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Ein ganzer Ort macht Schule <br />Zwischennutzung in Feldkirchen an der Donau – Blog – schulRAUMkultur
[translation from: www.DeepL.com/Translator

"A whole place goes to school
Interim use in Feldkirchen an der Donau
12.02.2017

Feldkirchen an der Donau is cheering and being cheered. A jewel of contemporary school construction and a committed pedagogical practice put this Upper Austrian community in the limelight. There are many reasons why this was successful. One of them was almost overlooked. The temporary use during the construction site period was an impressive feat of courage and cooperation on the part of civil society, preparing the team of female teachers for their practice in the cluster school unintentionally and, after almost 40 years, turning an advanced school concept from the 1970s into reality. The Feldkirchen hiking school is history again - but it has made history in Feldkirchen ...

The details can be read in the download. The text is the slightly revised version of my technical contribution in the magazine schulheft 163, which was published in autumn 2016. The building of fasch&fuchs.architekten, on everyone's lips, can in my opinion be understood more fundamentally, more profoundly, if the prehistory is also taken into account. This would almost be submerged in history. By a lucky coincidence I was able to salvage and secure it. It shows very well how meaningful spatial school development can be for the success of best architecture.

Meeting room of the parish in use as a school © parish Feldkirchen an der Donau

The use of architecture is a dance with habits. Architects understandably tend not to see the real (not imagined) use anymore. Usage is quickly invisible because "unseen", usage takes place after our creative phase. Therefore, both phases - phase 0, project development, and phase 10, settlement accompaniment - are relevant for school conversions that require laymen to act anew. I will report about it soon - in Leoben I was commissioned for phase 10 at the Bildungszentrum Pestalozzi - an experiment!

The reference to the original contribution in the school book 163: Zinner, Michael (2016): A whole place does school. Text contribution in: Rosenberger, Katharina; Lindner, Doris; Hammerer, Franz (2016, editor): SchulRäume. Insights into the reality of new learning worlds. schulheft 163; 41st year; StudienVerlag Innsbruck. 77–88

A whole place goes to school [.pdf]
http://www.schulraumkultur.at/perch/resources/170206-blog-zinner.michael-2016artikel.schulheft163-ueberarb-ein.ganzer.ort.macht.schule-seite77bis88.pdf "]
education  schools  schooldesign  microschools  community  temporary  sfh  lcproject  openstudioproject  communities  neighborhoods  decentralization  via:cervus  architecture  pedagogy  teaching  learning  howweteach  1970  austria  progressive  tcsnmy 
2 days ago by robertogreco
Dat School
"A learning center where children explore their interests.

Dat School provides children with the resources that allow their curiosity, playfulness, and sociability to flourish.

At Dat School, we believe that kids are naturally curious and that they learn better when making their own decisions about what, when, how and with whom to learn.

Staff is present to guide the students through their learning and to give them organizational tools. 
Want to know more? Browse through our website, visit our Facebook page, attend an info session or contact us. 
 
The organizations we're proud to be members of :
We proudly use the tools of the Agile Learning Centers.

We are a member of the Alternative Education Resource Organization

We are a member of the Alliance for Self-Directed Education"
self-directed  self-directedlearning  unschooling  lcproject  openstudioproject  education  schools  nola  neworleans  alternative 
6 weeks ago by robertogreco
center
"Center is a creative space in Inverness, California. It is a center for people and art. It is a center for groups and individuals. It is a center for creative conversation and collaboration. Center is an experiment unfolding in time and space.

Center is not THE center, but it is A center.

Center is not the center of everything, but it is a center for anything. It is the public studio of Marlee Grace and a gathering place for creative community.

This is an art center. This is a queer center. This is a quilt center. This is a center for children and elders, for knitters and poets. This is a movement center, a careful center, a center that is both quiet and loud. This is a center for peaceful, generative creativity and it is a center for radical agitation and questioning.

ABOUT THE TEAM
Center is spearheaded by Marlee Grace, an improviser & writer who lives in Point Reyes Station, California.

It is made possible by an ever expanding team of creative friends whose contributions shape it's evolving form. These people include Nickey Jorgensen, Nicole Lavelle, Justin Boyer ... and maybe YOU! Let's collaborate."
marleegrace  art  lcproject  openstudioproject  nicolelavelle  justinboyer  nickeyjorgensen  inverness  marin 
8 weeks ago by robertogreco
Children learn best when engaged in the living world not on screens | Aeon Essays
"As a parent, it is obvious that children learn more when they engage their entire body in a meaningful experience than when they sit at a computer. If you doubt this, just observe children watching an activity on a screen and then doing the same activity for themselves. They are much more engaged riding a horse than watching a video about it, playing a sport with their whole bodies rather than a simulated version of it in an online game.

Today, however, many powerful people are pushing for children to spend more time in front of computer screens, not less. Philanthropists such as Bill Gates and Mark Zuckerberg have contributed millions of dollars to ‘personal learning’, a term that describes children working by themselves on computers, and Laurene Powell Jobs has bankrolled the XQ Super School project to use technology to ‘transcend the confines of traditional teaching methodologies’. Policymakers such as the US Secretary of Education Betsy DeVos call personalised learning ‘one of the most promising developments in K-12 education’, and Rhode Island has announced a statewide personalised learning push for all public school students. Think tanks such as the Brookings Institution recommend that Latin-American countries build ‘massive e-learning hubs that reach millions’. School administrators tout the advantages of giving all students, including those at kindergarten, personal computers.

Many adults appreciate the power of computers and the internet, and think that children should have access to them as soon as possible. Yet screen learning displaces other, more tactile ways to discover the world. Human beings learn with their eyes, yes, but also their ears, nose, mouth, skin, heart, hands, feet. The more time kids spend on computers, the less time they have to go on field trips, build model airplanes, have recess, hold a book in their hands, or talk with teachers and friends. In the 21st century, schools should not get with the times, as it were, and place children on computers for even more of their days. Instead, schools should provide children with rich experiences that engage their entire bodies.

To better understand why so many people embrace screen learning, we can turn to a classic of 20th-century French philosophy: Maurice Merleau-Ponty’s Phenomenology of Perception (1945).

According to Merleau-Ponty, European philosophy has long prioritised ‘seeing’ over ‘doing’ as a path to understanding. Plato, René Descartes, John Locke, David Hume, Immanuel Kant: each, in different ways, posits a gap between the mind and the world, the subject and the object, the thinking self and physical things. Philosophers take for granted that the mind sees things from a distance. When Descartes announced ‘I think therefore I am’, he was positing a fundamental gulf between the thinking self and the physical body. Despite the novelty of digital media, Merleau-Ponty would contend that Western thought has long assumed that the mind, not the body, is the site of thinking and learning.

According to Merleau-Ponty, however, ‘consciousness is originally not an “I think that”, but rather an “I can”’. In other words, human thinking emerges out of lived experience, and what we can do with our bodies profoundly shapes what philosophers think or scientists discover. ‘The entire universe of science is constructed upon the lived world,’ he wrote. Phenomenology of Perception aimed to help readers better appreciate the connection between the lived world and consciousness.

