Préface / 3

I.
Histoires de 1951 et 2025 / 13

1.
À propos de l'auteur ·······················································································13
2.
Récits de classe de 1951 ····················································································14
3.
L'histoire de la classe d'aujourd'hui en 2025 ·····························································································16

II.
Objectif ultime du cours et problèmes liés à la classe actuelle / 21

1.
L'objectif ultime du cours ···················································································································21
2.
Problèmes avec le cours actuel ··········································································································23

III.
Cours et crises cardiaques / 25

1.
Signification du mot Simjin ··········································································································25
2.
Dispositifs générant des battements cardiaques ························································································30
3.
Technologies provoquant des crises cardiaques ························································································37
1) Présenter le problème comme un problème auquel n'importe qui peut facilement répondre ···················································38
2) Créer la confusion en plaçant le lecteur à un carrefour intellectuel ····························································41
3) Fournir des informations qui contredisent ou nient la base ·······································42
4) Semer la confusion en fournissant des informations vagues et incertaines ····································46
5) Créer une scène de pensées contradictoires ························································································49
6) Fournit des informations inattendues et surprenantes ······································································52
7) Créer une situation de conflit de valeurs ································································································57
8) Réaliser une expérience de démonstration ·· ...
9) Présentation d'informations facilement trompeuses ·································································65
10) Taux d'OX ·· ...
11) Nier la conclusion à laquelle il est parvenu après une discussion sérieuse ··········································73
12) Vous exposer à des informations qui contredisent vos attentes ······························································76
13) Laissez-les réfléchir en se parlant à eux-mêmes ·····················································································78
14) Discutez avec vous-même de ceux qui soutiennent une idée et de ceux qui la rejettent. ······················80
15) Couvrir et stimuler la curiosité ···························································································84
16) Fournit des données incomplètes ················································································86
17) Fournir de fausses informations ·······································································································90
18) Encourager les questions en présentant des objets concrets ···································97
19) Présenter une situation hypothétique ···················································································101
20) Donnez-leur des choix et incitez-les à réfléchir ····································································105
21) Mélanger des éléments qui correspondent et d'autres qui ne correspondent pas à la définition ·················································108
22) Susciter l'hésitation en plaçant quelqu'un à un carrefour intellectuel ························································110
23) Rencontrer quelque chose qui va à l'encontre du bon sens ····························································113

IV.
Préface / 117

1.
Problèmes liés à l'introduction actuelle ······································································································119
1) L'introduction est trop difficile ··································································································120
2) Il n'y a qu'une seule réponse à la question, et elle se trouve dans la tête du professeur.
3) La séance de questions-réponses se déroule selon un système de questions-réponses, de nomination à main levée et de présentation, avec la participation exclusive des membres du groupe A... 131
2.
Définition de la préface ···································································································134
3.
Principes de rédaction d'un prologue ·····················································································135
1) L'introduction doit contenir suffisamment d'indices pour résoudre le problème ·········136
2) Grammaire canadienne de niveau 3 ····················································································································140
4.
La pratique de la rédaction d'une préface ··································································································146
1) Donnez à chaque personne des indices appropriés ·······························································146
2) Trouver la personne qui a commis l'acte causal ···············································································155

V.
Participation simultanée – pensée simultanée – classification simultanée / 159

1.
Abolition du système de présentation, de levée de candidatures et d'annonce des candidats ······························································159
2.
Participation simultanée de tous - pensée simultanée - annonce simultanée ······························································163
1) Annonce simultanée de l'énergie de type onde ······································································································165
2) Annonce simultanée de tous les nouveaux membres ······································································································176
3) Annonce simultanée de l'alimentation électrique de type carte ·······································································································178
4) Annonce simultanée de tous les membres du conseil d'administration ·······································································································181

VI.
L'art d'enseigner où chacun participe, réfléchit et réussit / 185

1.
Chacun doit être conscient du problème d'apprentissage ·······················································186
2.
Chacun prépare et enregistre sa propre réponse ·················································189
3.
Réflexions en écrivant ······················································································192
1) Écrire, c'est penser ···················································································193
2) Comment enregistrer ··················································································································197

VII.
Écoutez la présentation / 199

1.
Un des problèmes de la classe actuelle ·············································································199
1) Incompréhensions entre enseignants et enfants ·························································································200
2) L'évolution de chacun et les pensées des voisins ·································································································203
2.
La nécessité d'écouter ·······································································································203
3.
Comment écouter ·······································································································207
1) Écoutez en réfléchissant à vos propres pensées ·····································································208
2) Écouter pendant l'enregistrement ····················································································································208
3) Tournez votre corps vers l'orateur et écoutez ································································209
4) Écoutez en inclinant ou en hochant la tête ·······························································209
5) Écoutez et comparez avec vos propres réflexions ························································································210
6) Notez vos questions ·····················································································································210

VIII.
Activez vos sens / 211

1.
La nature des enfants ····································································································211
2.
Diverses tâches en classe ··········································································215
3.
Pourquoi vous devriez le faire fréquemment ············································································217

IX.
S'appuyer sur des expériences réussies / 221

Ⅹ.
L'histoire de l'enfant devenu « chat errant » / 227

1.
Une histoire pour enfants ···························································································227
2.
L'histoire du chat domestique et du chat errant ·········································································230

XI.
L'apparition de l'enfant fictif « Sooni » / 235

1.
Qui est « Sooni » ?
2.
La nécessité d'introduire « Sooni » ······················································································238
3.
Quand introduire 'Sooni' ··············································································241
1) Lorsque vous êtes satisfait d'une conclusion de bon sens ···································································241
2) Quand vous vous heurtez à un mur et que vous êtes bloqué·························································245
3) Lorsqu'on tente de tirer une conclusion à partir de preuves faibles ······················································································250

XII.
La réalisation d'un rêve : des cours réservés à « quelques enfants exceptionnels » aux cours pour « tous » / 259

1.
Un des problèmes de la classe actuelle ·······································································································259
2.
Un apprentissage qui ne fonctionne que pour certains enfants ·························································260
3.
Technologie permettant à tous de parler simultanément ··········································································262
4.
Notes sur l'annonce du disque Carte ···································································································265

Références ······················································································································268