{"id":181,"date":"2020-02-18T21:44:09","date_gmt":"2020-02-18T20:44:09","guid":{"rendered":"https:\/\/sites.cemea.org\/capemob\/?p=181"},"modified":"2020-02-18T21:44:10","modified_gmt":"2020-02-18T20:44:10","slug":"mouvement-francais-des-reseau-dechanges-reciproques-de-savoirs-english-version","status":"publish","type":"post","link":"https:\/\/sites.cemea.org\/capemob\/2020\/02\/18\/mouvement-francais-des-reseau-dechanges-reciproques-de-savoirs-english-version\/","title":{"rendered":"Mouvement fran\u00e7ais des R\u00e9seau d’Echanges R\u00e9ciproques de Savoirs (english version)"},"content":{"rendered":"\n

DESCRIPTION OF THE EDUCATIONAL PROJECT OF RECIPROCAL\nKNOWLEDGE EXCHANGE NETWORKS<\/strong><\/p>\n\n\n\n

I \u2013 CONTEXT<\/strong><\/p>\n\n\n\n

The approach of reciprocal knowledge exchange networks was born in the seventies from the pedagogical experiences and reflections of Claire H\u00e9ber-Suffrin,  teacher at Orly. The initial idea is very simple: each person has differents knowledge and each person has different learning desires. The approach therefore consists of implementing a system that allows each person to be in turn a supplier and a requester, a transmitter and a purchaser.<\/p>\n\n\n\n

For nearly forty years, the movement of networks for the reciprocal exchange of knowledge (MRERS) has proved that the approach works as well in the school, in the neighbourhood, in the city and in the classroom. It can be used in the service of school subjects: a child who has assimilated a particular rule of grammar or a particular geometry theorem can offer this knowledge to those who request it, and on the other hand, the person requesting a particular type of knowledge must be able to find a supplier who can satisfy him or her. However, it must be noted that today, even more than in the past, a great deal of knowledge is learned outside school. The organization of reciprocal exchanges of knowledge thus makes it possible to link knowledge learned outside school with school subjects. <\/p>\n\n\n\n

In addition, as students exchange\nand experience both roles, they learn to reflect on learning approaches. Some\nrecognize that they become more autonomous, more patient, more caring. After\nhaving themselves \u00ab\u00a0crossed over the fence\u00a0\u00bb, young people approach\nteachers’ lessons differently. They discover that \u00ab\u00a0nobody is sucks\u00a0\u00bb\nwhich frees them to be interested in working and progressing; they also\ndiscover that because others are differents,  they are interesting. <\/p>\n\n\n\n

II-\nRIGOROUS, FLEXIBLE TRAINING ENGINEERING and COOPERATIVE CONSTRUCTION <\/strong><\/p>\n\n\n\n

– It is based on postulates: Everyone is the bearer of knowledge\nand ignorance. Everyone is capable of learning and learning to learn. Everyone\nis capable of teaching and learning to teach.<\/p>\n\n\n\n

– It is based on a proposal: Everyone can contribute to putting his or her knowledge into circulation in his or her school, classroom, high school or university or neighbourhood. Everyone is therefore a knowledge provider and researcher or knowledge seeker. <\/p>\n\n\n\n

– It is based on an ethical choice: All knowledge is a Right for all,\nconsidered interesting, important, for those who offer it and for those who\nseek it and for the whole network.<\/p>\n\n\n\n

– It is based on a rule of the game: Reciprocity. Everyone is both\nteacher and learner, and this proposal establishes social parity, validated by\nthe institutional recognition. <\/p>\n\n\n\n

– It is based on a formative reciprocity: having the intention to\ninstruct others, answering others’ questions and having as much desire to\ncontinue learning. Everyone experiences both statuses in this way.<\/p>\n\n\n\n

– It is based on a system of mediation, of putting in touch between\nthe future partners of the exchange who build together the modalities of\nlearning.<\/p>\n\n\n\n

III-\nVARIOUS AREAS OF INTEREST FOR THE SCHOOL<\/strong><\/p>\n\n\n\n

–\nTo better understand and succeed in learning<\/strong><\/p>\n\n\n\n

The\nmethodology of reciprocity has shown in and through many experiences over the\npast decades that schools and their actors are enriched with vital skills to\naddress the essential elements of the common base of knowledge to live, act,\nlearn and be.<\/p>\n\n\n\n

Interaction between pupils transforms their relationship to fundamental learning: reading, writing and arithmetic are tools for gaining access to all other knowledge and understanding, making connections, deepening emerging and innovative knowledge and addressing the complex knowledge of the contemporary world. <\/p>\n\n\n\n

Cooperative\ninteractions develop their relationship to the world by implementing\nmethodological skills: knowing how to sort, analyse, have a critical mind about\nmedia, social networks… <\/p>\n\n\n\n