Pinboard (robertogreco)
https://pinboard.in/u:robertogreco/public/
recent bookmarks from robertogrecoIvan Illich/David Cayley Book Club #3 of 6 - YouTube2023-10-25T17:04:17+00:00
https://www.youtube.com/watch?v=QhCYH95t768
robertogrecomarcusrempel davidcayley ivanillich 2021 jenszimmermann brucehindmarsh deschooling church catholicism schooling repetition indoctrination liberation resistance disestablishment privilege schools education discourse inserviceeducation continuingeducation training georgegrant technology tools ownership control scale society balance zoominginandout local convivial heidegger science politics agesegregation belief religion vernacular midwifery informal informality childbirth healthcare medicine socialization formalism excellence authority professionalization social regulation centralization mistakes rights credentials credentialization accreditation state community communities conflicts conflict knowledge understanding subsistence influence openmindedness openness interestedness puertorico cybernetics surprise dropouts adventure formalsystem systems teaching howweteach obstacles friendship pundits prophesy politicians credentialism pedagogy intellect howwethink thinking multisensory seeing sensing clairvoyance kathttps://pinboard.in/https://pinboard.in/u:robertogreco/b:6f6769e7a955/Manish Jain: Modern Schooling and the Corporate Agenda - YouTube2021-10-20T20:41:35+00:00
https://www.youtube.com/watch?v=qGfuY9ivnW8
robertogrecomanishjain schooling schools education corporatism unschooling deschooling 2021 language colonization decolonization india genocide literacy capitalism slow small local place place-basededucation place-basedlearning localization resistance canon autonomy conviviality liberation counterdevelopment regeneration militaryindustrialcomplex gandhi factoryschooling control globalization indoctrination intimidation humiliation degradation sorting economics liberalism neoliberalism feminism shikshantar happiness hiddencurriculum hierarchy knowledge ranking assessment competition technosolutionism commodification scarcity nature professionalization voice degrees credentials credentialism play water yoga ownership possessions fragmentation disciplines transdisciplinary interdisciplinary bodies agesegregation children youth age land landback compulsory intelligence centralization schoolabolition abolitionism abolitionhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:12b49e324c4e/The Master's Trap, Part Two - by Anne Helen Petersen - Culture Study2021-07-25T21:16:40+00:00
https://annehelen.substack.com/p/the-masters-trap-part-two-069
robertogrecoannehelenpetersen 2021 economics inequality debt gradschool education highered highereducation mastersprograms ivyleague universityofchicago harvard columbia credentials credentialism hiring labor work tressiemcmillamcottom meritocracyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c77d0b607c53/How the wealthy use debt ‘as a tool to screw the government and everybody else’ - MarketWatch2021-07-19T21:58:43+00:00
https://www.marketwatch.com/story/extra-credit-how-debt-can-mean-a-tax-advantage-for-some-and-jail-time-for-others-11626383631
robertogrecohighered highereducation studentloans education money debt credentials occupationallicenses gradschool labor work 2021 colleges universitieshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:cca48f8bcfb8/Munir Fasheh on radical approaches to learning - YouTube2020-10-29T18:09:05+00:00
https://www.youtube.com/watch?v=djbj-kts_04
robertogrecomunirfasheh pedagogy education teaching howweteach learning howwelearn unschooling deschooling radicalism 2019 freedom liberation superstition institutions informallearning language control authority understanding meaning meaningmaking action context religion jesus christianity living self-directed self-directedlearning professionals professionalization credentials cv canon palestine brazil brasil war birzeiruniversity highered highereducation training technicaleducation life wisdom via:carolblack knowledge bertrandrussell alfrednorthwhitehead observation theory practice literacy academia academicshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a48731f07ded/Imprisoned in the Global Classroom, by Ivan Illich and Etienneverne2020-09-14T23:01:53+00:00
https://debate.uvm.edu/asnider/Ivan_Illich/Ivan%20Illich_%20Imprisoned%20Global%20Classroom.pdf
robertogrecoivanillich etienneverne 1976 education schools schooling efficiency schooliness unschooling deschooling bureaucracy expense society teaching howweteach measurement lifelongeducation lifelonglearning howwelearn learning instruction industrialeducation work labor capitalism autonomy children compulsory compulsoryschooling facts law legislation management imperialism technocracy permanenteducation ethics economics policy politics educationism respectability inequality stratification inadequacy childhood adulthood medicine professionalization experts expertise professionalism pundits adulteducation institutions institutionalization youth conviviality housing productivity chiapas government governance regulation speed locomotion healthcare health transportation luddism technology cars power profits technosophs consumerism consumption sales modernization ecology efficacy environment growth gnp gdp insurance markets hospitals normalization homogeneity networks networkedlearning everyday participation participatory lhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:3ce46f9f1282/FUC 012 | Fred Moten & Stefano Harney — the university: last words - YouTube2020-07-09T21:12:06+00:00
https://www.youtube.com/watch?v=zqWMejD_XU8
robertogrecofredmoten stefanoharney academia fugitivity abolition resistance 2020 undercommons undercommoning ego individualism work labor publishing teaching unschooling deschooling learning howwelearn howweteach credentials capitalism policing administration faculty students schooling schooliness captivity blacklivesmatter education highered highereducation experience fupu fuchttps://pinboard.in/https://pinboard.in/u:robertogreco/b:06521aaea763/Alec Resnick on Twitter: “OK, via prompt by @vgr, 1 like = 1 opinion about unschooling”2019-12-15T23:54:10+00:00
https://twitter.com/aresnick/status/1206336018410082305
robertogreco43. Continuing the environmental analogy: Unschooling would do well to find its Alice Waters https://en.wikipedia.org/wiki/Alice_Waters — What is its Chez Panisse? What is the highest practice of it which is unimpeachable, even if it is upmarket and unreplicable?
