And here is the second problem: Who or what is

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My starting point for the promotion of the book by Helmut Willke are two frequently complained of teachers problems are better understood after reading. And an adequate understanding of problems, as we know, the prerequisite for dealing adequately with them.
The first problem is characterized by the following keywords: more and more "risk students"; more and more school failure; more and more school phobia (with students as teachers in the latter called burnout); more truant; ever more acute the warning voices of economic and educational research, that school is not (more) fancy for life. And all this despite now 4 decades of ongoing reform efforts. elettrobar And then on top of it: Jail for the school tails ends 14-year-olds as a treatment of the problem. And at the same time austerity measures and cuts in different parts of the education system. Something is quite obvious by now permanently elettrobar and for generations wrong. Some people would like despair, cry and scream out loud: "YES your intellect NOTHING"
And here is the second problem: Who or what is "blame" that everything elettrobar remains the same, although consistently knows in many ways, as it otherwise would be better? Or another way, what you have to do what has not been done to finally change elettrobar something crucial? -
These questions are in continuous discourse since the beginning elettrobar of my personal calendar, and (almost) always is spent in this discourse much time arguing to decide whether it is "SYSTEM", which is good for nothing, or the corresponding elettrobar defective persons or groups of persons who "there are". Sometimes it is the lazy and uneducated students, elettrobar sometimes the "rotten socks" or "stupid" or "child-unfriendly" teacher; times it is the pampering elettrobar or uneducated parents, sometimes the "lineage milieu". For others, it is, however, the school structure, or the outdated teaching methods that prove themselves despite the new persistent; times it is also the total and, increasingly, it all together school system - somehow interact with each other.
And according to different is not only the solution but also the policy proposals of "you can not change anything" about "every little thing changed in his small environment" to the great educational revolution that shifted everything at once, switched and changed. Can there be more? Do we still have not tried anything? What have we missed? But be included somewhere in that pile of diagnoses, therapies and implementation strategies MUST the right solution?
Yes and no. For while we are working as a teacher in a school system that understands mainly systematic learning derived from modern science reality models and their conceptual apparatus under learning, is just the understanding of concept of our own activities world "school" and the linked so practical "teacher action" usually a belly reflected experience left. For what is school, knows that the one best who has for many years practically do! With all the differences, the various positions in the discourses above actually have something important in common: they arise in the exchange and reflection on practical experience of the actors, be they teachers, principals, school administrators or parents. Not to mention the mass media in which these positions for several years constantly alternating published as experiences and thus confirmed again and again. As scientists asked to then neurobiologists, educationists, teachers, psychologists - experts in the field, are also either use this or that position.
But that does not change the fact that not everything - and sometimes they even crucial - can not see when you turn too close or even standing in the middle. Not everything can be understood with experience and "common sense", although even that has a tangible idea of the problem in the metaphor that you can not see the forest for the trees. For just as it is. More distance is required. That is epistemological: a higher level of abstraction. And we need to get out of the didactic-methodological, elettrobar and even from the educational self-talk and look at all the action from the perspective of social theory at the same time. Sociology, and there the modern elettrobar system theory has a different perspective and a more general article in which nevertheless our students, colleagues, schools and education are included. You can help us to understand why, despite our