Philosophers are in the habit of saying that we ‘have’ a body. But as Merleau-Ponty points out: ‘I am not in front of my body, I am in my body, or rather I am my body.’ This simple correction carries important implications about learning. What does it mean to say that I am my body?

The mind is not somehow outside of time and space. Instead, the body thinks, feels, desires, hurts, has a history, and looks ahead. Merleau-Ponty invented the term ‘intentional arc’ to describe how consciousness connects ‘our past, our future, our human milieu, our physical situation, our ideological situation, and our moral situation’. He makes readers attend to the countless aspects of the world that permeate our thinking.

Merleau-Ponty challenges us to stop believing that the human mind transcends the rest of nature. Humans are thinking animals whose thinking is always infused with our animality. As the cognitive scientist Alan Jasanoff explains in a recent Aeon essay, it is even misleading to idealise the brain independent of the rest of the viscera. The learning process happens when an embodied mind ‘gears’ into the world.

Take the example of dancing. From a Cartesian perspective, the mind moves the body like a puppeteer pulls strings to move a puppet. To learn to dance, in this paradigm, a person needs to memorise a sequence of steps. For Merleau-Ponty, on the contrary, the way to learn to dance is to move one’s physical body in space: ‘in order for the new dance to integrate particular elements of general motricity, it must first have received, so to speak, a motor consecration.’ The mind does not reflect and make a conscious decision before the body moves; the body ‘catches’ the movement.

Philosophers have long attributed a spectatorial stance to the mind, when in fact the body participates in the world. It is common sense that the head is the ‘seat of thought’, but ‘the principal regions of my body are consecrated to actions’, and the ‘parts of my body participate in their value’. People learn, think and value with every part of their bodies, and our bodies know things that we can never fully articulate in words.

Surely, one could reply, this might be true for physical activities such as dancing but does not apply to all intellectual pursuits. Merleau-Ponty would respond: ‘The body is our general means of having a world.’ Everything we learn, think or know emanates from our body. It is by walking through a meadow, hiking beside a river, and boating down a lake that we are able to appreciate the science of geography. It is by talking with other people and learning their stories that we can appreciate literature. Buying food for our family infuses us with a conviction that we need to learn mathematics. We cannot always trace the route from experience to knowledge, from a childhood activity to adult insight. But there is no way for us to learn that bypasses the body: ‘the body is our anchorage in a world’.

Merleau-Ponty would not be surprised if people showed him students learning on a screen. Students can project themselves into the world that they see on a screen, just as many people are capable of thinking abstractly. As long as children have had some exposure to the world and other people, they should be able to make some sense of what they see on screens.

Still, Merleau-Ponty gives us reasons to resist the trend towards computer-based education. Proponents of personalised learning point to the advantages of having kids on computers for much of the school day, including students working at their own pace to meet learning objectives. However, from a phenomenological perspective, it is not clear why students will want to do this for very long when the experience is so removed from their flesh-and-blood lives. Teachers and parents will have to use incentives, threats and medication to make children sit at computers for long stretches of time when children want to run, play, paint, eat, sing, compete and laugh. To put it bluntly: advocates of screen learning sometimes seem to forget that children are young animals that want to move in the world, not watch it from a distance."
children  learning  nature  bodies  education  schools  howwelearn  2018  nicholastampio  howwethink  mauricemerleau-ponty  1945  plato  descartes  johnlocke  kant  davidhume  perception  screens  digital  technology  senses  personalization  sfsh  tcsnmy  lcproject  openstudioproject  body 
9 weeks ago by robertogreco
Scratching the Surface — 86. Anab Jain
"Anab Jain is a designer, futurist, filmmaker and educator. As Co-founder and Director of Superflux, she hopes to realise the vision of the Studio as a new kind of design practice, responsive to the challenges and opportunities of the twenty-first century. She also teaches at the University Applied Arts in Vienna and gave a TED Talk last year on design’s role in imagining new futures. In this episode, Anab and I talk about Superflux’s blend of client and speculative work, her background in filmmaking, and pushing up against disciplinary boundaries."
anabjain  jarrettfuller  2018  jamescscott  simonedebeauvoir  superfluc  speculativefiction  speculativedesign  design  andreitarkovsky  film  filmmaking  education  teaching  transdisciplinary  crossdisciplinary  jean-lucgodard  criticaldesign  designeducation  kellereasterling  infrastructure  lcproject  openstudioproject  camerontonkinwise 
10 weeks ago by robertogreco
Paper Road, by Nicole Lavelle
"PAPER ROAD is a book. It is a research narrative capturing my process of re-orienting myself to an important home-place. A heart-place.



This book is the final document of a year-long research project conducted while I was a Graduate Fellow at the Headlands Center for the Arts from July 2016 to July 2017.

What is PAPER ROAD about? See a weird concept framework I made for this project.

The research process and story both begin at my family's summer cabin in Lagunitas, California. I have spent a lot of time in this place. I use houses as vessels for situating my own located experience within broader California cultural contexts and land use histories. The book is a non-linear narrative of fragments, recontextualized image and text collected from private and public archives and collections. The content I assembled from research materials is annotated in first-person narrative, explaining the wild connections that emerged between everything.

The book contains 450 pages of annotated narrative, an introductory essay, a conversation with archivist and independent scholar Rick Prelinger, a non-functional (but poetic!) index, and a bibliography."
nicolelavelle  books  place  lagunitas  archives  rickprelinger  bibliographies  indices  culture  classideas  projectideas  lcproject  openstudioproject  experience  california  collections  curation  research  storytelling  identity  2016  2017 
10 weeks ago by robertogreco
Isabel Rodríguez on Twitter: "The most important goal of any person working with children should be doing no harm. The most important goal of any teacher preparation program should be about unlearning violence, disrespect, prejudices and abuse of power a
"The most important goal of any person working with children should be doing no harm. The most important goal of any teacher preparation program should be about unlearning violence, disrespect, prejudices and abuse of power against children. Everything else is secondary.

With enough willingness and some help, we can learn almost anything we want at any age, but some emotional scars take a lifetime to heal and some never heal.

As I said once before, teachers' experiences and knowledge of students are limited, biased and fragmented. They didn't know them when they were just happy kids living life. They don't know what they are like when they are at home. They stop seeing them after they leave school.

And considering that our world's most threatening problems have not much to do with lack of knowledge, but much to do with power imbalances, violence, lack of empathy, alienation, property rights, and the commodification of human beings...

The emphasis of conventional schools on having well managed classrooms and making children learn is shortsighted and misguided.

If anything, schools should be about communities where children are allowed to co-exist as equals and where they are given access to the resources they need in order to learn for their own purposes and on their own terms, not those of the structures seeking to exploit them.

And if our main concern is social justice, schools could be meeting places, places of discussion, places of access to information, places of access to learning resources that most people would not be able to afford on their own.

However, the maintenance of strong hierarchies and attempts to control what children should learn and how they should behave are contradictory to the notion of wanting create a world of equals were people are not treated as tools or commodities for someone else's purposes.