45. Learning experiences involve tools/materials, learners, and facilitators. We are limited by our tools and materials. Many are designed for school. Funding the creation of new tools and materials generally requires targeting schools as your customer. This is unsolved.
46. An underappreciated question for theories of change which assume you can work forward from school as it exists: If culture eats strategy for breakfast, and if many of the fundamental, sector-wide issues in schooling are cultural, what form should your answer to that take?
47. A basic human capital challenge facing both unschooling and schooling: For youth to [learn to think critically, develop and pursue their own projects, whatever], they need to see people doing that. How do you define adults’ role as _both_ facilitators and investigators?
48. One of the most exciting shifts now possible (given the nature of remote knowledge work) is the economic emancipation of youth aged 14–18. Small steps toward this represent radical threats for traditional educational establishments.
49. A big strategic obstacle facing unschooling is that school can always shift internal structures to enable ongoing rent-seeking on your education. So you should expect (as you see), more options for flexible “school” experiences which don’t threaten the institution overall.
50. Just as we have postmortems and sunsets of companies and their strategies, we need the same for educational thinkers and initiatives. The arc of work by someone like John Holt can tell us a lot about the dangers and obstacles for reformers, these remain unarticulated.
51. Whatever your flavor of reform, one of the most valuable distinctions to make is between the political question of who should control youth’s experience how, and the technical question of how to support learning. Incumbents benefit from their conflation.
52. In the near-term, unschooling will be a force for increased socioeconomic and racial stratification. Whether it will be so in the long term is a question of institutions. This makes unschooling’s failure to engage with institutional politics all the more serious.
53. One of the most radical exogenous events which could unfold for unschooling (and many of the caring professions) is the development of a UBI and UBI-like systems.
54. There are many reasons you see “alternatives” flourish in K5, to a lesser extent 6–8, and not at all in 9–12. The proximity of social/economic realities of adulthood. Without changing this, those constraints will always backpropagate through the ghost of high school future.
55. In searching for an alternative identity, unschooling groups have a lot to learn from other groups which are quite narrow but seen as broadly rigorous (Iowa Writers Workshop, MIT Media Lab, Harvard Law School).
56. One of the core things unschooling [often] gets right is a set of advantages taken for granted by every upper-middle class family: a small set of people who know you well, are invested in your success, and can responsively allocate resources on the behalf of your development.
57. Another conceptual challenge for unschooling: Conceptually, what is the difference between a great book and a great lecture? How would you criticize a lecture without resorting to stereotypes of bad lectures? Or coercive elements?
58. Oftentimes, it is hard or impossible to get interested in things which are not in your environment. To the extent that unschooling focuses on the absence of structure, it also fails to grapple with the question of how to think about fertilizing youth’s soil.
[NB From this thread so far, it may sound like I'm just dumping on unschooling. If so, this is merely the narcissism of small differences: I have so much hope for alternative approaches, I wish their proponents tackled these bigger questions more seriously and aggressively!]
59. One of the greatest opportunities facing various, self-selected communities of “alternative” education is to use their access to time with youth and adults as the foundation for an organization analogous to the Mayo Clinic or Media Lab or Xerox PARC.
60. One of the most radical requirements of taking unschooling seriously is defining a social life/role for youth distinct from their identity as students. The dramatic expansion of the ease and possibility of this when you can be Very Online™️ is a tremendous opportunity.
