The Point of View – a new column in Modern Barndom

September 9, 2014

Modern Barndom is now launching a column for the web, where we hope to give a voice to both well-known and unknown writers, both within and outside the Reggio Emilia inspiration. In Synvinkeln, we hope to give a voice to educators, studio artists, cultural workers, children's rights activists... Yes, anyone who has something important to say.

Modern Barndom has long had two recurring columns in its print edition, in addition to the editor's introductory editorial.

In Synpunkten, readers are introduced to Harold Göthson, international coordinator and senior advisor at the Reggio Emilia Institute, who writes provocatively and thoughtfully about issues related to our Reggio Emilia-inspired work.

In Signerat, readers get to meet different writers each time. They may be authors, doctors, architects, or biologists who are not directly inspired by Reggio Emilia but who, through their experiences and commitment, are able to challenge and inspire Modern Barndom's readers.

Modern Barndom is now launching a column for the web, where we hope to give a voice to both well-known and unknown writers, both within and outside the Reggio Emilia inspiration. In Synvinkeln, we hope to give a voice to various educators, studio artists, cultural workers, children's rights activists... In short, anyone who has something important to say. Synvinkeln is intended to be published at regular and irregular intervals.

Welcome to Synvinkeln – both as a reader and a writer!

As a first reading, we offer an old editorial (below) that still feels relevant, from Modern Barndom no. 4/11.

LEDA AND LONELINESS

(Maria Herngren's editorial in Modern Barndom no. 4/11)

Surely you remember how boredom crept up and itched all over your body? The wooden chair rubbed, the school desk pinched, and the classroom shrank, while the teacher's voice droned on. About everything that was so important: countries, cities, dates, tables, wars, kings, hymns... Several decades later, I smile to myself when I attend a church service and the "Our Father" I was drilled in every morning consists of different words. Like so much else, much of the "basic knowledge" taught in school has a best-before date.

I think about this when I read what Malaguzzi said about school in the lecture we are now publishing: "A school that you enjoy, where you can play and work and, above all, where you can build friendships, solidarity, and knowledge. Where boredom, being chased away, is the most despicable thing we adults still give children."Twenty years have passed since he said this, yet boredom seems not only to have remained in the world of school, but to have increased, while important collective values have become increasingly secondary.

Name one teacher who can resist the pressure to cram their students with easily measured facts when the culture of measurement is spreading. Surely, the more time-consuming knowledge that requires in-depth study and questioning is at risk of being neglected. The same goes for friendship, solidarity, curiosity, and creativity, which are so necessary for us to be able to think in new ways.

However, imagination seems to be able to survive even in rather dull environments (although it benefits from being exercised, of course). Like when I escaped my classroom for more thrilling adventures. Something I still like to do at certain meetings. I quickly and discreetly change into my invisible daydream suit. Once back in "reality," I am not only one adventure richer, but often also have some useful thoughts.

But what about solidarity and friendship? Can we manage them on our own? This is what Bengt Göransson, former Minister of Education and Culture, wrote in DN this spring about the important collective role of schools: "It is not entirely easy to assert the primacy of schools at a time when the most powerful slogan for almost forty years has been: 'Invest in yourself!' That is, of course, a negative variant of 'Don't care about others!' And it has had appalling consequences for the working collective that schools actually are."And for the children and young people who attend them, I would like to add. Because schools and society cannot function like the European Championships or the World Cup! We humans are and always will be dependent on each other, which is why we need groups and communities where we can be members and citizens, not "loners" or "anti-citizens" who constantly have to compete with each other.

It is hardly surprising that many children feel lonely and vulnerable at school today. Many are also afraid, as Elisabeth Dahlin, Secretary General of Save the Children, writes about in this edition of Signaturen. Boredom, loneliness, and fear—you could hardly imagine a worse starting point for learning!

Maria Herngren, editor and publisher of Modern Barndom