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Black Mountain College: "The Grass-Roots of Democracy" - Open Source with Christopher Lydon
"Our guest, the literary historian Louis Menand, explains that B.M.C. was a philosophical experiment intent on putting the progressive philosopher John Dewey‘s ideas to work in higher education. The college curriculum was unbelievably permissive — but it did ask that students undertake their own formation as citizens of the world by means of creative expression, and hard work, in a community of likeminded people.

The college may not have lived up to its utopian self-image — the scene was frequently riven by interpersonal conflict — but it did serve as a stage-set to some of modern culture’s most interesting personalities and partnerships."
bmc  blackmountaincollege  rutherickson  louismenand  teddreier  theodoredreier  sebastiansmee  taylordavis  williamdavis  2016  robertcreeley  jacoblawrence  josefalbers  robertrauschenberg  annialbers  davidtudor  franzkline  mercecunningham  johncage  charlesolson  buckminsterfuller  johndewey  democracy  art  music  film  poetry  cytwombly  bauhaus  experientiallearning  howwelearn  education  johnandrewrice  unschooling  deschooling  schools  schooling  learning  howelearn  howweteach  pedagogy  christopherlydon  abstractexpressionism  popart  jacksonpollock  arthistory  history  arts  purpose  lcproject  openstudioproject  leapbeforeyoulook  canon  discovery  conflict  artists  happenings  openness  rural  community  highered  highereducation  curriculum  willemdekooning  small  control  conversation  interdisciplinary  transdisciplinary  mitmedialab  medialab  chaos  utopia  dicklyons  artschools  davidbowie  experimentation  exploration  humanity  humanism  humility  politics 
october 2018 by robertogreco
Christi Belcourt on Twitter: "Education in schools is not the only form of education. The land has been my teacher for 25 years. I will never graduate and will always be an apprentice to her. The animals educate. The stars educate. Not everything can be t
"Education in schools is not the only form of education. The land has been my teacher for 25 years. I will never graduate and will always be an apprentice to her. The animals educate. The stars educate. Not everything can be taught in a brick box. Not everything should be.

Education from and on the land is needed for children. We need the next generation to be free thinkers. Unintentionally, the structures within the current education system are contributing in assimilating all children into a form of thinking that teaches them to conform.

Education in schools is affecting Indigenous nations. It’s not all positive. Hardly any of our kids knows the lands like the back of their hands any more. Hardly any knows animal traditional laws, protocols. Hardly any can survive on the land. And almost all are taught in English

Without intending it, by sending ALL our children to school, we are creating a society of dependence. Because unable to survive on the land means a dependence on goods and services. It also means a continued decline in our languages as the day is spent in English.

Even communities once entirely fluent not long ago are noticing their young people conversing in English. I was just in a community where the teenagers were fluent. But pre-teens weren’t. How can communities compete w/ English when their children are emmersed in it all day?

I don’t want to offend educators. Educators are some of the most selfless and kind people I’ve met. They go above and beyond for kids every day. My observations are about some of the long term boarder effects re: institution of education and its detrimental effects on our nations

The late Elder Wilfred Peltier once wrote that the education system harms children in a few ways. He was speaking specifically about Indigenous kids but his thoughts could be applied to all I suppose. He said it sets kids up with a skewed sense of self. (Con’t)

Elder Wilfred Peltier said children are taught early in school to be graded. He said the harm isn’t only in the child who gets low grades and is made to feel less than. The worse harm is to kids who get higher grades and are made to feel better than others.

He also said the structure of the classroom is problematic. It implies the teacher knows everything and the student knows nothing. In Indigenous communities we talk about how children are teachers and each one has unique gifts. But schools don’t nurture those gifts.

A child might be gifted in reading the stars or knowing traditional medicines. Schools eliminate that as a possibility to be apprenticed in those things. And they take up so much time in a child’s life there is no time left over for language and apprenticing in their gifts.

We will need scientists and people who have gone through school. But we also need medicine apprentices, land knowledge, language keepers and star readers. We need experts of the lakes and animals. This come from apprentiships w/ kokums and moshoms. It comes from the land itself.

In this time of climate change the world needs Indigenous knowledge more than ever. It’s in our lands and langusges. It can’t come from school. So we have to question this. And really look at it to suss out the good and the bad in a non emotional and non judgemental way.

Is there a way to have half of all Indigenous kids apprenticed full time with kokums or moshoms in land/water based education? Is there a way to identify what gifts kids will have early on and give them the life long training to nurture those gifts?