61. One of the deeper things Seymour Papert ever said was that you can’t think about thinking without thinking about thinking about something. Strategically, this suggests that unschooling might do better to tackle supremacy topic by topic, tool by tool.
62. Significant portions of unschooling and homeschooling are not about alternative pedagogies. They are about avoiding toxic environments, securing needed special education services, and similar.
63. One of the beautiful things about the idea of “public” education is its availability to everyone. Minority needs (special education, English Language Learners, etc.) play an outsized role in school bureaucracy. Unschooling has ~ no answer to these questions currently.
64. One of the most important consequences of a constitutional guarantee of freedom of education would be to, over time, force the government to unbundle funding and services for these minority needs.
65. This is the most exciting/frustrating time to be alive if you’re interested in the future of learning. The gap between novices and real, intellectual work is shrinking at an unprecedented rate. There are lifetimes of work to be had mining the progress of the past decade.
66. Early College High School is a model for what rent-seeking will look like as alternatives push their way into school: https://en.wikipedia.org/wiki/Early_college_high_school Its insight and reform is literally _send youth to less high school_. And they managed to get high schools to own it!
67. [For the wealthy,] the equivalent on the consumer side will look increasingly like the relationship between, say, Stanford and YC. Consumers will secure intangible cultural capital through institutional affiliation, and someone else will take on human capital.
68. Some branding alternatives for unschooling (if it is really about self-directed learning and removing school’s structures): PhD, MFA, apprenticeship, football team, contemplative practice. All of these have less brand liability than unschooling. Why stick with it?
69. One of the scariest suspicions of my own beliefs (as they align with unschooling) is that perhaps our relationship to institutions is just as fundamental, immovable, and worth just working forward from as our relationship to any other tribe.
70. Self-direction is powerful. It leaves largely unanswered questions of critique and quality. To the extent excellence emerges from environments of intense critique and aspirations to excellence, neither school nor unschooling have coherent answers to this cultural question.
71. One of the most powerful corollaries of erasing the line between learning/living is that you realize that novices are often doing the same _kind_ of intellectual work as professionals, just less effectively. Unschooling should leverage this opportunity for apprenticeship.
72. The biggest problem in unschooling is access to time with youth + money to spend it well. The second biggest is access to adults who can create intellectually rich/rigorous environments for youth. The third biggest is access to great tools and materials to support work.
73. A common question in confronting unschooling and similar is, “But what if they [don't want to, are bored, don't know what they're interested in, etc.]?” One of unschooling’s great integrities is pointing out that school has approximately no answer to this question either.
74. A categorical question unschooling must answer if it is to ever become mainstream: Left to their own devices, under what conditions can/should a young person be able to choose an “inferior” educational product or experience? Technocrats will say “None”, purists “Any”.
75. Every educational innovation is “experimenting” on youth, nearly nothing is validated with anything approaching the rigor or seriousness that you expect of any other good or service in the public sector.
76. One of the biggest reasons this is not a problem in practice is because youth are remarkably robust. This is as an advantage of this sector’s! Very little of what systems do or don’t has an outsized effect. Class remains the strongest predictor. [referencing 74]
77. People’s concerns about the “socialization” of unschooled youth are disconnected from reality. One of the best things unschooling could do would be to cement its position as often a socially and emotionally healthier pathway to reframe its work as a public health issue.
78. This is a photograph from the original Sudbury Valley School a few years ago. https://sudburyvalley.org It is the rules for operating the microwave. Democratic/free-schools make the same mistake as those suggesting that everyone need to re-discover calculus for themselves.
79. In contrast, this is a photograph from a Boston Public School. Plenty of people choose unschooling or free schooling or democratic schooling over public school because of nothing other than what the semiotics of this juxtaposition imply. [compared to 78]
80. Neither schooling nor unschooling will play a significant role in the liberal goals of equalizing society. School will always play handmaiden to the structure of labor and capital. The most radical efforts look for ways to leverage this fact.
81. Understandably, unschooling is full of people with a fraught relationship to school. Many in school look down on them (either irrelevant bc they are wealthy or irrelevant bc they secretly think failure in school makes you a failure). This is a serious strategic challenge.
82. In my lifetime, ~free college will become a reality in the United States. This will be an enormous opportunity for those interested in unschooling. They will not take this opportunity; industry will. And so industry will define the future of “alternative” education.
83. One of the most persistent sociological effects in education research is that poor youth define “good” students by obedience/work ethic while rich do so by creativity/intelligence. Changing this is one of the most politically radical projects unschooling could tackle.
