EDUCATION AND IMAGINATION

Is the standardisation of education useful and sensible?

Does it meet the individual needs of pupils and students? Does this standardisation facilitate their evolution in the whole education system and their entry into the labour market according to their personality, for their well-being and for the well-being of all?

?Are individuals formatted, cast in the mould to become robots for industry and economy, just to fulfil a function without taking into account their spiritual needs and individual talents?

Or is it still possible to let children and students freely indulge their imagination, discover their emotions, their character, their talents before they follow the educational pathway tailored to a specific robotic profession?

With reference to the following quote from Marie Curie, it is essential to remember that in every scientist beats the heart of an adventurous child, who has the intrinsic capacity to wonder and not to stop questioning, unlike a robot or a transhuman being.

??Un scientifique dans son laboratoire est non seulement un technicien : il est aussi un enfant placé devant des phénomènes naturels qui l'impressionnent comme des contes de fées.“

How can we support young people in their educational journey and individual development? Combining the acquisition of theoretical knowledge with practical work and creative projects, while respecting the personality of each individual, could be more beneficial and help them to develop creative and constructive solutions, both for their own lives and for the world.

?Today's educational systems tend more to "produce" robots than to accompany young people in their life experience without taking into account their spiritual evolution, whereas a balanced personality is more likely to develop the creative solutions that our society so badly needs to get out of the trap of duality and division.

?Let us meditate on the words of Albert Einstein, spoken in an interview in 1929, and ask ourselves whether the kind of education and way of life proposed by the authorities concerned correspond to what we really want for our children.

“I am enough of an artist to draw freely upon my imagination. Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.”