Yet, there is more to this. The article guarantees free and public education for all Greek citizens and

to many, a change of such fundamental principles will quickly lead to restrictions of the right to university asylum prohibiting police forces from entering university grounds. It was this right that allowed students to fight the dictatorship in 1973 — which makes it an untouchable right for many students and citizens.

Already in 2006, the Greek education ministry tried to implement reforms but had to back off after the forming of a huge student movement that organised street demonstrations and sit-ins resembling French protest culture.

The change of Article 16 has become a major dispute in Greece. The «People’s Weekly World» writes:

«Pro-education forces throughout Greece took to the streets this week for an all-out offensive of marches and demonstrations to block a parliamentary vote on privatizing the higher education system. The day the vote went to Parliament, Jan. 10, was declared a day of nationwide action.

Marches and demonstrations were held all day long in over 40 cities on the mainland and on the islands. Thousands upon thousands came out to protect the right of this and future generations to be educated. Their battle cry was “Free public education for all!”»

According to inymedia, more than 15.000 people demonstrated alone in Athens against the attempt to constitutionalise the privatisation of education (source). One week later, 20.000 went to the streets in Athens and 10.000 in Thessaloniki (source).

The final vote of the Parliament is scheduled to be held before the end of March 2007. And while the discussion inside the parliament is not expected to be fierce, protests outside will certainly be.

Which leaves us behind with at least one question: Fair enough that students do protest against the privatisation of the higher education system – but how is the public one going to get better? Students and Politics better find an answer soon because, as ESIB puts it:

«When can one say that a country is in crisis? The answer is clear: when students start street protests.«

Indeed.

Marc Prensky started it here at «Educause Review», Dennis Fermoyle over at «In the Trenches of Public Education» picks it up here, and Chris Lehmann of «Practical Theory» puts his two cents in here.

Quite interesting discussion, really.

Does learning always have to be fun?
Can it all be done by playful exploration?

I wonder.

Sometimes, let’s be honest, learning stinks and sucks. Doesn’t it?

And despite all the sweet stereotypes about non-formal education being all games and fun, learning also stinks and sucks in any experiential learning activity – no matter how funny it might be to watch.

Chris brings the discourse a little closer to non-formal education and learner-centredness:

«What we have to gain from Prensky’s argument isn’t that we should use games to teach, even if that is what he suggests. What we have to gain from the argument is this — what is it that our hobbies have in common that engage us? What is it that causes us to fall in love with doing something such that we

cialis sale

can do it for hours?»

And he adds elsewhere that

«in all the writing we do about 21st Century tools and new ways of learning, it’s important to remember that, in the end, it’s still about the personal connections we make. It’s about connecting with our students, sharing our passion for learning with them, and sharing their energy and their ideas.»

Something which is indeed forgotten far too often.