Passion In The Muse

2021-02-07   |   by CusiGO

In the 2017-18 academic year, the teachers of Las Musa public high school in Madrid’s San Blas District, under the leadership of the management team, launched an education model called research bachelor’s degree.

This is a course of its own, complementing the current high school science, technology or social sciences and humanities courses, designed to allow students to conduct relevant research.

In the last article, we discussed the curriculum of this model, as well as some of its structural features and the key to its possible implementation in other secondary education institutions. We describe their connection to the innovation path of the Institute, their commitment to another more interdisciplinary and interdisciplinary curriculum, and their consideration of the role of educational institutions as open organizations to collaborate and network with many other educational institutions, Build a shared education program.

The second part aims to further study the other qualities that make this initiative a reference for innovative teaching.

Throughout the course and training, the research bachelor’s degree aims to familiarize students with a range of attitudes, concepts and tools that are different from reality. Stimulate and stimulate the desire to think and act in a critical and exploratory way.

It aims to train students to ask questions (put forward hypotheses that may be confirmed or distorted), put forward achievable goals, use appropriate scientific methods, systematically collect data and information, and maintain a critical and ethical position to analyze information, According to the theoretical definition framework of prior knowledge and informed, the results and conclusions are obtained.

These purposes need a formative teaching scene, in this case, the form of joint teaching is a substantive feature. Each student and each research project is guided by two mentors, one is an internal Tutor (Professor of Institute) and the other is an external Tutor (staff of an entity, institution or association with a well-known research background… CSIC, CNIO, ciemat, CNIC, UCM, UPM, UB, women’s Art Museum, etc.

In this context, students, teachers and researchers build a collaborative framework that makes deep learning possible (students create new knowledge for themselves and participate in a multidisciplinary, realistic, projective and meaningful creative process). It has also broadened the school’s horizons (creating a rich and colorful scene and a network of training agents), and “… Expanded the way to study cultural and scientific knowledge (…) [in addition] quarries that trained researchers from an early age,” commented CSIC research experts, Carlos Juan closa Montero (external tutor for a bachelor’s degree in Research).

In addition to all of these considerations and verifications, we invite readers to watch, for example, a final study, in this case, “aging, telomeres and telomerase,” by second grader Paola Blanco Montes. We also recommend visiting the IES Las musas channel on youtube, where you can watch all the exhibitions and defences of the 2020 / 21 academic year research project.

Paola Blanco (student and author of aging, telomere and telomerase): “it’s a very rewarding experience. You should really use all the centers. It brings us closer to the real world (…) I’ve learned more about maturity, commitment and completion. It’s going to take a lot of organizations (…), and I’m very grateful to the center for giving me this opportunity. ”

-Juan Carlos Ortega (head of biology and geology, internal tutor of Paola Blanco Research): “they love doing research. There, they realize what real research is. Research really brings you research, not memory, not learning what we tell you, but continuing to study (…) you realize that this is a new thing. It’s what they create, and it gives them great satisfaction. ”

Then, we provided the final research report we mentioned, which was approved by two tutors at that time: Juan Carlos Ortega (internal tutor) and Rosa M. Marion (CNIO telomere and telomerase research group and external tutor).

We live in a dramatic situation where the school system suffers particularly. The cruelty of this moment reminds us to return to another normal state. In this case, define other educational scenarios to make training for in-depth learning possible, build trust relationships with mentors and peers, and discover and develop common interests and aspirations.

In the context of this reflection, driven by previous discussions, some professionals and educational institutions, such as the rasmussa public college, have been making decisions and identifying new ethical, educational and organizational reference points to re launch learning activities.

The word “learning” comes from Latin Studium, which means care, care, enthusiasm, dedication or commitment. It also has an emotional meaning (studia Habre alicuius means “enjoying someone’s feelings”). The learning process needs this emotional and ethical background to help students awaken and cultivate desire, interest and compassion in their relationship with trainers and colleagues.

This research concept is different from other methods, which simplify the task of educational institutions to train qualified apprentices in management and production adaptation skills. Therefore, learning is regarded as a link in the production chain, which can be easily transformed into a competitive form of work in a specific labor market. There seems to be a natural and indisputable link between schools and the market.

That’s why educational institutions don’t focus too much on the urgent need to study a rapidly deteriorating planet and ignore the level of overall well-being and social justice. These formative areas are placed in a cautious second place.

However, the basis for a bachelor’s degree in ies Las musas research is “free and free learning attitudes” (not for profit). It does not seek to have a skill individually and exclusively for professional development. The education of students does not pay attention to the priority pursuit of any practical value. He needs to go further.

The Bachelor of research degree aims to achieve more authentic goals, such as taste in knowledge, rigor, commitment, enthusiasm for and attention to research objects, and re-establish oneself in the relationship with tutors and research colleagues. As Maximiliano Valerio continues to point out, “the difference is not so much in the activity itself as in its meaning or intention.”

Muses take root as a space to promote free relations with the world and people. A place with equal opportunities and education is basically considered by its own value.