In fact, if we were truly serious about social justice, schools would be open to their communities, people could keep attending school throughout their lives as fellow learners or fellow teachers, and schools would transcend their walls. https://www.youtube.com/watch?v=WkiX7R1-kaY

It is only in an unequal world in which we are valued in terms of the economic value we produce, in which we are disposable, and in which many are deemed arbitrarily as undeserving or useless...

that we learn to think of ourselves as something with a useful life, an expiration date and in need of a certificate or letter of acceptance...

that countless human beings are forced to obtain a diagnosis in order to be able to exercise some of their most basic rights...
The right to learn differently should be a universal human right that’s not mediated by a diagnosis. http://boren.blog/2018/07/29/the-right-to-learn-differently-should-be-a-universal-human-right-thats-not-mediated-by-a-diagnosis/

It is only in a world in which competition, scarcity and exclusion are normalized that we learn to think of learning as something happening exclusively within schools' walls in which there is not enough space or enough money for everyone to attend.

It is only in a world in which competition, scarcity and exclusion are normalized that we learn to think that assigning grades and sorting children is okay."
isabelrodríguez  sfsh  schools  schooling  unschooling  deschooling  hierarchy  horizontality  community  lcproject  openstudioproject  agesegregation  2018  rynboren  mitchaltman  hackerspaces  makerspaces  dignity  parenting  children  power  control  exploitation  coercion  race  racism  prejudice  abuse  empathy  alienation  labor  work  capitalism  solidarity  propertyrights  commodification  humanrights  humans  learning  howwelearn  school  schooliness 
11 weeks ago by robertogreco
Home - SPARCinLA - Social and Public Art Resource Center | ART | COMMUNITY | EDUCATION | SOCIAL JUSTICE | SINCE 1976
"Our Mission
SPARC’s intent is to examine what we choose to memorialize through public art, to devise and innovate excellent art pieces; and ultimately, to provide empowerment through participatory processes to residents and communities excluded from civic debate. SPARC’s works are never simply individually authored endeavors, but rather a collaboration between artists and communities, resulting in art which rises from within the community, rather than being imposed upon it.

• The ideas we propagated have gained credibility over the years:
• That art was for everyone regardless of their status in society
• That the distinctions between high and low art, fine art and folk art were false
• That innovation is important only while nurturing the significant traditions in which various ethnic groups preserve their cultures
• That art should not dwell only in rarefied halls but in the places where people live and work
• That the process not only the product, is the measure of the value of an art work
• That all Americans could be participants in the making of art and that collaborations work
• And last… That the arts can have significant transformative impact on the most significant social problems of our time"

SPARC’s INHERENT NATURE
SPARC was born in a time of change – the 1970s. It has, since its inception, been a catalyst for social change through the arts and a home for artistic innovation. Being a catalyst has often meant handling the many currents that flow through historical events at the moment they are occurring and working outside of typical art venues in the places where people live and work.

SPARC is a facilitator – finding ways to tell richly textured stories that help community participants and artists achieve a measure of change and transformation. SPARC endeavors to communicate to the larger public – the means of communication may take many forms, from built architectural monuments, to murals or to new technological spaces such as the Internet. As with many organizations that articulate new visions and push the edges of content and aesthetics, SPARC is determined to be sustainable and relevant to the time we are living.

Since it was founded in 1976 by Chicana muralist and Distinguished UCLA Professor Judith F. Baca, Filmmaker/Director Donna Deitch, and Artist/Teacher Christina Schlesinger, SPARC’s artistic direction was formulated with the concept that the arts could be engaged with the most important issues of our time and that ordinary people/community members could be participants in the arts. SPARC chose to amplify the voices of those marginalized in our Los Angeles communities and to provide a new vision of what art could do: women, people of color, poor and working people, day laborers, youth, prisoners, etc became the focus in our programming. We believed, then as we do now, that art can exist in places where people live and work, therefore we are focused on a new “public art.” Our works are monuments that rise out of communities; memorializing what the people choose to remember.

Since 1976, we have taken the work to blighted streets in the inner city of Los Angeles and to concrete flood control channels; scars where our rivers once ran. We painted a 1/2-mile of the river with murals with 400 youth, built parks in vacant lots, hung photographic tapestries in senior citizens centers, and built sculptures for children to play on in vacant lots and produced hundreds of murals. Los Tres Grandes of Mexico, the popular culture of low riders, tattoos and political street writing, transformed by the aesthetics of each changing cultural group with whom we work, informed our sense of beauty and order. We continue to capture the rhythm of the streets in giant works that place an ethnic face on a city where a 129 languages are spoken in our schools but whose life and aesthetics are often not represented in the cities physical and aesthetic environments.

This concept, now more accepted, was radical in an era of “arts for arts sake” thought, during which we pioneered these aesthetic values. However, the need for our work has steadily grown with the massive demographic shifts affecting our city and country. Still today, no issue raised by a community is too difficult for us to approach with an artistic solution. In 1977, we opened the center with the ‘Jail House Break’ celebration and examined our own home, the former Venice Police Station and its historic use.

Today we have contemporized our historic processes through the incorporation of technology in our UCLA@SPARC Digital/Mural Lab where we produce large scale imagery both painted and digitally printed, work with communities across the country and internationally over the internet, and continue to innovate new materials that seek permanence in outdoor environments. Our programs have been widely emulated across the country and internationally as we continue to stay on the cutting edge of innovation of large-scale public art works and community interactive processes. Organizations like SPARC maintain the spirit and substance of transformation we need no more than ever in our city and country, by visualizing change through the arts and by engaging our communities in much needed civic discourse.

KEY ACCOMPLISHMENTS OF SPARC FROM 1976-2013
1) 1976-Present: The Great Wall of Los Angeles 1/2 mile-long Mural/Education Project is one of Los Angeles’ true cultural landmarks and one of the country’s most respected and largest monuments to inter-racial harmony. SPARC’s first public art project and its true signature piece, the Great Wall is a landmark pictorial representation of the history of ethnic peoples of California from prehistoric times to the 1950’s, conceived by SPARC’s artistic director and founder Judith F. Baca. Begun in 1974 and completed over six summers, the Great Wall employed over 400 youth and their families from diverse social and economic backgrounds working with artists, oral historians, ethnologists, scholars, and hundreds of community members.

2) 1988-2002: Neighborhood Pride, a program initiated and developed by SPARC and sponsored by the City of Los Angeles Cultural Affairs Department produced 105 community artworks in every ethnic community in Los Angeles, commissioned 95 artists and trained over 1800 youth apprentices. In 2002 alone (the last year of the program), SPARC conducted 80 community dialogues citywide with community participants determining the placement and content of 15 new large-scale public artworks. These works confronted some of the most critical issues in our city such as; the on going migration and integration of the Central Americans particularly in the 1980’s to Pico Union from el Salvador, Nicaragua and Guatemala, and the changing demographics in our schools, creating the phenomena of “ chocolate schools in vanilla suburbs” which has resulted in the demise of the age old “neighborhood school’ concept in many Los Angeles communities.

3) 1990-Present: World Wall: A Vision of the Future Without Fear, conceived by Judith F. Baca, consists of seven 10’ x 30’ portable mural panels on canvas. This 210’ mural addresses contemporary issues of global importance: war, peace, cooperation, interdependence, and spiritual growth. As the World Wall tours the world, seven additional panels by artists from seven countries will be added to complete this visual tribute to the “Global Village.”