84. Structure is not coercion. Just because something is hard does not mean it is rigorous. Just because something isn’t fun doesn’t mean its coercive. These distinctions matter, and both school and unschooling confuse them to no end.
85. As unhealthy as they can be, one of the better facets of, say, hustle culture or creative self-help is the embrace of meaningful work + fulfillment as hard + challenging. Progressive education (incl. unschooling) must get beyond handwaving about how to support this well.
86. The first thing people did w/ the movie camera was make films of plays. We’ve made online, distributed classes. Unschooling could be a *small* market for those exploring meaningful, creative applications of technology with youth. But it won’t be VC scale in the next 20y.
87. Nintendo spends more on R&D than the NSF spends on education research each year. These alternative sources of capital are long frustrated with the irrelevance of their results to traditional school. Unschooling, homeschooling, and similar could be real partners for them.
88. Graduate schools of education don’t investigate homeschooling and unschooling (or better yet, run their own educational environments) because (a) their clientele are traditional schools, and (b) they cannot afford the brand risk of failing. Business model is destiny.
89. One of the signs of a healthy professional and intellectual community is self-critique and reflection. I may not be in the community enough to know, but as a small, alternative perspective, unschooling has yet to muster this capacity.
90. At some point, industries w/ a surplus of inbound talent will take the already nearly-formalized structure of tech internships to their logical conclusion and begin charging tuition. One of the best things unschooling could do is offer case management around these paths.
91. One of the silliest illusions education reformers (including unschooling) labors under is that improved results will persuade the system to do anything.
92. In many other domains, 10x improvement is possible. In education, 10x improvement is ~ impossible on time or cost for reasons of human development. This has serious ramifications for the challenges of organizational change, theory of change, funding innovation, and similar.
93. Something unschooling gets right is that it frames its work as a movement and school of thought. Too much change these days is framed in terms of individual entrants, products, and technologies. The staying power of incumbents requires institutional time scales.
94. Something unschooling gets wrong, having gotten its timescales right, is its complete lack of any [critical] sense of history. There are no consensus explanations for the arc of unschooling’s success or lack thereof. This is a crazy situation for a reform movement.
95. The @recursecenter is one of the most serious and thoughtful efforts in (influenced by?) unschooling I know of. As practitioners, they have more to say about the practicalities of these issues than 90% of the people I meet.
96. Unschooling has many unknown allies in other disciplines and domains. The refusal, by and large, to engage the academy or its output means there are significant, low-hanging fruit to seize to bring to unschooling. This will require making epistemology and psychology allies.
97. Much as great management and communication is often the limiting reagent on a team, great management and mentorship is often the limiting reagent in human development. Pedagogy has nearly no language for this. Most differences in efficacy therefore go unexplained.
98. From the POV of theory of change, one of the most challenging aspects of beginning work w/ marginal communities is that you actually bolster and improve the position of the incumbent. “Disruptive” innovation moving upmarket requires feedback loops which don’t exist.
99. Confidence is socially constructed, and represents a significant part of what forms the cultural capital of top tier schools and similar. Unschooling would do well to establish and build counter-narratives around artifacts like this https://youtube.com/watch?v=Ng5qzH39nyg
100. Despite all of these challenges, I believe that inventing the future of learning is among the most exciting and impactful work anyone can do. It beats the constraints of industry and artifice of the academy. Unschooling would do well to leverage this to attract talent.
OK that’s 100. I have no original ideas. If you found anything in this thread interesting, please take the time to review, in detail, the work of thinkers like Holt, Papert, and Dewey. None have the answer, but they and others have done incredible work on these questions.
For those interested, a few starting points:
Dewey’s “My Pedagogic Creed” http://dewey.pragmatism.org/creed.htm
Papert’s _Mindstorms_ http://mindstorms.media.mit.edu
Illich’s Deschooling Society http://davidtinapple.com/illich/1970_deschooling.html
Holt’s How Children {Learn; Fail} https://amazon.com/dp/B074MGJ457 https://amazon.com/dp/0201484021
Please feel free to DM me or reach out to alec@powderhouse.org if you’d like to chat about any of this!
