\u00cen mod obi\u0219nuit, suntem \u00eenv\u0103\u021ba\u021bi s\u0103 ne ferim de gre\u0219eal\u0103 \u0219i s\u0103 consider\u0103m gre\u0219eala ca fiind premisa unei pedepse, a unei sanc\u021biuni negative ori chiar a e\u0219ecului. Starea afectiv\u0103 asociat\u0103 cu gre\u0219eala este \u00eenc\u0103rcat\u0103 negativ \u2013 fric\u0103, ru\u0219ine, triste\u021be sau chiar furie, iar discu\u021biile despre gre\u0219eli sunt mai degrab\u0103 mustrare, ceart\u0103, dec\u00e2t analiz\u0103, reflec\u021bie, generalizare a lec\u021biilor \u00eenv\u0103\u021bate. Scopul \u00eenv\u0103\u021b\u0103rii era (\u0219i \u00eenc\u0103 mai este) performan\u021ba. O dovad\u0103 la \u00eendem\u00e2n\u0103 \u0219i foarte puternic\u0103 o reprezint\u0103 documentele strategice, na\u021bionale, \u00een care termenul \u201eperforman\u021b\u0103\u201d apare extrem de des. De asemenea, simpla analiz\u0103 a discursului public despre educa\u021bie aduce \u00een prim-plan aceea\u0219i preocupare exagerat\u0103 pentru performan\u021b\u0103, pentru standarde \u00eenalte, f\u0103r\u0103 loc de gre\u0219eal\u0103. Cu toate acestea, cel pu\u021bin \u00een comunitatea pedagogic\u0103 \u0219i psihologic\u0103, se pot observa schimb\u0103ri \u00een modul de raportare la gre\u0219eal\u0103. <\/p>\n
Raportarea la gre\u0219eal\u0103 \u00een procesul de \u00eenv\u0103\u021bare: ce \u00eenseamn\u0103 \u0219i cum a evoluat<\/strong><\/p>\n Evolu\u021biile culturale, dezvolt\u0103rile din domeniul psihologiei \u0219i \u0219tiin\u021belor educa\u021biei au permis \u00een\u021belegerea rolului gre\u0219elii \u0219i valorizarea acesteia, con\u0219tientiz\u00e2nd faptul c\u0103 evitarea total\u0103 a gre\u0219elilor nu este doar imposibil\u0103, ci \u0219i periculoas\u0103, pentru c\u0103 ar suprima o surs\u0103 de cunoa\u0219tere. Percep\u021bia gre\u0219elilor a trecut treptat de la concentrarea pe aspectele sau consecin\u021bele negative la recunoa\u0219terea poten\u021bialului pentru \u00eenv\u0103\u021bare \u0219i dezvoltare personal\u0103. A\u0219a cum spunea o vorb\u0103 din b\u0103tr\u00e2ni, \u00eenv\u0103\u021b\u0103m atunci c\u00e2nd \u201ene lovim cu capul de grind\u0103\u201d \u0219i sim\u021bim consecin\u021bele \u00een mod direct. Sau, cum spunea J.J. Rousseau, pentru a \u00eenv\u0103\u021ba \u0219i a-\u0219i corecta singur comportamentele, copilul are nevoie \u0219i trebuie l\u0103sat s\u0103 simt\u0103 consecin\u021bele faptelor lui. Numai c\u0103, din perspectiva lui Rousseau, aceast\u0103 expunere la consecin\u021bele gre\u0219elii nu era doar cu scopul de a \u00eenv\u0103\u021ba, ci \u0219i cu scopul de a oferi o \u201epedeaps\u0103 natural\u0103\u201d.<\/p>\n F\u0103r\u0103 a c\u0103dea \u00een extrema cealalt\u0103 \u0219i a ajunge s\u0103 \u00eencuraj\u0103m cu orice pre\u021b gre\u0219eala sau s\u0103 o celebr\u0103m, putem acum s\u0103 privim gre\u0219elile drept contexte de \u00eenv\u0103\u021bare \u0219i de dezvoltare a rezilien\u021bei.\u00a0 Un rol important \u00een schimbarea modului de raportare l-a avut E. Thorndike, care considera c\u0103 \u00eenv\u0103\u021barea este o succesiune de \u00eencerc\u0103ri \u0219i de erori.