4) 1976-Present: The Mural Resource and Education Center (MREC): In the course of our community cultural development work we have amassed one of the country’s largest collections of written and visual information about public art, including an archive of over 60,000 mural slides. Hundreds of students, educators, scholars, artists and art historians avail themselves of the MREC’s resources each year. In addition, the MREC sponsors public mural tours, giving visitors and Angelenos alike an opportunity to view the city’s unique outdoor gallery.

5) 1976-Present: The Dúron Gallery: SPARC’s headquarters in the 10,000 square foot facility of the 1929 old art deco Venice Police Station in Venice California houses a converted cellblock exhibition space. Exhibitions take place year round in the facility, which is well known for exhibitions of socially relevant work and the work of children and youth. SPARC’s programming recognizes the vital function the arts play in any social justice movement.

6) 1996-Present: The UCLA@SPARC Digital/Mural Lab is the leading research and production facility in the country devoted to the creation of large-scale digitally generated murals, educational DVD’s, animations, community archives and digital art. In its community setting at SPARC’s headquarters in the old Venice jail, the Lab develops new methods for combining traditional mural painting techniques with computer generated imagery, collaborates across distance with local, national and international communities to create public art expressing the concerns of diverse communities, and develops new methods of preservation and restoration for mural art through use of digital prints and new materials.

7) 2005-2009: Otis School of Art & Design/Digital Media lab for High School Students @ SPARC: O TEAM: Otis Teens, Educators, Artists and Mentors: O TEAM prepares Venice youth for a productive life through skill-based art and design education and mentoring to facilitate their personal development and entry into higher education and the workplace. The O TEAM program is designed to support the aspirations of young people, instill core values, and reinforce self-esteem by providing them with the tools to succeed. O TEAM meets downstairs in SPARC’s basement; the students fondly call their group “Underground Roots.”

8) 2008-Present: Planet Siqueiros Peña, is inspired by Mexican muralist David Alfaro Siqueiros and the South American musical Peñas, which produced a wave of music that utilized old rhythms to express new realities. The movement emerged during the 1960s in … [more]
losangeles  art  education  venicebeach  socialjustice  community  lcproject  openstudioproject  arts  via:carwaiseto  restoration 
12 weeks ago by robertogreco
Agile Learning Centers - Education Evolved
"Agile Learning Centers are an expanding network of micro-schools leveraging agile tools to support self-directed education

Beyond Your Dreams
Agile Learning Centers restore the joy of learning with a surprisingly effective educational approach: intentional culture supporting self-directed learning reinforced by agile management tools.

What does that mean?

Self-Directed: Humans are natural learners. When children get to follow their passions, they engage deeply, learning more quickly and thoroughly – covering years of content in weeks at the time they choose to learn it.

Intentional Culture: At ALCs children feel they are heard, they belong, and they make a difference. As social creatures, we thrive in this kind of vibrant community which builds our confidence, heightens our communication skills, and calls forth our best selves.

Agile Management Tools: We use practical and concrete tools to make these lofty-sounding ideals real and reliable. These tools and practices provide visible feedback, effective self-management, clarity of purpose, and easy integration of new patterns as needs change.

A 21st Century Education
Children today will need to succeed in a very different world than the one we’ve known – one completely outside the reach of traditional schooling.

Gone is the era of stable corporate employment. The future is in the hands of the entrepreneurs, freelancers, and creative community builders. The skill set required to identify an opportunity, organize a team, plan the work, execute to fulfillment, and build your reputation from these successes does not come from “Sit down! Shut up! Learn what I tell you to! Now barf it onto this test.”

Children need a setting to develop their fluency in digital media, their social, cultural and emotional intelligence, motivation, self-knowledge, and their sense of purpose. They need a platform for sharing their learning in a digital portfolio with a collaborative community.

Learn more about our educational model or visit an ALC near you to see it in action…

Education Model: The Agile Tree
Some things are central to what ALCs are about, while other elements are flexible and may vary between communities. We use a metaphor of a tree to illustrate this aspect of the ALC educational model more clearly.

The soil we grow from is trust: in students, in each other, in you. The four assumptions—roots—which ground us are as follows:

• Learning: Learning is natural. It’s happening all the time.
• Self-Direction: People learn best by making their own decisions. Children are people.
• Experience: People learn more from their culture and environment than from the content they are taught. The medium is the message.
• Success: Accomplishment is achieved through cycles of intention, creation, reflection and sharing.

We recognize twelve guiding principles as branches which communities refer to when developing new tools and practices.

Principles: The Agile Branches
The tools and practices that we use in Agile Learning Centers emerge as leaves on one or more branches. These branches depict the guiding principles we use to translate theory into practice and ideals into action.

Agility: Make tools and practices flexible, adaptable, easy to change… or change back again. Too much change all at once can be disorienting — try gentle changes over multiple iterations to see what’s working.

Infinite Play: Play infinitely, grow infinitely. Play is one of the most powerful paths to growth. The concept of infinite play reminds us that games aren’t about winning; changing rules and boundaries is part of playing, letting players constantly expand the game of outrageous personal growth to incorporate new players and new frontiers.

Amplifying Agency: Ensure tools support personal choice and freedom as well as responsibility for those choices. Everyone should have the opportunity to participate in designing and upgrading the structures which guide them.

Culture Creation: Acknowledge and use the water you’re swimming in. We shape culture; culture shapes us. A powerful, positive culture is the strongest, most pervasive support structure a learning community can have. Develop collective mastery rather than restrictive rule-making. Intentional culture building supports intentionality in other domains as well.

Facilitation: Clarify, simplify, and connect. Don’t introduce unnecessary complexity. Hold coherence for personal growth in an empowered cultural context. Connect kids to the larger social capital of their community as they seek learning resources. Combine many principles and intentions into a single tool or practice, instead of trying to maintain more of them.

Visible Feedback: Make choices, patterns, and outcomes visible to participants so they can tune their future behavior accordingly. Make the implicit explicit and expand transparency. These practices empower and build trust among community members.

Respect for each other’s time and space: Hold no unnecessary meetings. Keep all meetings tight, productive and participatory. Honor commitments, as well as scheduled start and end times for happenings. Check-in before creating work for someone else. Be thoughtful about taking up shared space.

Support: Provide maximum support with minimal interference. As adults, we often need support reaching our goals and fulfilling our intentions; so do children. We create supportive structures, practices, culture, and environments. However it’s important to remember that support is not direction — it does not mean making their decisions for them or intervening and managing their processes. Support that takes up too much space becomes counterproductive.

Relationship: Be real. Be accepting. Respect differences. Authentic relationship is the basis of partnership, communication, collaboration, and trust between students and staff. Support self-expression, self-knowledge and self-acceptance, letting the experience of nurturing relationship teach the power of interrelatedness and community.

Full-spectrum Fluency: Embrace multiple intelligences, modes of expression, and learning styles. Nurture multiple literacies. A functional education for today’s world needs to focus on more than just “book-learning” textual, numerical, analytical, or memorization skills. Social, relational, digital, and a variety of other skill sets are now essential; recognize and develop them as such.

Shareable Value: Make value received from learning visible and sharable. Use tracking systems, record measurable progress, generate documentation (blogs, portfolios, images), and teach others.

