School work, then, like any other
human activity, consists of three basic components:
- The Forming of Concepts.
- The Taking of Actions.
- The Evaluation of Outcomes.
This linear process applies whatever the activity, whoever the
agent, wherever the circumstances. Now clearly, we can decide the
extent to which children are included or excluded from any stage or
part of this process. They can shape their own ideas about both the
form and the content of their work and these can be used as
guidelines for activities in the classroom - or they can be
ignored. Obviously, everyone's ideas are realised from the start of
a project and not all actions are accomplished smoothly or as
planned. Similarly, co-operation and conversation with others is
necessary for the execution of a whole activity and not all
evaluations, therefore, can wait until the end of a string of
actions. But if we are to democratise school work and if we are to
help children to utilise their ideas and experiences through school
work, then we need to ensure that they participate in each and
every stage of the work process - conception, action and
evaluation. The key question, however, is what pedagogical
principles might apply so as to achieve such participation.