Éducation de précision
What could the future of teaching and learning look like?
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The implementation of individualised educational practices will depend on discussions between policymakers, educational institutions, and society.
L'étude du rôle des gènes dans l'éducation est controversée. On craint que ces informations n'entraînent un dépistage systématique des facteurs de risque génétiques chez les enfants et leur regroupement selon leurs aptitudes prédéterminées, ce qui pourrait freiner leur développement. Pour certains enfants, cela pourrait-il se traduire par une limitation de leur niveau scolaire et, par conséquent, par une réduction de l'aide apportée ?
Scientists who investigate the génétique, brain-based, psychological, or environmental components of learning do not do so to hold individuals back or to reduce the level of attention invested in them. Instead, the aim is to find out as much as possible about learning, in order to accommodate successful learning tailored to an individual’s needs. Accepting that children have different strengths and difficulties and uncovering their multi-faceted bases may lead to individualised educational provision in the future.
“The aim is to find out as much as possible about learning, in order to accommodate successful learning tailored to an individual’s needs.”
Un tel système d'enseignement et d'apprentissage adapté est appelé «éducation de précision’. This term follows the recent push for precision medicine, whereby medical treatments and preventions are based on a range of individual factors. The goal of precision medicine is to use all the available evidence to provide the best possible care for an individual. Knowing somebody’s risk of a certain disease would enable early prevention strategies and suitable treatments; there is no suggestion that those at risk of disease would be left to suffer without help.
Similarly, knowing potential genetic factors related to learning should not lead to denying a high standard of education to a child at high risk of a learning disorder. To ensure the appropriate use of this information, ongoing discussions between stakeholders will be essential.
« La connaissance des facteurs génétiques potentiels liés à l’apprentissage ne devrait pas conduire à priver d’une éducation de qualité un enfant présentant un risque élevé de trouble d’apprentissage. »
We are currently a long way off from having the kinds of information needed to realise precision education. But the groundwork has started. Educational neuroscience is building an understanding of the science behind learning and teaching through the convergence of multiple disciplines and fruitful collaborations with educators. Evidence is being gathered from a diverse set of fields, which will eventually lead to a deeper understanding of the mechanisms involved in learning.
L'étude de la génétique is part of this investigation. Rather than something to be feared, our understanding of genes is simply another part of the puzzle in the science of learning. Children are already often grouped according to their likely abilities – through selective schools or sets within year groups and classes. With greater knowledge, alternative groupings might become more accurate in determining a child’s likely level of scholastic abilities. Thus, the general aim of grouping would be to improve learning rather than to limit possibilities.
“The general aim of grouping would be to improve learning rather than to limit possibilities.”
Il est important de noter que l'enseignement de précision n'implique pas nécessairement un regroupement de ce type. Les enfants pourraient rester dans des classes hétérogènes tout en bénéficiant de ressources adaptées à leurs besoins spécifiques. Dans ce contexte d'apprentissage individualisé et fondé sur des données probantes, les supports pédagogiques évolueraient au rythme des aptitudes de chaque enfant, de sorte que le regroupement ou le matériel ne seraient pas des freins, mais favoriseraient leur développement.
Some scientists argue that there is a moral duty to find out as much as possible about learning in order to give everyone the best chance. How the education system moves forward with that information is part of a wider discussion involving policymakers, drawing on what is realistic given the school context, and what is desired by society.
As the appetite for evidence-based practice increases, the future of teaching and learning may well be personnalisé education that takes into account a foule de facteurs Il s'agit de prendre en compte l'individu, et cela ne doit pas être perçu comme une évolution négative : les bénéfices potentiels pourraient être considérables. Ces bénéfices seront développés dans un prochain article, mais le plus convaincant réside peut-être dans les interventions précoces pour les personnes présentant des difficultés particulières, comme un trouble d'apprentissage.
“How the education system moves forward with that information is part of a wider discussion involving policymakers, drawing on what is realistic given the school context, and what is desired by society.”
Potential benefits of precision education
- Early interventions for those at risk of learning disorders
- Learning materials tailored to individuals, including high and low ability
- Greater choice for the learner who can target areas of weakness or further develop areas of strength depending on their goals
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