Safe Space-making: Provide an environment of physical, social, and emotional safety. Set and keep critical boundaries. Foster great freedom within an appropriate frame of safety and legality, so that kids’ energy can be freed up to focus on learning instead of protecting themselves."
microschools  education  agilelearning  lcproject  openstudioproject  learning  unschooling  deschooling  self-directed  self-directedlearning 
july 2018 by robertogreco
SUPER. AND HUMAN
"The Why

I learned recently that my story doesn't belong to me. Also, it worries me that if I don't tell my own story then someone else might do so incorrectly or coopt it.

When I look up stuff about this, I don’t find many Black & Brown men speaking from a position of experience. There might be an academic type talking about the research and statistics. You might find media personas talking about the phenomenon not being acknowledged or addressed. Maybe there's a celebrity who's open about it with a smile and they talk about how much they love their therapist. What is hard to come across is someone with whom I can relate. A low income, previously religious, Black/Brown man who's a first generation college grad that's not exactly on the other side of the mountain. Representation matters.

I don't know exactly where this will lead. I have considered the potential outcomes and some are not favorable. Stigma and misconception abound. It's also possible that this will be beneficial to someone. I guess that's what matters the most.

So here it is. My truth.

The What

So, what is this exactly?

It's a look at the intersection of race/ethnicity, education, and mental health. All through the lens of me. It's that simple.

Some vignettes to start. Later, something a little more op-ed.

After that, let's see..."

[Via: "We explore…gifted students, twice exceptional students, educators who shift from traditional to self-directed education, civic connections, the truth about college, and giving black and brown children more access.

Anthony Galloway wasn’t willing to be another cog in the system.

He’s a smart, twenty-something year old African-American man who chose to go into the field of education. He came up through the system, and learned how to excel in it. He also knew that he wanted to be part of the change in public education that allowed children of color access to the same resources and opportunities as children in white schools or private ones.

Anthony co-founded an Agile Learning Center, now facilitated by both him and long-time educator, Julia Cordero. I think you’re gonna find this discussion interesting because Anthony’s an educator who saw the school system for what it was and is, and started his own school to create something better."
http://www.akilahsrichards.com/heartwood/

"In this episode, Atlanta-based SDE facilitator and education entrepreneur, ANTHONY GALLOWAY II, speaks on moving past the mental aspect of self-care over to the literal practice. You’ll also learn about two Atlanta events in support of Self-Directed Education, both of which Anthony is playing a major role in bringing to the city. Also, the Jamaican patois term “Dat nuh mek it” basically means “that isn’t nearly enough.” In other words, something needs leveling up, because in its current state, it just won’t do. You’re welcome! #POCinSDE"
http://www.akilahsrichards.com/61/ ]
anthonygalloway  education  learning  unschooling  deschooling  race  mentalhealth  codeswitching  experience  racism  howwelearn  school  schooling  lcproject  openstudioproject 
july 2018 by robertogreco
How He's Using His Gifts | Akilah S. Richards
"We explore…gifted students, twice exceptional students, educators who shift from traditional to self-directed education, civic connections, the truth about college, and giving black and brown children more access.

Anthony Galloway wasn’t willing to be another cog in the system.

He’s a smart, twenty-something year old African-American man who chose to go into the field of education. He came up through the system, and learned how to excel in it. He also knew that he wanted to be part of the change in public education that allowed children of color access to the same resources and opportunities as children in white schools or private ones.

Anthony co-founded an Agile Learning Center, now facilitated by both him and long-time educator, Julia Cordero. I think you’re gonna find this discussion interesting because Anthony’s an educator who saw the school system for what it was and is, and started his own school to create something better."
akilahrichards  anthonygalloway  schools  education  unschooling  deschooling  gifted  juliacordero  race  schooling  self-directed  self-directedlearning  lcproject  openstudioproject  children  howwelearn  learning  praise  comparison  alternative  grades  grading  curiosity  libraries  systemsthinking  progressive  reading  howweread  assessment  publicschools  elitism  accessibility  class  highered  highereducation  colleges  universities  unpaidinternships  studentdebt  testing  standardization  standardizedtesting  agilelearning  community  collaboration  sfsh  tcsnmy  freeschools  scrum  cv  relationships  communities  process  planning  documentation  adulting 
july 2018 by robertogreco
Heartwood Agile Learning Center
"About Us
Heartwood Agile Learning Center is a K-12th independent school that facilitates Self Directed Education. We adapt the tools and practices of Agile Management & Sociocracy to help students individualize their learning within the context of a collaborative community. Heartwood ALC is committed to using intentional culture creation to amplify student agency and promote social justice. Our students are encouraged to explore their passions and curiosities in order to simultaneously discover and create their path in life.

Vision
A community where parents and Facilitators partner together to help young people define their life mission and role in their community.

Purpose
To provide and support self-directed education that plays an active role in the liberation and empowerment of historically disenfranchised and marginalized students."

[via: http://www.akilahsrichards.com/heartwood/ ]

[See also:
http://www.akilahsrichards.com/61/
https://www.superandhuman.me/ ]
unschooling  self-directed  self-directedlearning  deschooling  anthonygalloway  juliacordero  lcproject  openstudioproject  education  schooling  schools 
july 2018 by robertogreco
Mc Allen Profile and Activity - Curbed
[Also collected here: https://sf.curbed.com/summer-of-muni ]

[So far at the time of this bookmarking, updated [18 July 2018]:

"Summer of Muni: Riding each line from start to end
A San Francisco dad and his two kids will attempt to ride every Muni line—from terminus to terminus—this summer"
https://sf.curbed.com/2018/6/27/17506718/ride-muni-every-line-diary-summer

"Summer of Muni: From the 56-Rutland to the 25-Treasure Island"
https://sf.curbed.com/2018/7/3/17527494/summer-of-muni-bus-folsom-treasure-island-transportation

"Summer of Muni: Blaring F-Market horns and a trip to Lands End"
https://sf.curbed.com/2018/7/10/17550268/summer-of-muni-transit-dad-kids-challenge-sf

"Summer of Muni: What’s in a name, 44-O’Shaughnessy?"
https://sf.curbed.com/2018/7/18/17578600/muni-challenge-ride-bus-oshaughnessy-eureka ]
sanfrancisco  muni  parenting  children  cv  schoolhouse  libraries  publictransit  transportation  adventuredays  tcsnmy  lcproject  openstudioproject 
july 2018 by robertogreco
🔠 Jack and the Magic Key | Buttondown
"It’s 2007: I’m sat in the kitchen watching a family friend and her four year old son talk to my mom. Over the course of a few minutes I notice how this kid, Jack, is starting to get bored; his eyes roll into the back of his head and all of his limbs begin to fidget independently of the host as if he’s possessed by the spirit of boredom itself.

In a flash my mom notices this before her friend does. Her eyes dart around the room, looking for something, anything, to entertain Jack with. Coming up short, my mom grabs the closest thing that was on the table: a key. I think it unlocked one of the older cabinets we had lying around back then so it was very nondescript and boring; it didn’t have any patterns on it, or engravings, and it certainly wasn’t imbued with ancient magic of any kind.