\u00a0 De asemenea, \u00eentregul curent educa\u021bional numit \u201eeduca\u021bia nou\u0103\u201d, de la \u00eenceputul secolului XX, a adus o alt\u0103 viziune asupra copilului \u0219i asupra \u00eenv\u0103\u021b\u0103rii. O men\u021bion\u0103m aici doar pe Maria Montessori care \u00eei sf\u0103tuia pe educatori s\u0103 nu se gr\u0103beasc\u0103 s\u0103 corecteze un copil, ci s\u0103 \u00eei dea posibilitatea s\u0103 se corecteze singur, facilit\u00e2nd astfel \u00eenv\u0103\u021barea, autonomia \u0219i \u00eencrederea \u00een propria capacitate.<\/p>\n Schimbarea modului de raportare la gre\u0219eal\u0103 a fost influen\u021bat\u0103 de popularizarea conceptului de \u201ementalitate de cre\u0219tere\u201d (Carol S. Dweck, 2006). Dweck, \u00een continuarea teoriei sociocognitive a dezvolt\u0103rii, a ar\u0103tat c\u0103 nu doar abilit\u0103\u021bile, ci \u0219i credin\u021ba c\u0103 abilit\u0103\u021bile pot \u0219i merit\u0103 a fi dezvoltate influen\u021beaz\u0103 succesul \u00een \u00eenv\u0103\u021bare \u0219i \u00een profesie. Mentalitatea de cre\u0219tere \u00eencurajeaz\u0103 elevii s\u0103 vad\u0103 gre\u0219elile ca oportunit\u0103\u021bi de \u00eenv\u0103\u021bare \u0219i perfec\u021bionare. Mentalitatea fix\u0103 este \u00eemp\u0103rt\u0103\u0219it\u0103 de cei care cred c\u0103 abilit\u0103\u021bile sunt un dat, c\u0103 le de\u021bin sau nu, iar efortul de a \u00eenv\u0103\u021ba nu schimb\u0103 foarte mult situa\u021bia (nu are un impact major asupra abilit\u0103\u021bilor lor). Profesorii \u0219i consilierii care adopt\u0103 mentalitatea de cre\u0219tere consider\u0103 c\u0103 abilit\u0103\u021bile se dezvolt\u0103 prin \u00eenv\u0103\u021bare \u0219i efort, nu sunt \u00eenn\u0103scute \u0219i fixe\/ determinate, c\u0103 exist\u0103 \u00een fiecare persoan\u0103 un poten\u021bial pe care \u00eel putem dezvolta. S-a demonstrat c\u0103\u00a0 aceste mentalit\u0103\u021bi \u0219i modul de expunere a lor \u00een practicile didactice\u00a0 influen\u021beaz\u0103 \u0219i prezic o parte din performan\u021ba \u0219i motiva\u021bia elevilor. Simpla \u00eencurajare \u0219i transmitere a ideii c\u0103 au poten\u021bial pe care \u00eel pot dezvolta conduc la\u00a0 formarea treptat\u0103 a mentalit\u0103\u021bii de cre\u0219tere \u0219i, implicit, la ameliorarea performan\u021bei \u0219colare (Eccles, J. S \u0219i colab., 1993, OECD, 2005).<\/p>\n Profesorii \u0219i consilierii care adopt\u0103 mentalitatea de cre\u0219tere accept\u0103 gre\u0219eala ca surs\u0103 de \u00eenv\u0103\u021bare \u0219i \u00eencurajeaz\u0103 elevii s\u0103 \u00ee\u0219i asume riscul explor\u0103rii, riscul gre\u0219elii neinten\u021bionate. Cei care consider\u0103 c\u0103 abilit\u0103\u021bile sunt un dat, c\u0103 inteligen\u021ba nu se schimb\u0103 semnificativ, v\u0103d gre\u0219eala ca e\u0219ec, neputin\u021b\u0103 sau incompeten\u021b\u0103, iar raportarea la gre\u0219eal\u0103 \u00eenseamn\u0103 contextualizarea acesteia ca situa\u021bie jenant\u0103, ru\u0219inoas\u0103, de evitat.