{"id":13396,"date":"2021-10-20T07:17:03","date_gmt":"2021-10-20T07:17:03","guid":{"rendered":"https:\/\/impulseducacio.org\/2021\/10\/20\/innovar-es-imprescindible-pero-se-tiene-que-hacer-con-conocimiento-de-causa\/"},"modified":"2023-03-02T11:22:43","modified_gmt":"2023-03-02T11:22:43","slug":"innovation-is-essential-but-it-has-to-be-done-with-knowledge-of-the-facts","status":"publish","type":"post","link":"https:\/\/impulseducacio.org\/en\/innovation-is-essential-but-it-has-to-be-done-with-knowledge-of-the-facts\/","title":{"rendered":"Innovation is essential, but it has to be done with knowledge of the facts"},"content":{"rendered":"

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Innovation is essential, but it has to be done with knowledge of the facts<\/h1><\/h1><\/div>
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Compartir<\/h4>
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20 October 2021<\/p>\n<\/div>

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An innovative project is cooked over a slow fire and needs to be internalised by everyone involved in it<\/h2><\/h2><\/div>

By Andreu Arb\u00f3<\/p>\n<\/div>

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The quest for a social disposition consolidated by social networks has infiltrated education and its system; as Borja Negrete[1]<\/sup> says: the need for social approval and the fact of appearing to be what one is not.<\/em><\/p>\n

The education system has always been questioned, and teachers have gradually modified their pedagogical nature to adapt to new realities. Those who say that classrooms haven’t changed are because they have a redundant vision of what education and teaching are: the classrooms, the tables and chairs, the blackboard, etc.; all of these is accessory. But the ones in the classroom or are genuinely interested in what is done in education are aware that the world has dramatically changed and expect that education also does.<\/p>\n

This situation has led to the fact that most schools prefer to be labelled as innovative at all costs, nowadays. It is not that we should not innovate; on the contrary, we need to update, optimise and improve the whole system: we know that it does not work perfectly, and there is always some area to improve. An innovative project is cooked over a slow fire and needs to be internalised by everyone involved in it.<\/p>\n

Descartes said, Like a man walking alone and in the dark, I decided to go so slowly and proceed with such circumspection in all things that, even if I did not make much progress, I would at least keep myself from falling…<\/em>[2]<\/sup><\/p>\n

Another aspect that should be taken into account is that innovation must be based on the objective evidence that modernization can improve a problem that needs to be solved. To paraphrase Descartes again: it is better to innovate little but with the certainty of not spoiling the learning process of any student<\/em>. We cannot expect innovations to come from revelatory dreams. They cannot be illuminations out of thin air.<\/p>\n<\/div>

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The innovation must be based on the objective evidence that modernization can improve a problem that needs to be solved.<\/h6>\n<\/div>
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I reiterate that it is clear that we must innovate because, as Mark Stevenson, creator of the law of the pragmatic optimist<\/em>, says: if we do not imagine a better world, we condemn it to be worse<\/em>[3]<\/sup>. But it has to be done with an idea of improvement, a dream of prosperity, a utopian vision of what we want education to be, in this case. However, in today’s society of immediacy and marketing, innovation does not advance steadily and surely, and there is still a long way to go.<\/p>\n

Some examples of innovations that are not quite there yet<\/h3>\n