My concluding thought is the tendency will be towards “improving” or “fixing” schools to allow for more Indigenous languages or teachings etc without fundamentally changing anything. My point is the kind of education I’m talking about cannot be within the school system."
education  unschooling  deschooling  indigeneity  schooling  wilfredpeltier  christibelcourt  2018  inequality  children  authority  experience  apprenticeships  kokums  moshoms  multispecies  land  morethanhuman  canon  climatechange  experientiallearning  gifted  language  languages  landscape  colonialism  heterogeneity 
october 2018 by robertogreco
[InfoQ] JShell: A Comprehensive Guide to the Java REPL
JShell provides an interactive shell for quickly prototyping, debugging, and learning Java and Java APIs, all without the need for a public static void main or the need to compile your code before executing it. ... JShell is extremely good at providing immediate feedback.
@Article  @HOWTO  @Example  Java  Software  Prototyping  Feedback-receiving  Debugging  ExperientialLearning  Productivity  Tutorial 
october 2018 by jslu
Geetha Narayanan, Founder-Director, Srishti School - YouTube
"Design helps people to develop within themselves the capacities to make the world a better place to live - Geetha Narayanan , Founder-Director, Srishti School."
training  education  assignments  sfsh  2017  experience  experientiallearning  geethanarayanan  learning 
october 2017 by robertogreco
The software engineering rule of 3
Here’s a dumb extremely accurate rule I’m postulating for software engineering projects: you need at least 3 examples before you solve the right problem. Overfitting is a term for when see patterns in data and those patterns don’t generalize. When coding we’re often hyper-vigilant about optimizing for code deduplication, we detect incidental patterns that may not be representative of the full breadth of pattern that we would see if we knew all the different applications.
@Article  @Concept  @Example  Software  Engineering  Problem-solving  LearningFromFailure  PersonalGrowth  Productivity  ExperientialLearning  Programming  SystemArchitecture  ProgressiveImprovement  Agility  HabitRoutineAndPattern 
august 2017 by jslu

• state-approved alternative school
• all-day school (secondary education)
• ethical, socio-critical, ecological and sustainable orientated
• inter-year groups
• interdisciplinary
• individualized project plans
• based on students’ needs
• cooking and eating together
• located in an entrepreneurial environment
• very realistic approach
• strong bonds with experts / between experts and NewSchool
• co-operations with companies, institutes, academies ecc.
• social engagement “social service”
• stays in nature on a regular basis

Listen, laugh and learn!

Especially during puberty, for many students going to school means trying to avoid schoolwork and commitments, or trying to escape all the “shoulds” they hear from parents and teachers. It seems like the only goal is getting to the next grade. We founded our school to give young people a chance of a fulfilled, enjoyable school experience that helps them to feel equipped for and to be curious about life.

Our school is a laboratory, a studio where Talents are given the chance to experiment. Each Talent will explore their strengths and find out what drives them. This is done through listening, cooperating, approaching challenges in a curious way, and following unique paths. Emotional intelligence, critical thinking, and problem-solving skills are essential for us at the NewSchool. Everyone learns from everyone else.

That’s why we go out into the real world. We experience nature, visit businesses, and go wherever the action is. We also gain new inspiration through communicating with experts (e.g. via Skype) from all over the world. Entrepreneurs, artists, managers, artisans – all of these experts are welcome at our school, no matter their ethnicity or religion. They provide information and support, or give us an insight about what their real life is like.

In cooperation with teachers, coaches, and experts, Talents develop projects, which they can pursue in a creative, engaged, interdisciplinary way working in inter-year groups. Young people and adults work together equally throughout the process, one that inspires them rather than constricting their ideas. We do learn by doing. It is our actions that spur our desire to engage with issues, groups of people, nature, and ethical questions. Talents get to know their strengths in close collaboration with others, then continue to develop them with passion.

We want to discover new things together, and to be bold in adjusting learning methods to meet today’s changed circumstances. Together, we grow to meet challenges, trust life, and allow learning to begin with the needs of the student. Old school was the past – the future is NewSchool.

NewSchool – It’s my way!"
germany  berlin  schools  education  sfsh  webdev  interdisciplinary  alternative  lcproject  openstudioproject  community  experientiallearning  place-based  middleschool  webdesign 
august 2017 by robertogreco
Ghost In the Machine
"Children, of course, come into the world as very powerful, highly competent learners, and the learning they do in the first few years of life is actually awesome. A child exploring the immediate world does that pretty thoroughly in an experiential, self-directed way. But when you see something in your immediate world that really represents something very far away -- a picture of an elephant, for example -- you wonder how elephants eat. You can't answer that by direct exploration. So you have to gradually shift over from experiential learning to verbal learning -- from independent learning to dependence on other people, culminating in school, where you're totally dependent, and somebody is deciding what you learn.