<\/p>\n Carol Tavris \u0219i Elliot Aronson (2008) analizeaz\u0103 influen\u021ba cultural\u0103 asupra \u00eenv\u0103\u021b\u0103rii \u0219i modul \u00een care creierul nostru este \u00eembibat de conexiuni menite s\u0103 ne autojustifice ac\u021biunile. Ei explic\u0103 aceasta prin teama de gre\u0219eal\u0103, \u00eenv\u0103\u021bat\u0103 de la \u00eenceputul vie\u021bii. Atunci c\u00e2nd gre\u0219im, pentru a ne restabili confortul emo\u021bional, cre\u0103m justific\u0103ri care s\u0103 ne diminueze sau s\u0103 ne elibereze de responsabilitate \u0219i de sentimentul de vinov\u0103\u021bie. Un aspect foarte interesant pe care cei doi autori \u00eel arat\u0103 se refer\u0103 la modul \u00een care diferitele culturi se raporteaz\u0103 la gre\u0219eal\u0103, ei afirm\u00e2nd c\u0103 nu toate culturile manifest\u0103 aceea\u0219i fobie fa\u021b\u0103 de gre\u0219eal\u0103. Una dintre explica\u021biile pentru performan\u021bele \u0219colare mai bune ale elevilor asiatici, comparativ cu elevii din Europa sau Statele Unite const\u0103 \u00een faptul c\u0103 ace\u0219tia sunt \u00eenv\u0103\u021ba\u021bi s\u0103 accepte \u0219i s\u0103 dep\u0103\u0219easc\u0103 gre\u0219elile, s\u0103 \u00ee\u0219i dezvolte rezisten\u021ba la frustrarea generat\u0103 de gre\u0219eal\u0103, nel\u0103s\u00e2ndu-se descuraja\u021bi sau demotiva\u021bi de impactul negativ \u0219i de ru\u0219inea asociat\u0103 cu gre\u0219eala (a\u0219a cum se \u00eent\u00e2mpl\u0103 mai degrab\u0103 \u00een culturile vestice).<\/p>\n O contribu\u021bie important\u0103 \u00een schimbarea modului de raportare la gre\u0219eal\u0103 au avut \u0219i dezvolt\u0103rile din aria evalu\u0103rii educa\u021bionale. Curentul numit evaluare autentic\u0103 sau evaluare pentru \u00eenv\u0103\u021bare, din ultimele decenii ale secolului trecut, a propus deplasarea accentului de la evaluarea rezultatelor finale ale \u00eenv\u0103\u0163\u0103rii, la procesul de \u00eenv\u0103\u0163are, de la rezultat la efortul depus \u0219i la progresul ob\u021binut. Acest curent promoveaz\u0103 evaluarea care dep\u0103\u0219e\u0219te rezolvarea de probleme \u0219i utilizarea unor algoritmi, fiind interesat\u0103 de capacitatea de formulare a problemelor, de evaluare a alternativelor, de g\u0103sire a unor noi r\u0103spunsuri la diferite probleme. De asemenea, evaluarea autentic\u0103 caut\u0103 se dezvolte capacitatea de autoevaluare, capacitatea analizare a procesului \u0219i a rezultatelor \u00eenv\u0103\u021b\u0103rii, de revizuire a strategiei de \u00eenv\u0103\u021bare. Prin urmare, este un model care valorific\u0103 gre\u0219elile \u00een scopul sus\u021binerii \u00eenv\u0103\u021b\u0103rii \u0219i \u00eei\u00a0 \u00eenva\u021b\u0103 pe elevi s\u0103 \u00ee\u0219i valorizeze munca, efortul depus, nu doar rezultatul ob\u021binut.<\/p>\n Beneficii \u0219i riscuri ale valoriz\u0103rii gre\u0219elilor \u00een educa\u021bie<\/strong><\/p>\n Schimbarea percep\u021biei educatorilor \u2013 profesori, consilieri, p\u0103rin\u021bi \u2013 aduce avantaje pentru procesul de \u00eenv\u0103\u021bare. Pe baza studiului activit\u0103\u021bii electrice a creierului \u00een timpul unei sarcini cognitive, cu ajutorul electroencefalogramei, s-a observat c\u0103 mentalitatea de cre\u0219tere este conectat\u0103 cu un anumit tip de r\u0103spuns al creierului \u00een situa\u021bii de gre\u0219eal\u0103, \u0219i anume cu tendin\u021ba de pozitivare a erorii. Aceast\u0103 pozitivare permite abordarea analitic\u0103 a gre\u0219elii, nu abordarea emo\u021bional\u0103 care bloca procesul de reflec\u021bie \u0219i efortul de a \u00een\u021belege \u0219i de a \u00eenv\u0103\u021ba din gre\u0219eli (Miu, A., 2022). Astfel, schimbarea percep\u021biei fa\u021b\u0103 de gre\u0219eal\u0103 \u0219i valorificarea acesteia ca situa\u021bie de \u00eenv\u0103\u021bare conduce la o pedagogie a curajului (Gabriel Albu, 2017) \u0219i a responsabilit\u0103\u021bii.