Thanks @vgr for the prompt!“]]>unschooling alecresnick education learning deschooling legibility credentials charterschools howwelearn pedagogy howweteach schools schooling society work chezpaniesse local alicewatters learningecologies environment rahcelcarson resources tools organization organizing montessori reggioemilia portfolios formal informal informallearning mastery labor homeschool waldorf johndewey history psychology humandevelopment skills coercion alternative altedu greatbooks networks networking class canon classism inequality universalbasicincome ubi constraints economics race institutions flexibility disciplines specialization exposure edg srg mitmedialab ledialab xeroxparc access identity opportunity edtech branding culture culturalcapital rent-seeking bureaucracy sudburyschools sudburyvalleyschools reality social technocrats publicschools publicgood apprenticeships mentoringhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:997cf2837970/Noel Ignatiev’s Long Fight Against Whiteness | The New Yorker2019-11-18T16:06:33+00:00
https://www.newyorker.com/news/postscript/noel-ignatievs-long-fight-against-whiteness
robertogrecoA big political problem is that many of the slaves think they are masters, or at least side with the masters at crucial moments—because they think they are white. I wanted to understand why the Irish, coming from conditions about as bad as could be imagined and thrown into low positions when they arrived, came to side with the oppressor rather than with the oppressed. Imagine how history might have been different had the Irish, the unskilled labor force of the north, and the slaves, the unskilled labor force of the South, been unified. I hoped that understanding why that didn’t happen in the past might open up new possibilities next time.
The book was a hit, by academic standards. Ignatiev now had a powerful platform. But he was also a decade removed from the steel mills, and he was unsure how much a book could really do. Privately, he questioned the value of his new life in the highest reaches of the academy. His on-campus provocations—which included a 1992 incident in which he called for the removal of a kosher toaster oven in a student dormitory—only caused bewilderment among students and administrators.
By 1998, it was time for him to move on. He accepted a post at Bowdoin College, a small school in Maine that mostly catered to white New England prep schoolers. The first class he taught there was a freshman seminar on the making of race; his most adoring student that semester was me, a naïve, vain eighteen-year-old Korean immigrant from North Carolina who desperately wanted to live outside the confines dictated by his race and his own privilege. Ignatiev, with his stories of working in the steel mills, his scorn for credentialled people, and his unwavering belief that a society free from white supremacy was possible, provided a model of a life worth living. I attended all of his office hours, learned to idolize John Brown, and read everything he put in front of me. In my dorm room and in the cafeteria, I talked excitedly to my confused friends about revolutionary politics and abolishing whiteness. At the end of that year, I dropped out and enrolled in Americorps, in hopes of becoming a radical.
I learned, ultimately, that I didn’t have the strength of his convictions. I could never see a new society in my co-workers or, perhaps more importantly, in myself. Even so, I kept looking for traces of what Ignatiev was talking about. There are moments—observing a seemingly small gesture of kindness between two protesters in St. Paul, or noticing the elegant design of the food halls at Standing Rock—when some great possibility seems to reveal itself. When that happens, I think immediately of Ignatiev and his belief in the revolutionary potential of ordinary Americans.
Acouple of months before he died, I drove up to see Ignatiev at his home, in Connecticut. His illness prevented him from swallowing, but he wanted to cook dinner for me in his back yard, where he had fitted a large wok over a rusty propane ring. “Even though I can’t eat anymore, I still find it relaxing to cook,” he told me. As we chopped up the vegetables in a light rain, we talked about all the things we had discussed in his office—John Brown, labor movements, the need to break away from credentialled society. Just as he would a few weeks later, at Freddy’s Bar, he expressed doubt about whether his work had amounted to anything.
I am not so vain as to believe that Noel’s influence on my life provides proof that his work, in fact, made a difference. If his ideas about whiteness and of “white privilege” became fashionable within the academy, they later took on forms he could barely recognize, and oftentimes, despised. He was bewildered by the rise of a style of identity politics that reified the fictions of race and, through its fixation on diversity in élite spaces, abandoned the working class. And as a lifelong radical he took little solace in the rise of a young, insurgent left drawn to the reformist revolution of Democratic Socialism. These movements, I imagine, must have felt like defeats to Ignatiev. We are very far from the abolition of the white race, and there are very few people who believe that changing the minds of five, much less five hundred thousand people, could potentially revolutionize the world.
And yet, from another perspective, there is no political or literary trend—or President—capable of derailing Ignatiev’s true lifelong project. In his writing, and in Race Traitor and Hard Crackers, Ignatiev demonstrated the transformative power of working-class stories. His radicalism was always tethered to specific people, who, in their own ways, inspired sympathy and a desire for connection. That specificity will always be relevant; it may be especially so at a moment of cynical alienation, when identities have become recitations rather than communities. There is enduring power in the narratives he collected and shared—the stories of people he met as a child, in Philadelphia, or in the plants and mills of Chicago, or in his classrooms. My favorite of these stories is included in the introduction to “How the Irish Became White”:
On one occasion, many years ago, I was sitting on my front step when my neighbor came out of the house next door carrying her small child, whom she placed in her automobile. She turned away from him for a moment, and as she started to close the car door, I saw that the child had put his hand where it would be crushed when the door was closed. I shouted to the woman to stop. She halted in mid-motion, and when she realized what she had almost done, an amazing thing happened: she began laughing, then broke into tears and began hitting the child. It was the most intense and dramatic display of conflicting emotions I have ever beheld. My attitude toward the subjects of this study accommodates stresses similar to those I witnessed in that mother.