So that shift is an unfortunate reflection of the technological level that society has been at up to now. And I see the major role of technology in the learning of young children as making that shift less abrupt, because it is a very traumatic shift. It's not a good way of preserving the kid's natural strengths as a learner.

With new technologies the kid is able to explore much more knowledge by direct exploration, whether it's information or exploration by getting into his sources, or finding other people to talk about it. I think we're just beginning to see, and we'll see a lot more non-textual information available through something like the Web or whatever it develops into. So there will be much more opportunity to learn before running into this barrier of the limitations of the immediate."

[via: https://larrycuban.wordpress.com/2017/07/25/seymour-papert-on-how-computers-fundamentally-change-the-way-kids-learn/ ]
seymourpapert  sfsh  technology  mindstorms  edtech  learning  howwelearn  unschooling  deschooling  1999  exploration  computation  education  schools  constructivism  contsructionism  experientiallearning  self-directed  self-directedlearning  verballearning  dependence  independence  interdependence  society 
july 2017 by robertogreco
Where’s Your School On This Spectrum? Where Do You Want It To Be? | Josie Holford: Rattlebag and Rhubarb
If you’re thinking about branding and how to market your school (and who isn’t these days?) then it’s good to have a strong agreed upon sense of who you are, how you show who you are and what people actually think.

Easy of course to make fun of both ends. One is hopelessly outdated, fuddy-duddy and not meeting the needs of children. And the other end is forever chasing the latest new and shiny thing and not meeting the needs of children.

[image: ""Where is your school?" [spectrum]

1 = traditional, the best of what has been and is now, classical, teacher-centered, standards driven.

10 = experiential, discovery model, learning focussed, innovative, ever-changing, high tech /high touch."]

And in terms of program, the 1 schools probably devote time to cursive writing, teach Latin, emphasize grammar and talk a great deal about grade inflation and enforcing the dress code. And 10 schools spend their time fighting off accusations of permissiveness and failure to teach basic skills while putting in the state-of-the-art design thinking studio. And both are implementing mindfulness because students in 1 schools need a break from the testing, grading and exam stress and in 10 schools because it’s trendy and goes with the gluten-free organic options at lunch. And so on. So complete the descriptors your way.

Where are you?

So try this quick test with your board, your admin team and the faculty. You can also try it with your parents and students when you’re ready to start engaging in the conversation around change.

So try it with your group. Is there a general agreement on where your school is on the continuum?

Where do you want to be?

Now ask this: Where do you want to be? And get everyone to jot down the number before the sharing. Now where are you?

If the two numbers are close then the work is to uncover what that actually means at your school and work on doing it even better. Then getting the word out on the why, the how and the what for.

If there’s a big gap – or if your numbers are all over the place – then you need to do work around your identity. And there’s a clear need educate folks as to who you are what you do, and why.

And what if the numbers from the board are way out of sync with the faculty and admin, let alone the families and the neighborhood reputation?

What if in the course of this exercise it becomes clear that your school is nowhere really? And that in trying to please everyone you have become the all-things-to-all-people-school? Most marketing and communication experts would probably tell you that’s a recipe for disaster.

Watch this space for what you can do about that."
sfsh  schools  identity  education  josieholford  2017  progressive  experientialeducation  purpose  clarity  branding  reputation  mindfulness  permissiveness  teaching  learning  experientiallearning 
july 2017 by robertogreco
Startup Graveyard – History Shouldn't Have to Repeat Itself
This site is a resource for entrepreneurs to avoid making the same mistakes as failed startups. We hope that this project can help de-stigmatize failure, increase transparency, create a community and improve the information on the site. It’s a lot to ask, but it starts here.
@Site  @Reference  @HOWTO  @Example  Entrepreneurship  LearningFromFailure  ExperientialLearning  History  CorporateGovernance 
may 2017 by jslu
Effective learning is interactive, not passive. Brilliant helps you master concepts in math, science, and engineering by solving fun, challenging problems.
@Site  @Service  @CourseOutline  Math  Science  Learning  Education  ExperientialLearning  Tutorial 
may 2017 by jslu

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