But my mom gets down to Jack’s level and hijacks his attention with the key. She twirls it between her fingers and Jack’s eyes expand to the size of saucers.

My mom whispers in his ear.

“This key opens a door somewhere in our home,” her hand outstretched, sweeps across the air as if our house was a castle in the Scottish highlands, a scary and adventurous place that little Jack might get lost in. “And this very special key opens a very special door. So Jack…” My mom pauses for emphasis “…you’re the only one that can help me find it.”

At this point all of Jack’s boredom had been converted into pure, unbridled excitement and his smile almost hopped off his round face in the rush of this new adventure. He spent the rest of the afternoon darting around the house trying the key on everything; on books and chairs, walls and fireplaces, and even his mother’s knee.

*******

I didn’t realize this until I was an adult but when I was a young kid my family went bankrupt and my father’s successful business disappeared almost over night. Our small family, just my dad, my mom, my brother and me, lost everything. Our grandparents died and we’d been ostracized from cousins, sisters and distant brothers before I was born and so there was no-one to call for backup.

After my dad finally relented in telling us the details decades later I remembered that for years my brother and I had slept on the floor without a mattress. We didn’t have wallpaper. We had no toys or even a television until we were much older.

Whilst my dad was throwing himself into the maw of tax collectors and shady debt men, my mom was left dealing with two young children almost entirely alone. And so she learned quickly how to entertain us on a budget. Without any money to pay for toys my mom had to make the ordinary extraordinary. Our empty bedroom became a jungle, the couch a train, the stairway a place where Pokémon could be found and fought. And yes, even boring nondescript keys became potent with magic and prophesy.

That unbound excitement in boring things, that sort of curiosity in the world around us is what we so desperately need more of. We need excuses to play, to experiment, to dream during the daytime. And I think it was that key that my mother held in her hand that afternoon that made me want to be a writer and a designer. It’s what ultimately sparked my curiosity in typography, letters, and writing as well because I knew that I wanted to give others that feeling of infinite hope and that sense of wonder, too.

This is most certainly going to be a non-sequitur but for some reason all of this reminds me of Mary Reufle’s Madness, Rack and Honey where the poet describes what the perfect English Literature class in a highschool might look like. In the book, Mary writes:
My idea for a class is you just sit in the classroom and read aloud until everyone is smiling, and then you look around, and if someone is not smiling you ask them why, and then you keep reading—it may take many different books—until they start smiling, too.
"
robinrendle  education  curiosity  boredom  2018  parenting  play  maryreuffle  learning  howwelearn  unschooling  engagement  resourcefulness  cv  experimentation  creativity  keys  scrappiness  lcproject  openstudioproject  nexttonothing 
july 2018 by robertogreco
LOKI
"LOKI is a multidisciplinary design and communications studio working at the intersection of graphic design and social change. Our practice is rooted in social justice principles, focusing on collaboration and community building, cultural production and publishing, activist research and political mobilization. LOKI creates images, objects, and experiences that engage, empower, and oppose.

The studio is based in Montreal / Tiohtià:ke and was founded in 2014 by graphic designer, educator and community organizer Kevin Yuen Kit Lo. LOKI’s work has been widely published, exhibited and awarded, and Kevin regularly presents on design theory and grassroots activism.



LOKI est un studio de design et de communication multidisciplinaire travaillant à l’intersection du design graphique et du changement social. Notre pratique est ancrée dans les principes de justice sociale et met l’accent sur la collaboration et le développement communautaire, la production culturelle et l'édition, la recherche militante et la mobilisation politique. LOKI crée des images, des objets et des expériences engageantes, encourageantes et contestatrices.

Le studio est situé à Montréal / Tiohtià:ke et a été fondé en 2014 par Kevin Yuen Kit Lo, designer graphique, éducateur et organisateur communautaire. Le travail de LOKI a été largement publié, exposé et récompensé et Kevin se prononce régulièrement sur la théorie du design et l’activisme populaire."



"Team

Kevin Yuen Kit Lo (Principal & Creative Director) has been working in graphic design since 2001. His experience bridges art direction, graphic and interactive design at leading agencies, to creating campaigns and visuals for front-line social justice movements and grassroots community organizing work. He is a member of Memefest, Artivistic, and Howl Arts, co-initiated the Imaging Apartheid poster project, and has previously been a member of the boards of ARCMTL and Articule. Between 2004 – 2014, he published the experimental literary arts zine Four Minutes to Midnight. Kevin holds an MA in Graphic Design from the London College of Printing, and a Graduate Certificate Degree and BFA from Concordia University, where he currently teaches in the Design and Computation Arts department.

Marie-Noëlle Hébert (Graphic Designer) is specialized in print design and typography. Her personal research practice explores the dialogic function of aesthetic practices and aims to uncover how the language of graphic design can be used to stimulate disciplinary and socio-cultural discourse. In addition to her position at LOKI, she acts as communications coordinator at the Cinema Politica Network, a non-profit committed to exhibiting and supporting independent political documentary across the globe. Marie-Noëlle holds a Master of Design from York University, a BFA in Design Art from Concordia University, as well as a CÉGEP degree in photography.

Lolo Sirois (Outreach Coordinator, Illustration) has been working in art/design and education since 2006. Their practice includes illustration in wet and dry media, silkscreening, lino-cut, hand lettering, sign painting, stencil-making and graphic design for both grassroots groups and questionable food production companies. They strive to make resources in art and design more accessible to affect social change through collective projects such as the Sidetracks Screenprinting Collective, and Sounding Out! 2SLGBTQ+ Youth workshops in Sci Fi Podcasting. Lolo holds a BFA in Design Art from Concordia University and is a member of the Solidarity Across Borders Network.

Thy Anne Chu Quang (Operations & Admin) works in project management where she currently supports the development of community infrastructure and works to improve social housing in a Northern Indigenous community in Quebec. She enjoys making maps to advance First Nations' priorities in governmental negotiations. Thy Anne also serves as the Head of Operations of Atelier Céladon, a nonprofit art organization prioritizing creators who are underrepresented by mainstream media production. She holds a BA in Political Science from McGill University.

KNGFU (Interactive Production partner) is a multi-platform content producer that LOKI collaborates with on interactive projects of scale. All their projects share common values: a social message, a blend of cultures, and a singular approach to story and treatment. Since its foundation in 2005, the company's work has been dedicated to meaningful new forms of storytelling, partnering locally and internationally with broadcasting platforms, social and cultural institutions, and fellow content producers who are passionate about exploring new narrative spaces and approaches."

[via: https://are.na/block/2273195 ]
design  lcproject  multidisciplinary  graphicdesign  socialchange  montreal  studios  kevinyuenkitlo  marie-noëllehébert  lolosirois  thyannechuquang  kngfu  criticaldesign  collaboration  community  activism  grassroots  publishing  openstudioproject  print 
july 2018 by robertogreco
The Kiva Center
"It began with a dream…

A yearning to provide children with learning experiences where they could feel at home within their community, revel in the wonders of the outdoors, and be recognized for their unique gifts in the world. We envisioned a place where kids could discover their intellectual and creative gifts outside of standardized test scores.​

It spontaneously launched with a request...

