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* All humans have the capacity to think for themselves, in order to function effectively in the local, national, and world contexts that are themselves complex emergent systems. | * All humans have the capacity to think for themselves, in order to function effectively in the local, national, and world contexts that are themselves complex emergent systems. | ||
* many contemporary educators have followed the strong arguments of Dewey and Freire for less centralized and less rigid structures: hands-on practices, multiple ways of knowing and thinking, group interactions, flexible specification of desired outcomes, and astute editing and feedback by teachers | * many contemporary educators have followed the strong arguments of Dewey and Freire for less centralized and less rigid structures: hands-on practices, multiple ways of knowing and thinking, group interactions, flexible specification of desired outcomes, and astute editing and feedback by teachers | ||
| + | * We agree that such teaching methods are effective ways to encourage independent thinking and learning. | ||
=== Classroom as a network === | === Classroom as a network === | ||
Версия 15:44, 9 декабря 2018
Содержание[убрать] |
Introduction
Education
- Education serves a variety of functions.
- All humans have the capacity to think for themselves, in order to function effectively in the local, national, and world contexts that are themselves complex emergent systems.
- many contemporary educators have followed the strong arguments of Dewey and Freire for less centralized and less rigid structures: hands-on practices, multiple ways of knowing and thinking, group interactions, flexible specification of desired outcomes, and astute editing and feedback by teachers
- We agree that such teaching methods are effective ways to encourage independent thinking and learning.
Classroom as a network
- The optimal classroom is often visualized as a clearly structured system: the teacher is the center of a radially organized network of well-defined spokes, sending out carefully packaged information to students located on the rim.
- https://link.springer.com/article/10.1007/s10833-007-9021-2
- Breakfast of Champions "What is that perfect picture which any five-year-old can paint? Two unwavering bands of light.”
How does one respond to ...
The teachers themselves identified a number of possible problems:
- How does one respond, in a collaborative learning environment, to students' needs to identify individually with their own work?
- How could these public school teachers cross the distance between playful creative classroom work and the assessment imperative of "no child left behind"?
