone. We feel the need for parents to understand that the School does not set any limits in order to have peace of mind.
He puts them in order to benefit the children.

These clear and sweet boundaries, this search for, understanding and acceptance of the line that demarcates choices in hair, dress, cell phone and I Pod use, use of the new slang, what time to come to class, how to board and getting off the car, the behavior towards younger and older students, the use of school furniture, etc. they are accepted by the tripartite School – Family – Child and are observed with religious reverence by all.

Family and School do not want their child to be in an uncontrolled spaceship with unlimited powers I believe. Nor do they want their child to be under suffocating restrictions. Imagine a child, a teenager locked in a cage…

Both the first and second case would be a tragedy. We would therefore have two tragedies and not one tragedy with two sides.

If we had a tragedy only the double face of Greek mythology according to Nietzsche would be highlighted. On the one hand we would have Apollo, symbol of moderation and on the other Dionysus, symbol of excess.

This very duality and complementarity of Apollo and Dionysus is illuminated, according to Engar MOREN, by the saying of Heraclitus “connect what converges and what diverges”.

With the policy of limits, with the observance of the principles of operation of the home, the School, our country, we redeem ourselves and our children from the chaos and fluidity that prevails around us.

I believe we all reflect every now and then on the confusion and chaos of the inner world of the modern man, today’s child. We mainly reflect, and this personally causes me fear, that in the absolute communication storm, the silence of God and the communication impasse have conquered the souls of our children.

Does the family and the School really reflect on how noticeable is the inability to define an identity, how fluid, blurred and unformed is the ability to resort to emotions?

Do we all think that children lack the desire to dream, the desire and the will to create?

We reflect and fear when we think that the possibility of losing children on the Internet and the abuse they suffer from the violent intrusion and coercion, the mobile phone, the speed of information diffusion can lead our children to embrace the doctrine of “nothing is it’s true, everything is allowed.”

And then how to connect what converges and what diverges.

That is why we believe and proclaim that the limits and tests in an educational system must follow the laws of nature. In order to become stronger, beings try. Nothing is easy. But those who follow this natural process and respect the limits emerge as winners.
Family and School we live today at the edge of an era.

Our children spend a lot of time surfing the internet. Little or no time for nature walks and less and less time for communication with parents. Even the majority of children have limited the time for sports and do not believe much in the effectiveness of a healthy diet.

These new determinants negatively affect not only the time for study, but also drastically limit the effectiveness of teaching in terms of the acquisition of new knowledge.

That is why the concept of freedom must be defined in every school

And the big issue is how to define or who will define the form of freedom (or the range of limits) in the modern School. The internet (cyberspace), TV, the mobile phone, the printed word, the market, the family, the School?

Who can really analyze the stigma of this spiritual anguish?