When families in the Boulder community asked the founders to host a backyard outdoor day camp in August 2014, we began to see an opportunity for growth.

And it continued with heartfelt enthusiasm…

“Well, are you going to continue?” asked a Father of three students on the last day of camp. “I want to send my kids here throughout the entire school year to get them outdoors and off the couch and screens.”

The Kiva Center was born. When it began, there was no classroom – just the awe-striking beauty of the outdoor scenery of their riverside home. Younger children arrived early in the day, and were joined by their older buddies who rushed over as soon as they got out of school.

Within a month, as the chill of the Fall began to set in, children, parents, and friends (including “Garrett the Carrot” who joined The Kiva Team) joined together to convert an old garage into The Kiva Center’s first classroom.

The Story Lives on...

The work of The Kiva Center now operates throughout Colorado, providing local school outreach programs, homeschool enrichment, summer camp enrichment, and family learning experiences. This work ignites a passion in our students to preserve and regenerate the natural environment by exploring the outdoors, planting permaculture gardens, sharing their stories through theater, learning traditional living skills with their families, and making lifelong community connections. In early 2017, The Kiva Center officially became a 501c3 non-profit, and within the first 9 months, we are proud to report that our programs reached nearly 600 students. That number is growing everyday! Come join us!"
boulder  colorado  education  openstudioproject  lcproject  homeschool  unschooling 
july 2018 by robertogreco
Labs, courts and altars are also traveling truth-spots | Aeon Essays
"Throughout history, people found truth at holy places. Now we build courts, labs and altars to be truth spots too"



"But is longevity in a particular location always needed in order for a place to make people believe? Some truth-spots travel: they inhabit a place only temporarily. Sometimes a portable assemblage of material objects might be enough to consecrate an otherwise mundane place as a source for legitimate understandings – but only for the time that the stuff is there, before it moves on. But if a church or lab or courtroom can be folded up like a tent and pitched someplace else, can it really sustain its persuasive powers as a source for truth? Here is how it works."

[Reminds me some of Alexandra Lange on tables:
http://dirty-furniture.com/article/power-positions-2/ ]
ephemerality  ephemeral  truth  altars  persuasion  2018  thomasgieryn  science  justice  courts  mobility  history  china  antarctica  aztecs  labs  lcproject  openstudioproject 
june 2018 by robertogreco
[Easy Chair] | Abolish High School, by Rebecca Solnit | Harper's Magazine
"I didn’t go to high school. This I think of as one of my proudest accomplishments and one of my greatest escapes, because everyone who grows up in the United States goes to high school. It’s such an inevitable experience that people often mishear me and think I dropped out.

I was a withdrawn, bookish kid all through elementary school, but the difficulty of being a misfit intensified when I started seventh grade. As I left campus at the end of my first day, people shouted insults that ensured I knew my clothes didn’t cut it. Then there was P.E., where I had to don a horrendous turquoise-striped polyester garment that looked like a baby’s onesie and follow orders to run or jump or play ball — which is hard to do when you’re deeply withdrawn — after which I had to get naked, in all my late-bloomer puniness, and take showers in front of strangers. In science class we were graded on crafting notebooks with many colors of pen; in home economics, which was only for girls — boys had shop — we learned to make a new kind of cake by combining pudding mix with cake mix; even in English class I can remember reading only one book: Dickens’s flattest novel, Hard Times. At least the old history teacher in the plaid mohair sweaters let me doze in the front row, so long as I knew the answers when asked.

In junior high, everything became a little more dangerous. Most of my peers seemed to be learning the elaborate dance between the sexes, sometimes literally, at school dances I never dreamed of attending, or in the form of the routines through which girls with pompoms ritually celebrated boys whose own role in that rite consisted of slamming into one another on the field.

I skipped my last year of traditional junior high school, detouring for ninth and tenth grade into a newly created alternative junior high. (The existing alternative high school only took eleventh and twelfth graders.) The district used this new school as a dumping ground for its most insubordinate kids, so I shared two adjoining classrooms with hard-partying teenage girls who dated adult drug dealers, boys who reeked of pot smoke, and other misfits like me. The wild kids impressed me because, unlike the timorous high achievers I’d often been grouped with at the mainstream school, they seemed fearless and free, skeptical about the systems around them.

There were only a few dozen students, and the adults treated us like colleagues. There was friendship and mild scorn but little cruelty, nothing that pitted us against one another or humiliated us, no violence, no clearly inculcated hierarchy. I didn’t gain much conventional knowledge, but I read voraciously and had good conversations. You can learn a lot that way. Besides, I hadn’t been gaining much in regular school either.

I was ravenous to learn. I’d waited for years for a proper chance at it, and the high school in my town didn’t seem like a place where I was going to get it. I passed the G.E.D. test at fifteen, started community college the following fall, and transferred after two semesters to a four-year college, where I began, at last, to get an education commensurate with my appetite.

What was it, I sometimes wonder, that I was supposed to have learned in the years of high school that I avoided? High school is often considered a definitive American experience, in two senses: an experience that nearly everyone shares, and one that can define who you are, for better or worse, for the rest of your life. I’m grateful I escaped the particular definition that high school would have imposed on me, and I wish everyone else who suffered could have escaped it, too.

For a long time I’ve thought that high school should be abolished. I don’t mean that people in their teens should not be educated at public expense. The question is what they are educated in. An abolitionist proposal should begin by acknowledging all the excellent schools and teachers and educations out there; the people who have a pleasant, useful time in high school; and the changes being wrought in the nature of secondary education today. It should also recognize the tremendous variety of schools, including charter and magnet schools in the public system and the private schools — religious, single-sex, military, and prep — that about 10 percent of American students attend, in which the values and pedagogical systems may be radically different. But despite the caveats and anomalies, the good schools and the students who thrive (or at least survive), high school is hell for too many Americans. If this is so, I wonder why people should be automatically consigned to it.

In 2010, Dan Savage began the It Gets Better Project, which has gathered and posted video testimonials from gay and lesbian adults and queer-positive supporters (tens of thousands of them, eventually, including professional sports stars and the president) to address the rash of suicides by young queer people. The testimonials reassure teenagers that there is life after high school, that before long they’ll be able to be who they are without persecution — able to find love, able to live with dignity, and able to get through each day without facing intense harassment. It’s a worthy project, but it implicitly accepts that non-straight kids must spend their formative years passing through a homophobic gauntlet before arriving at a less hostile adult world. Why should they have to wait?

Suicide is the third leading cause of death for teens, responsible for some 4,600 deaths per year. Federal studies report that for every suicide there are at least a hundred attempts — nearly half a million a year. Eight percent of high school students have attempted to kill themselves, and 16 percent have considered trying. That’s a lot of people crying out for something to change.

We tend to think that adolescence is inherently ridden with angst, but much of the misery comes from the cruelty of one’s peers. Twenty-eight percent of public school students and 21 percent of private school students report being bullied, and though inner-city kids are routinely portrayed in the press as menaces, the highest levels of bullying are reported among white kids and in nonurban areas. Victims of bullying are, according to a Yale study, somewhere between two and nine times more likely to attempt suicide. Why should children be confined to institutions in which these experiences are so common?

