COGNITIVE SCIENCE - Narrative education. Let's start this discussion with a concrete example, a setting, created by Montessoris. Applied in South America in classes where students choose their topic, it produces the same effort without dispatching classes and with a few professors. This method respect the use of the current faults (rotation of professors, human cost, students acting as customers of courses) and presses each key quality of students. I have dwelt on this example to watch the meanings of it. One studies French, the other math behind him, an another studies English. all divided into 3 groups within the same class. And the theme of this method is to make students understand that their brains work on the same task but where each brain will occupy a different skill. A problem, a real problem is not divisible into specific notions horizontaly transmitted and without permeability with concepts learned during the other classes. A real problem has to borrow from each subject a piece of something to give a real sense of accomplishment. For example, if a subject is given with a social and historical context and you have to solve an equation on the structures and know the author x to allow the political acceptance and the construction of a bridge between two nations. It gives the feeling of accomplishing a goal. This objective is rooted in our history or even in the imagination. If you put all students in front of a real problem, carefully cut into a chain of constraints, they will all try to specialize themselves to solve the task. Very natural way to get rid of the stress in the first instance. The days goes by the organization of objectives set by the students, and they will, within the same group, successfully learn by themselves.  The teachers will pass with the same rotation schedule to help those who went naturally to their area of expertise. They will teach only to a third of the class the very specific points they did not understand before. You could call it education "with a delay of progress" since arriving in this course, students will learn in small groups what they did not understand before. He will be given the task to immerse himself in a notion, replacing the duties and exercises. Being reduced to a small group it is more difficult to arrive unprepared since it is measured immediately and especially with greater accuracy. Furthermore it easier establishes a trust relationship between the student, the teacher, his group and thus its class on which he will rely to advance. These pillars will strengthen the feeling of self-confidence. The great difficulty is to not let others in their corner, that is the death of the insured attention. A weekly report to the referring teacher will give the extent of their intrinsic motivation, the one that pushes us to go to our desire. And not one that pushes us against the punishment. A less restrictive solution than the weekly report, would the necessity of solving a problem but it can not be comprehensible and feasible without the help of another group that is specialized in a different field. So if they want to have a mark and go to the next class they will have to rely on the group in front on them. Let’s give a specific example: a math problem is presented in English.

It is possible to apply this method with a big change of the school curricula and this, without affecting the schedules of teachers or marks system. The school curricula becomes narrative, it becomes a kind of quest that takes place before in our history and borrows from all directions, then it is possible to push students to take their part and understand how they can use their knowledge together. In a game based on trust and respect for self and others face. If I do not learn anything, I poured everyone. Not those of my specialized group, those will all have an individual note in the end, but the other groups who need my skills to access to their knowledge. The school curricula would be broken between groups that change every three months. It gives enough time to gain mastery of a skill. The question is whether we should keep the math sections, French, other, or if there form groups with scattered specialties that are in charge of French, physics, and English in the same group. Or let the students organize them simply naturally. It will obviously break the groups every three months. We are left with five or six neighbors with the objective to be able to learn a concept. There will always be one that will prove himself able to understand and explain face to deadline of a duty. And so when you change specialty after one quarter, one will have seen, heard exercises that address the new covered area. The seeds have been sown. This implies a school curricula worthy of a Hollywood movie for not being a disguised . And learning will be based on the weight of responsibility of a student against the other. We will have to tell our past like those who have lived it before, make the student feels tributary. Even if he is not passionated about what he tackles, he will at least have the opportunity to help his comrades. The days will not be punctuated with the sound of silence but with sounds of a student who is faced with a math exercise with parts in English, he will ask for help with English specialists. They will study Newton's life in English and will seek advice from physicists in order to make a presentation on refraction. As for them, physicists will find texts Zola (1840-1902) on the description of a still ... Literary would find themselves today with historians because of this je ne sais quoi that made the death of colonel Chabert (? 1807). The next day they would study the poems of the great mathematician Omar Khayyam (1048-1131) and the day after the Shakespeare texts (1564-1616) translated partially. This school curricula would operate as episodes that are all connected to the same graphic universe. Each day is a different episode in which we will be confronted with other people and it will rely on them and on ourselves in order to solve a problem. This narrative model plunges us into a story where, in face of a problem, you meet a fellow who will have the mission of being able to explain a part of this problem. In this story, the students are the characters. And the events happen following the school curricula. He finally appears that the cognitive process is rooted in ancient recipes such as storytelling, obstacle, empathy. How we behave is due to a group of factors that can be easily identified but which seem very hard to solve: the dropout and the inexorable escape when the concepts are connected without any connection, the traumatic boredom of days spent waiting in the most complete inhibiting, the silent struggle of playing and humor against a rigor, crumpled to be feared with punishment, the hard-consumption of a perfectly noted course ...

This projection method shows Montessoris aspects where constraints can be turned into an advantage. Classes in small groups gives more ease to teacher or the fact of working between groups to solve a common problem. These are new pillars of trust in themselves and in their abilities. But above all trust others. They are forced to return punishment to transform it into a duty of responsibility towards others, the key to maturity. The use of this method requires a profound change of meritocracy. You do not success face to you and against the teacher, but thanks to others. The ideological acceptance of a group meritocracy is the first major brake. The second is control classes that are found in autonomous groups, students will they just want to talk to each other, or do they try the game experience? The third brake is that this method has to be held early applied in the school and not on the way. Or a smooth transition over several years, leaving slowly the « the work for yourself" to reach the "working with others".