-Laura Baron portla (graduate student and author of fundamentals of Quantum Physics). Python theory and simulation “):” when I first entered this high school, when I was proposed to do a research project (…) I was very interested in specializing in a subject I really like, especially physics, and learning how to do work, It takes a lot to know how to work and project in this world… First, learn how to work (…). It’s something you’ve been doing, working with your external mentors, working with your internal mentors, I don’t know, it’s very different from what we’ve been doing… ”

-Irene malumbres mu nianoz (student and author of “the transformation of the political framework in Spain after 15N)” for me, this research project brought personal growth, because I learned to organize work and implement guidelines that I didn’t have before. Learning (…). I used to study directly, but now I know that you have to achieve an ultimate goal step by step. In addition, I’ve got a lot of help from people, and I know they trusted me from the beginning, and they supported me throughout the project, just like my two mentors. ”

-Mikaela Herreros Benedict (student and “where do our female athletes live?” “):”。 Besides the theme of work, in my example, it is about the obstacles women face in sports. For me, working for such a long time for more than a year and a half is a lesson in life, because I have learned how to feel like a real researcher and create a job from scratch, Start with one foundation and arrange the work in different parts of it…. ”

-When Nuria Sanchez Garcia (student and author of “the link between breast cancer subtypes and copy number changes – CNV -) finished defending her public work… “Finally, I would like to thank the muse for giving me this opportunity, for the incarnation, for CNIO’s experience, and for l’aquill (external Mentor), because this is my best time of the year.”

The high school provides a learning scenario in which students and tutors are satisfied with the educational relationship they have established.

Students will not find their passion for knowledge and learning unless they develop their skills and experience to discover what they like and become excellent performers. This task is fundamental to any educator and is a valuable feature of this form of high school, according to the comments of researchers working as external mentors.

-Pablo Simon (Professor of Social Sciences at Carlos III University): “from my point of view, the difference in this job is that students can choose something to motivate them. Learning can also be accomplished through happiness. You may like what you’re doing. I believe that if you have some leeway to choose the topic you want, you can study it in depth… It allows you to develop all the necessary skills. Irene has to look for information, read, write, develop comprehensive ability and creative thinking. That is to say, many of the common skills we proposed in the course can be realized through this dynamic, and you will like it. ”

-Thomas Sanchez Sanchez pastor (Ph.D., complex systems group, Madrid Polytechnic University): “it’s very important when students or students can see that you can be realized as a teacher, you’re not an omniscient person, you know it all your life, but you fail. To make sure there’s nothing wrong, I often tell Laura… The first time she made a mistake, she was worried. She would tell me… Sorry, I made a mistake… I told him… It doesn’t matter. That’s life… So they will be more relaxed and study more effectively. ”

-Meritxell L ó PEZ Gallardo (Professor, Department of physiology, Faculty of medicine, complutens University, Madrid): “I think this is a very rich initiative, and the Institute is trying to provide this initiative to its students, as well as the level of participation of the students I have contacted, In the years I’ve worked with them, it’s the biggest. In fact, (…) they like to come to the laboratory, they know that these accommodations enrich their training (…) they have proved that as long as the whole school has the greatest motivation for students and makes them feel as important as the school, the community where the education center is located does not matter. Everything they do is student-centered. This is to make teaching a horizontal and unrestricted driving force of social status. ”

Carlos Juan closa Montero (research professor at CSIC Institute of public policy and public goods): “yes, it really makes me pay more attention to what they do in this institute. I don’t know if being with a recognized researcher will have a greater impact on their research. What I can feel is that the student I can work with is a very polite person. I don’t know to what extent her attitude towards me is the product of this situation… ”

On July 1, 2015, Jos é Antonio ESP ó sito, director of ies Las musas, introduced a mentoring project entitled “transparent education”. On July 3, a team of bricklayers came into the school to demolish the wall.

The tasks in the classroom need a coordinated scene. A hostile, dirty, and deteriorating environment does little to help real education. “It’s not surprising that science is rare or rare in a hostile, inappropriate, or indifferent environment,” the principal said.

Any educational innovation, such as high school research, needs a lot of coverage. The central space is one of them. They are a very relevant component. Once again, what seems to be separated starts to be seen as indivisible.

“We have some structure in our past material and educational programs. In our country, maybe more than many other countries. The knowledge in memory and the children are locked up in a classroom with four walls and a blackboard. The unitary or military division of architectural structure, the environment of division or division.

We should go to the model, air, light, clarity is the real protagonist. That’s why my efforts are to remove walls, material walls, interdisciplinary walls, schedule barriers… This is a very ambitious project, and when I introduce it, we have been developing it all these years, trying to make the center a more comfortable place.

(…) I think it’s time to set up some schools and colleges where architecture plays an important role, depending on the goals of the school. We must instill values, inspire and cultivate children’s desire for beauty and goodness. It’s done through clarity, light that illuminates all of us. ”

At Muse school, about 40% of classrooms have partitions, doors and glass walls. They started with four classrooms and expanded in the vocational training center, where the classrooms of laboratories, departments, health professional family training cycle, libraries, technology classrooms, computer classrooms were transformed into glass classrooms…

A space for free study of the world and people living in it. An equal place, with its own value to look at education.