<\/p>\n Totu\u0219i, trecerea de la blamarea gre\u0219elii la valorizare necesit\u0103 un echilibru \u0219i o contextualizare a situa\u021biilor \u00een care gre\u0219elile sunt utile pentru \u00eenv\u0103\u021bare. Abordarea extremist\u0103 de celebrare a gre\u0219elii sau de ignorare a oric\u0103ror gre\u0219eli conduce la denaturarea scopului final, cel al \u00eenv\u0103\u021b\u0103rii \u0219i dezvolt\u0103rii \u00eentr-un mediu sigur.<\/p>\n Limita dintre aprecierea gre\u0219elilor pentru \u00eenv\u0103\u021bare \u0219i tolerarea gre\u0219elilor const\u0103 \u00een \u00een\u021belegerea contextului \u0219i naturii gre\u0219elilor f\u0103cute. \u00cen timp ce gre\u0219elile pot fi valoroase pentru \u00eenv\u0103\u021bare, este esen\u021bial s\u0103 facem diferen\u021ba \u00eentre gre\u0219elile productive, care contribuie la cre\u0219tere, \u0219i erorile repetate, care \u00eempiedic\u0103 progresul. Gre\u0219elile productive apar atunci c\u00e2nd copii sau elevii se angajeaz\u0103 \u00een eforturi reale \u0219i exploreaz\u0103 idei noi. Tolerarea gre\u0219elilor \u00een acest context se refer\u0103 la acceptarea \u0219i la recunoa\u0219terea faptului c\u0103 gre\u0219elile sunt o parte natural\u0103 a procesului de \u00eenv\u0103\u021bare, f\u0103r\u0103 a respinge sau a penaliza pe cei care le fac. Sunt gre\u0219eli neinten\u021bionate, asociate unui proces de investigare, de testare de ipoteze, de formare a unor deprinderi. \u00cens\u0103 tolerarea gre\u0219elilor nu \u00eenseamn\u0103 s\u0103 accept\u0103m sau s\u0103 \u00eencuraj\u0103m gre\u0219eli repetate sau inten\u021bionate, f\u0103r\u0103 s\u0103 le discut\u0103m. Dac\u0103 un elev face \u00een mod constant acelea\u0219i gre\u0219eli, \u00eenseamn\u0103 c\u0103 nu progreseaz\u0103 \u0219i c\u0103 acestea nu mai sunt realmente surse de \u00eenv\u0103\u021bare.<\/p>\n Valorificarea gre\u0219elilor ca oportunit\u0103\u021bi de \u00eenv\u0103\u021bare func\u021bioneaz\u0103 \u00een condi\u021biile unui climat educa\u021bional sigur, pozitiv, bazat pe respect reciproc \u0219i \u00een condi\u021biile unui echilibru privind gre\u0219elile. Modul \u0219i rela\u021bia de comunicare imprim\u0103 \u00een sine o anumit\u0103 raportare la gre\u0219eal\u0103, o \u201enormalizare\u201d a gre\u0219elii, abordate ca fapt firesc, f\u0103r\u0103 alarmare sau agresivitate.<\/p>\n Bibliografie<\/strong><\/em><\/p>\n Albu, G. (2017). Introducere \u00eentr-o pedagogie a curajului. Bucure\u0219ti: Editura Trei. <\/p>\n","protected":false},"excerpt":{"rendered":" \u00cen mod obi\u0219nuit, suntem \u00eenv\u0103\u021ba\u021bi s\u0103 ne ferim de gre\u0219eal\u0103 \u0219i s\u0103 consider\u0103m gre\u0219eala ca fiind premisa unei pedepse, a unei sanc\u021biuni negative ori chiar a e\u0219ecului. Starea afectiv\u0103 asociat\u0103 cu gre\u0219eala este \u00eenc\u0103rcat\u0103 negativ \u2013 fric\u0103, ru\u0219ine, triste\u021be sau … Cite\u0219te continuarea
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