Sometimes, while walking around gentrifying Brooklyn, I will see young, white progressives talking to the people whom they are displacing. There’s an officiousness—an almost disingenuous toadying—to these interactions that I, with my modern, fashionable prejudices, find a bit funny and gross. Do they believe that the contradictions between their stated politics and their actual lives can be cleansed through ritualistic bonhomie? Or are they just saying an extended goodbye to their temporary neighbors? Ignatiev might have looked at those same conversations and seen people who desperately wanted to be saved from their whiteness. He might have walked by, with a generosity of spirit that I do not possess, and dropped a few leaflets at their feet, filled with enthusiastic, optimistic provocations, and unreasonable demands.”]]>jaycaspiankang 2019 noelignatiev irish history race racism whiteness marxism socialconstructions society class radicalism us clrjames work labor privilege whiteprivilege behavior expectations falsehoods kingsleyclarke affirmativeaction sto johnbrown johngarvey credentials convictions kindness democraticsocialism abolition abolitionism organizing workingclass cv classwarfare radicals unschooling deschooling labormovements connection sympathy alienationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:fc12136f7cc5/Why Equity Has Been a Conservative Force in American Education—And How That Could Change - Next Gen Learning in Action - Education Week2019-10-16T04:46:36+00:00
http://blogs.edweek.org/edweek/next_gen_learning/2019/02/why_equity_conservative_force_American_education.html
robertogrecoequity achievementgap education policy jalmehta via:derek 2019 liberation conservatism curriculum nclb rttt intentions civilrights testing standardizedtesting reading math schools schoolclimate testprep inequality authoritarianism learning howwelearn howweteach teaching publicschools privateschools data poverty us transmission interdisciplinary constructivism pedagogy credentials paulofreire pedronoguera jeffduncan-andrade glorialadson-billings theresaperry power shanesharif experience diversity discussion agency horizontality leadership communities change management institutions culture schoolculture liberatorydesign ta-nehisicoates baltimore compliance curiosity inquiry rigorhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:360916bbd6b6/The Great American Meritocracy Machine – alex posecznick2019-04-21T20:44:12+00:00
https://alexposecznick.com/2019/04/19/the-great-american-meritocracy-machine/
robertogrecomeritocracy colleges universities highered highereducation 2019 operationvaristyblues alexposecznick markets degree sorting ranking rankings society degreeinflation employment elitism objectivity testing standardizedtesting cheating credentials scams corruption admissions anxiety education learning collegerankingshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:fe4a88556652/The Trouble with Knowledge | Shikshantar2019-02-22T22:27:10+00:00
http://shikshantar.org/articles/trouble-knowledge
robertogrecomunirfasheh education unschooling schooling schooliness deschooling diplomas credentials wisdom degrees faith honesty generosity hope learning howwelearn love loving lving happiness duties duty development progress excellence rights schools community learningcommunities lcproject openstudioproject grades grading assessment dishonesty culture society hegemony knowledge influence power colonization globalization yemen israel palestine humanism governance government policy politics statism children egypt india westbank religion cordoba cordova gaza freedom failure labeling canon shikshantar manishjainhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:e1fd93754619/David Graeber on a Fair Future Economy - YouTube2019-01-09T07:19:47+00:00
https://www.youtube.com/watch?v=7YynqVvgZYI
robertogrecodemocracy liberalism directdemocracy borders us finance globalization bureaucracy 2015 ows occupywallstreet governance government economics politics policy unschooling unlearning schooliness technology paperwork future utopianism capitalism constitution rules regulation wealth power communism authority authoritarianism creativity neoliberalism austerity justice socialjustice society ideology inequality revolution global international history law legal debt freedom money monetarypolicy worldbank imf markets banks banking certification credentials lobbying collusion corruption privatization credentialization deschooling canon firstamendmenthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a7ec73520fae/'The connection between education and democracy should be clear'2018-02-10T21:42:02+00:00
https://www.tes.com/news/school-news/breaking-views/we-need-make-connection-between-teaching-education-and-democracy
robertogrecosimoncreasey henrygiroux children schools schooling unschooling deschooling teachers teaching democracy oppression pedagogy civics politics pathology education standardization racism race rote rotelearning learning corporatism memorization resistance socialmedia popularculture society elitism credentials us uk policy autonomy unions organization 2018 sfshhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a6d6bd9e6a97/The Slow Professor movement: reclaiming the intellectual life of the university - Home | The Sunday Edition | CBC Radio2017-02-21T21:37:31+00:00
http://www.cbc.ca/radio/thesundayedition/flynngate-watergate-stiglitz-on-world-economy-stuart-mclean-s-documentaries-slow-professor-movement-1.3985655/the-slow-professor-movement-reclaiming-the-intellectual-life-of-the-university-1.3985671
robertogreco"Really, we're being encouraged to stay away from the really big questions because they're going to take too long to think through. You want to pump out as much stuff as quickly as you can. That's going to have a consequence for how thoughtful things are." — Barbara K. Seeber
Maggie Berg, a professor of English at Queen's University, and Barbara K. Seeber, a professor of English at Brock University, are co-authors of The Slow Professor: Challenging the Culture of Speed in the Academy.