Antibullying programs have proliferated to such an extent that even the Southern Poverty Law Center has gotten involved, as though high school had joined its list of hate groups. An educational video produced by the S.P.L.C. focuses on the case of Jamie Nabozny, who successfully sued the administrators of his small-town Wisconsin school district for doing nothing to stop — and sometimes even blaming him for — the years of persecution he had suffered, including an attack that ruptured his spleen. As Catherine A. Lugg, an education scholar specializing in public school issues, later wrote, “The Nabozny case clearly illustrates the public school’s historic power as the enforcer of expected norms regarding gender, heteronormativity, and homophobia.”

I once heard Helena Norberg-Hodge, an economic analyst and linguist who studies the impact of globalization on nonindustrialized societies, say that generational segregation was one of the worst kinds of segregation in the United States. The remark made a lasting impression: that segregation was what I escaped all those years ago. My first friends were much older than I was, and then a little older; these days they are all ages. We think it’s natural to sort children into single-year age cohorts and then process them like Fords on an assembly line, but that may be a reflection of the industrialization that long ago sent parents to work away from their children for several hours every day.

Since the 1970s, Norberg-Hodge has been visiting the northern Indian region of Ladakh. When she first arrived such age segregation was unknown there. “Now children are split into different age groups at school,” Norberg-Hodge has written. “This sort of leveling has a very destructive effect. By artificially creating social units in which everyone is the same age, the ability of children to help and to learn from each other is greatly reduced.” Such units automatically create the conditions for competition, pressuring children to be as good as their peers. “In a group of ten children of quite different ages,” Norberg-Hodge argues, “there will naturally be much more cooperation than in a group of ten twelve-year-olds.”

When you are a teenager, your peers judge you by exacting and narrow criteria. But those going through the same life experiences at the same time often have little to teach one another about life. Most of us are safer in our youth in mixed-age groups, and the more time we spend outside our age cohort, the broader our sense of self. It’s not just that adults and children are good for adolescents. The reverse is also true. The freshness, inquisitiveness, and fierce idealism of a wide-awake teenager can be exhilarating, just as the stony apathy of a shut-down teenager can be dismal.

A teenager can act very differently outside his or her peer group than inside it. A large majority of hate crimes and gang rapes are committed by groups of boys and young men, and studies suggest that the perpetrators are more concerned with impressing one another and conforming to their group’s codes than with actual hatred toward outsiders. Attempts to address this issue usually focus on changing the social values to which such groups adhere, but dispersing or diluting these groups seems worth consideration, too.

High school in America is too often a place where one learns to conform or take punishment — and conformity is itself a kind of punishment, one that can flatten out your soul or estrange you from it.

High school, particularly the suburban and small-town varieties, can … [more]
rebeccasolnit  2015  highschool  education  schools  schooling  adolescence  unschooling  deschooling  oppression  teens  youth  hierarchy  agesegregation  internships  apprenticeships  mentoring  mentors  popularity  jockocracies  sports  rapeculture  us  society  peers  hatecrime  conformity  values  helenanorberg-hodge  lcproject  openstudioproject  cooperation  competition  segregation  bullying  bullies  splc  persecution  gender  sexuality  heteronormativity  homophobia  angst  cruelty  suicide  dances  prom  misfits  friendship  learning  howwelearn  srg  glvo  edg 
june 2018 by robertogreco
Are we overthinking general education? – Jonathan D. Becker, J.D., Ph.D.
"Many colleges and universities are trying to figure out new ways to tackle general education requirements. My own employer, VCU, has been undergoing an effort “to re-imagine our general education curriculum.” The proposed framework that my VCU colleagues came up with isn’t bad, but it still feels like picking courses out of individual boxes and checking boxes to complete a checklist. It feels like what happens when universities try to be innovative and break out of boxes, but turf wars ensue and departments dig in their heels. The result is an overwrought compromise that doesn’t serve anyone particularly well.

Here is something I wrote on Twitter back in 2015.

[embedded tweet: https://twitter.com/jonbecker/status/670360697105174529
@gsiemens I seriously want to teach a course where all we do is read and discuss @brainpicker and @Longreads.
]

Imagine this learning experience: 1 faculty member with 20-25 students just reading and discussing the Longreads Weekly Top 5. They’d meet once a week, in a meeting room or a coffee shop or outside on a lawn or in the forest; it doesn’t matter. And they’d just talk about what they learned. And maybe they’d blog about it so they could expand their discussion beyond the designated class time and space and could get others outside the class to weigh in. That’s it; that’s the whole instructional design. No predetermined curriculum; very little by way of planning. Learning outcomes? How about curiosity, wonder, critical thinking? Those are your “learning outcomes.” I’d bet students would learn more by reading and deeply discussing those 5 articles each week than they would in most other tightly-designed, pre-packaged curriculum-driven course.

I would also love to involve students in a learning experience built around food shows like Alton Brown’s Good Eats. Seriously. Watch just the first few minutes of this episode. In just the first 3+ minutes, we get history (information about the Ottoman Empire), science (cooking and surface area), and math (computing surface area). In a show about kabobs.

[embedded video: "Good Eats S09E2 Dis-Kabob-Ulated"
https://www.dailymotion.com/video/x5skv9x ]

What if general education was more like this? What if students read Longreads and watched episodes of Good Eats as part of an effort around interdisciplinary studies?

And then there’s Anthony Bourdain. To me, Parts Unknown was, at its heart, educational media.

I’m not from West Virginia like Craig Calcaterra (see below) is. But, I spent a lot of time in that state doing field research at the end of the 20th century. When I watched the episode of Parts Unknown that Calcaterra shares, I felt like Bourdain had really captured what I had come to know about the state and then some. Watch the episode and tell me that you didn’t learn a ton. The way Bourdain juxtaposes New York City and his fellow New Yorkers with the “existential enemy” in West Virginia is classic Bourdain."

[embedded tweet: https://twitter.com/craigcalcaterra/status/1005077364131422208
Anthony Bourdain went to West Virginia last year. In one hour he did way better capturing my home state than 1,000 poverty porn tourist journalists with pre-written stories parachuting in from coastal publications have ever done. https://www.dailymotion.com/video/x6inwh4
]

Parts Unknown is an interdisciplinary curriculum. It is about culture, food, history, politics, economics, etc. It’s about people.

[embedded tweet: https://twitter.com/ablington/status/1005056496609169409
Anthony Bourdain had one of the only shows on tv that tried with all its might to teach Americans not to be scared of other people.
]

And isn’t that what general education is?

Replace the word “travel” with the word “learning” in the following quote from Anthony Bourdain.

[embedded tweet: https://twitter.com/Tribeca/status/1005073364531269633
“Travel isn’t always pretty. It isn’t always comfortable. Sometimes it hurts, it even breaks your heart. But that’s okay. The journey changes you; it should change you... You take something with you. Hopefully, you leave something good behind.” — Anthony Bourdain #RIP
]

Maybe we’re overthinking general education in higher education. Probably, in fact.
jonbecker  education  generaleducation  anthonybourdain  2018  interdisciplinary  learning  travel  sharing  ideas  unschooling  deschooling  cv  culture  exploration  conversation  longreads  lcproject  openstudioproject  howweteach  howwelearn 
june 2018 by robertogreco

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