Curiosity (II)
If we understand that science is also curiosity, we can say that science is an art that doesn't give answers. From the moment a teacher asks something and the student gives an answer, at least if there is curiosity in the answer, there is no wrong answer. We can say that there has been an evolution. There are no teachers or students anymore, but a teacher turned into a student and a student turned into a teacher. If we understand pedagogy as a toll to pay to move to the territory of the unknown (see etymology or the previous column I wrote), let us think that the classroom and the borders between the world diffuse and can become a world of classrooms. Real learning occurs where evolution occurs. And both the question and the answer become questions. “How didn’t I know that...?” one colleague told another in one room. It happened in a moment, in that moment of a question in which the change of name and the creation of new links with language began a transformative process.
Behin batean, gazterik, gidoi nagusia betetzea egokitu zitzaion. Elbira Zipitriaren ikasle izanak, ikastolen mugimendu berriarekin bat egin zuen. Irakasle izan zen artisau baino lehen. Gero, eskulturgile. Egun, musika jotzen du, bere gogoz eta bere buruarentzat. Eta beti, eta 35... [+]
This text comes two years later, but the calamities of drunks are like this. A surprising surprise happened in San Fermín Txikito: I met Maite Ciganda Azcarate, an art restorer and friend of a friend. That night he told me that he had been arranging two figures that could be... [+]
On Monday afternoon, I had already planned two documentaries carried out in the Basque Country. I am not particularly fond of documentaries, but Zinemaldia is often a good opportunity to set aside habits and traditions. I decided on the Pello Gutierrez Peñalba Replica a week... [+]