Berg and Seeger argue universities squeeze as much intellectual capital out of professors as possible, and closely monitor the output of their mental exertions.
They spoke to Michael about their book and their mission to "reclaim the intellectual life of the university.""
[Update: See also: "We need a “slow food” movement for higher education"
https://qz.com/947480/we-need-a-slow-food-movement-for-higher-education/ ]]]>slow highereducation highered education academia reflection 2017 barbaraseeber maggieberg deliberation slowprofessor productivity standardization speed homogeneity slowfood knowledgeproduction universities corporatism corporatization competition economics fastknowledge research adminstrativebloat teaching howweteach wisdom faculty howwelearn friendship benjaminginsberg management power labor work casualization adjuncts busyness time anxiety stress davidposen credentials credentialization joy beauty transferableskillshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:327b25843d30/33 : Conversation with Mimi Ito by Joi Ito2017-02-13T00:13:40+00:00
https://soundcloud.com/joi-ito/33-conversation-with-mimi-ito
robertogrecojoiito mimiito 2017 learning education parenting howwelearn schools sfsh internet interest-drivenlearning howeteach connectedlearning socialscience digital digitalmedia interest-basedlearning informallearning classroomlearning screentime edtech homago identity belonging socialmedia social sociallearning mentoring counseling equity peers mobility online peertopeer teaching howweteach privilege montessori makermovement progressive progressiveeducation highered highereducation admissions testing standardizedtesting traditionalschools schoolindustrialcomplex unschooling deschooling agesegregation multiageclassrooms grades grading measurement quantification hiring meritocracy assessment socialcapital networks sorting selectivity elitism addedvalue knowledgeproduction careers credentials credentialing colleges universities pedagogyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:bcdf2cec639c/Austin Kleon — Ivan Illich, Deschooling Society Schools are...2016-11-05T20:16:51+00:00
http://tumblr.austinkleon.com/post/152655068576
robertogrecoSchools are designed on the assumption that there is a secret to everything in life; that the quality of life depends on knowing that secret; that secrets can be known only in orderly successions; and that only teachers can properly reveal these secrets.
Intense book to add to the unschooling shelf. Published in 1972, probably still as radical now as it was then, as many of the “symptoms” of the schooled society he describes have only gotten worse. Some of the big ones, below:
“School is the advertising agency which makes you believe you need the society as it is.”
The pupil is… “schooled” to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is “schooled” to accept service in place of value. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work.
“School is an institution built on axiom that learning is the result of teaching.”
Teaching, it is true, may contribute to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside school… Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting.
Most learning happens outside of the classroom.
Most learning happens casually, and even most intentional learning is not the result of programmed instruction. Normal children learn their first language casually, although faster if their parents pay attention to them. Most people who learn a second language well do so as a result of odd circumstances and not of sequential teaching. They go to live with their grandparents, they travel, or they fall in love with a foreigner. Fluency in reading is also more often than not a result of such extracurricular activities. Most people who read widely, and with pleasure, merely believe that they learned to do so in school; when challenged, they easily discard this illusion.
“The public is indoctrinated to believe that skills are valuable and reliable only if they are the result of formal schooling.”
School teaches us that instruction produces learning. The existence of schools produces the demand for schooling. Once we have learned to need school, all our activities tend to take the shape of client relationships to other specialized institutions. Once the self-taught man or woman has been discredited, all nonprofessional activity is rendered suspect. In school we are taught that valuable learning is the result of attendance; that the value of learning increases with the amount of input; and, finally, that this value can be measured and documented by grades and certificates.
