Baxxter, they aren’t questions that seek an answer, but ones to serve as illustrations.

http://thechurchinmalta.org/en/posts/45604/teaching-of-religion-in-state-schools—curia-statement

@ Evarist Saliba

Thank you.

I found it interesting to note that in the concurrent futility complaint against religion classes and in the context of the backing agreement that regulates these classes, the Church/ Curia has asked the Malta Union of Teachers to go on similar lines as one idea presented here above: the MUT has been asked to put forward its own design.

The parameters of the agreement should prevail. The content can always be updated as focal areas are redefined, qualified and refined, over time.

As a graduate in “Education” in Malta, with further training in England (St. Mary’s College, now university, and Birmingham University) as well as 18 years as a teacher (11 as a head-teacher) and a council member of the Malta Union of Teachers (reaching the office of president), I appreciate your exposition, triggered by my short comment, that focused only on what other persons claimed that schools offered by the way of enticing pupils to study science. My appreciation extends for the second part of your contribution which followed.

The answer to all your questions is in Southpark’s season 18, episode 1. Go fund yourself.

If we had to create a word that may not exist for the concept in question:

“it’s not what is done, but the way it’s done that could create the difference in approach and result”

I would call it “exvolution”: not a revolution, but an outward looking (as opposed to inwardly constraining) constructive effort (ie one that is forced to conclude with a result at every session – this can be improved as input arrives over time) to change the current status quo.

Change is more easily achieved when:

The next step is made easier;

When we position ourselves as acting from the position we want to get to instead of procrastinating, squabbling and ego-bashing on how to get there.

When small changes over time are effected continuously.

(I’ve noticed the word is used by some on the net, but this would be my use).

An “exvolution”: the accompanying image I have is that of peeling away the zest and emerging from beneath the skin of an orange. Linked with “execute.”

eg.
The teaching of science needs an exvolution.

The school curriculum in general is dated and limited. The union of teachers has come together to design its desired exvolution.

Parliament has voted for the exvolution of the Armier Boat houses. The date set is 1 week from today’s sitting.

The courts have instructed an exvolution to the passport scam legal notices.

The political mindset in Malta may have exvoluted by 2018.

Ah. But who would have taken him at his word without the “stop-dead in your tracks impressive string of letters” to his name?

To be a successful fraud you need a strong illusion.

The illusion resided in the assumption by those coming into contact, that they were dealing with a gentleman.

As we all know, “a gentleman’s word is his deed.”

Tra il dire e il fare, c’é di mezzo il mare.

The formula would only have needed variations to proportion: How much science? How much illusion?
At what point in the show does the fraud come in?
Who, along one line of strategy, gets the science? Who, gets the illusion? And, penultimately, how do the benefits get reaped? The ultimate step, a science to itself.

The qualities of a gentleman – observed, analysed and donned – could never have converted illusion to “success” without a highly fine-tuned application of science.

Interest can be approached from the several angles, amongst which:

Natural bent of the pupils and student;
Ability, preparedness and vision of teachers and lecturers;
Books selected as the medium for imparting knowledge;
Exposure to possibility; eg. live science travel exchange, observing the application of science;
Pre-choice career guidance and exposure.

At Sacred Heart there was a lab for those who chose the science subjects. There was also a choice that mingled history with physics. Importantly, our teachers – to my memory – made the subjects come alive.

We were lucky to have Edward Mallia as Physics teacher and assistant Head Master. Electro-plating was a revelation, no kidding.

Additionally transmission and interest come from physical books already available in the home. The old St Aloysius textbooks on Chemistry were fascinating and written in a style that was much better explained than the text-books available at school, even if older and less modern in approach.

Comparison of style and content places the differences in evidence.

There is a transmission in fascination and physical contact with such items that may not be relayed with today’s classroom techniques alone.

I didn’t chose the three science subjects. Not because I had no interest: it was my preferred choice. But simply because I didn’t want to have to dissect a rat. Career guidance in my time was nil. A choice that effects a whole lifetime is too early put at age 12/13.

In some countries on the continent the curriculum not only has pupils follow through with all subjects, including art and music, until age 17/18, but there are additional subjects introduced at age 14/15 called, for example: MPS: Méthodes et Pratiques Scientifiques.

The additional subjects, for which there is a choice, are there to permit an exploration of style rather than to eliminate the mainstream content progression. There is an exploration into literature, into economic fundamentals and practical applications of life such as filling out tax returns with various real life considerations, limitations and benefits etc

As with many areas later in life, it’s not what is done, but the way it’s done that could create the difference in approach and result.

Interface and pedagogy, as Jozef said.

All I’m saying is that perhaps we need to up the level of self-criticism to that of a place bored of simply ‘being’.

So the republic is here, independent and a member state of the European Union, how about objective thinking and concentrating on the anti-state?

Hemm ghalfejn nghidu liema partit huwa l-aktar fragli ghax minghajr coerenza storika?

Jekk il-PN jibqa’ taht l-istess nassa, kif dahhlu Muscat, pajjiz zghir Giovanni, ma nehilsux mill-biza’.

U kemm kienu jafu jaghmluha bankina l-Inglizi…..tipo’ ahna nilghabu qeghdin.