Abstract:

It may seem that learning and cognition are natural processes. Learning satisfies our need for cognition. Young children touch, bite and discover the world using different senses. So what happens to learning at school that so many students are excluded from the process and find it difficult to return to their natural cognitive desire - they become excluded? What learning brings to mind is not curiosity, novelty, action or cognition, after all, there is nothing practical about learning, but stress and anxiety. Instead of wanting to know, students are anxious about having to know.

What is crucial then is to react with flexibility to needs and adjust the school's activities to those who attend the school. This is why knowledge sharing is so important, but the real question is who decides on subsequent steps and measures in the educational process. We are often confronted by passivity of participants who are offered the only proper learning direction and the same forms, time and place, etc. for everyone. On the other hand, the real value are different perspectives created by people on the basis of their previous experiences, knowledge and wisdom they have. This diversity should be used to build new things by creating space for everyone to share (listen, talk and act). The chances of giving school whose actions are based on assumptions by learning organizations.

The purpose of this paper is to analyse the results of external evaluation in Polish schools in 2009-2015 within the framework of assessing compliance with the state requirements for schools and my own research about a learning organization. This paper tries to answer the question whether the purpose of a school is to take care of the educational process and include each and every student in it, or whether it only focuses on student achievements.

Keywords:

Learning organization, school.