For social and supportive school

Among the tangible signs of the renewal of the SES and the progress of its visibility, one can single out the month of the SES with its many variations in the territories. The school now also has an SSE week. The ESS laboratory, a recognized think tank for the social and solidarity economy, feels like a full partner in this adventure successfully led by ESPER, Coop FR and OCCE. ESPER brings together 43 SSE organizations that want to work together to educate “for” and “through” the social economy. The expression is beautiful! And fair.

It is better to know what SES is from childhood, broaden your horizons of knowledge, get out of one thought in economics, discover alternative business models. But this is also learn different skillsin particular collaboration and teamwork. Our societies are too exclusively oriented towards the values ​​of competition, competition, individualism. The current crises, in particular the health and environmental ones, show that the sustainability of territories, the transition to models that respect people and the environment, must include much more cooperation. However, we are not born cooperators, we become them. This is taught.

SSE School Week, supported by the Ministry of National Education and the SSE State Secretariat, helps students in their orientation by discovering careers and employers in SSE: By 2025, the SSE plans to update 750,000 jobs. It also allows you to take different actions in a very specific way and make two beautiful words of the Republic. This is taught.

So the SSE week at school teaches how to become citizen actor its territory, a value that is especially close to the heart of ESS Lab. We are convinced that the time has come to restart the great idea of ​​public education. So: long live the SSO week at school, the crucible of values ​​​​of the Republic.

Hugh Cybill

ESS Lab President

Social Economy Week at School is a national educational action that requires attention to its content, communication, partnership, learning, so that regional dynamics are born and for students to discover the principles and structures of a humanistic mode of organization in which money is a means, not an end. . In which social and educational dimensions are also internalized within the economic activity itself.

But what do we really want students to learn?

We hope that from elementary school to university, pupils and students realize that human activity can be organized in cooperationhow the social economy is dynamic and forms a solid basis for business development in the territories.

We also hope that generosity will flow through solidarity in exchange activities (collections, concerts, dinners, etc.) so that young people involved in the interdependence of a common project feel free to give away, forgetting small envy or petty tantrums.

We are also concerned that action for sustainable development does not encourage people to give up. Consumer choice is certainly part of the ecological approach, but ecology should not be without passion, without color, without life. Let’s give our young people enough ambition to justify their desire.

In this “joint work” involving youth and adults, schools and enterprises, we also express the wish that the position of the philosopher Simone Weil applies: “The virtue of justice is that, if someone is superior in an unequal balance of power, behave accurately just as if there were equality. Neither selfishness, nor altruism, but pure equality, indicating or manifesting the interchangeability of individuals.

These intentions may seem fantastic, too bad! There is still time to believe in transformational knowledge rather than conformational skills.

Veronique Barise

SSE President of the Week at School

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