1.0Educational Evidencehttps://educationalevidence.com/en/educational EVIDENCEhttps://educationalevidence.com/en/author/educational-evidence/The school without a world - Educational Evidencerich600338<blockquote class="wp-embedded-content" data-secret="96lOY6BOcO"><a href="https://educationalevidence.com/en/the-school-without-a-world/">The school without a world</a></blockquote><iframe sandbox="allow-scripts" security="restricted" src="https://educationalevidence.com/en/the-school-without-a-world/embed/#?secret=96lOY6BOcO" width="600" height="338" title="“The school without a world” — Educational Evidence" data-secret="96lOY6BOcO" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" class="wp-embedded-content"></iframe><script type="text/javascript">
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https://educationalevidence.com/wp-content/uploads/2026/02/mundi.jpg900600In recent years, a concern has taken root in educational debate that can no longer be dismissed as nostalgia or resistance to change: the sense that knowledge itself is at risk. Not because it has disappeared, but because its place in the school has become unstable, secondary, almost indistinct. Among secondary teachers in particular, this perception recurs with striking regularity: ‘there’s no time to teach’, ‘everything is swallowed up by competences’, ‘bureaucracy is consuming us’.