“School initiates young people into a world where everything can be measured, including their imaginations, and, indeed, man himself…”
People who submit to the standard of others for the measure of their own personal growth soon apply the same ruler to themselves. They no longer have to be put in their place, but put themselves into their assigned slots, squeeze themselves into the niche which they have been taught to seek, and, in the very process, put their fellows into their places, too, until everybody and everything fits. People who have been schooled down to size let unmeasured experience slip out of their hands. To them, what cannot be measured becomes secondary, threatening. They do not have to be robbed of their creativity."
]]>austinkleon ivanillich deschooling unschooling learning schools society deschoolingsociety life living self-directed self-directedlearning schooliness fluency reading howwelearn howweteach education sfsh lcproject openstudioproject children professionalization ratings rankings grading hierarchy credentials dependency autoritarianism freedom autonomy institutions institutionalization foreignlanguages talking specialization personalgrowth experience experientiallearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:9bf3dab8b6a7/Everything To Like About Kevin Carey’s #EndofCollege And Reasons to Pause — The Message — Medium2015-03-20T11:18:08+00:00
https://medium.com/message/everything-to-like-about-kevin-carey-s-endofcollege-and-reasons-to-pause-9bf6f4289a33
robertogrecotressiemcmillancottom education highered highereducation 2015 kevincarey disruption technology class inequality race politics policy meritocracy future endofcollege forprofit jobs employment legitimacy badges mozilla credentials debt gender tuitionhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:85809c2da575/Open Badge Opticks : The prismatic value of badges | Persona2015-03-20T06:32:35+00:00
https://carlacasilli.wordpress.com/2015/03/15/open-badge-opticks-the-prismatic-value-of-badges/
robertogrecobadges education learning carlacasilli value social credentials assessment evaluationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:08322a430384/The Value Problem in Digital Badging | Technology and Learning @insidehighered2015-03-19T19:45:18+00:00
https://www.insidehighered.com/blogs/technology-and-learning/value-problem-digital-badging
robertogrecoeducation badges learning highered highereducation 2015 joshuakim mikegoudzwaard michaelevans credentials assessment scale evaluation howwelearn valueproblem openbadgeexchange digitalhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1f51f4b81b90/Alfie Kohn on Open Badges - YouTube2014-08-05T04:32:26+00:00
https://www.youtube.com/watch?v=p_98XcxJqkw
robertogreco2014 alfiekohn badges motivation psychology davidthickey openbadges epic2014 credentials credentialing assessment grades grading mastery mozilla democracy khanacademy homeschool learning education gamification intrinsicmotivation behavior rewards scratch mitchresnick awards competition praise recognition control authority validationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:2260af498b43/Why the Landline Telephone Was the Perfect Tool - Suzanne Fischer - The Atlantic2014-07-15T06:50:35+00:00
http://www.theatlantic.com/technology/archive/2012/04/why-the-landline-telephone-was-the-perfect-tool/255930/
robertogrecoivanillich 2012 suzannefischer technology technogracy conviviality unschooling deschoooling education philosophy history society valentinaborremans leefelsenstein telephone landlines radio self-determination diy grassroots democracy computing computers internet web tools justice flexibility coercion schools schooling openstudioproject lcproject learningwebs credentials credentialism learning howwelearn commodification business capitalism toolsforconviviality selfdeterminationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a43961322fc0/William James - The PhD Octopus2014-05-21T22:24:40+00:00
http://www.uky.edu/~eushe2/Pajares/octopus.html
robertogrecowilliamjames badges credentials credentialization 1903 snobbery teaching education diplomas highered highereducation institutions institutionalization exclusion corruptionhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d199b494b9bc/Let's face it. Americans suck at Bureaucracy. | HomeFree AmericaHomeFree America2014-05-19T04:46:11+00:00
http://www.homefreeamerica.us/lets-face-americans-suck-bureaucracy/
robertogreco2014 johnrobb bureaucracy us germany rules rulemaking judgement politics policy china inertia economics war change adaptability credentials credentialismhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:25cace9f6ddb/College is a promise the economy does not keep - Opinion - Al Jazeera English2014-05-16T18:06:05+00:00
http://www.aljazeera.com/indepth/opinion/2014/05/college-promise-economy-does-no-201451411124734124.html
robertogrecocolleges universities highered highereducation 2014 sarahkendzior education credentialism credentials meritocracy economics inequality employment work labor debthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:51a94ab8edf0/Why I didn’t go to grad school the second time. | Ordinary Times2014-01-03T23:14:01+00:00
http://ordinary-gentlemen.com/blog/2013/10/31/why-i-didnt-go-to-grad-school-the-second-time
robertogrecoeducation davidryan via:kio learning doing glvo edg srg gradschool unschooling deschooling autodidacts credentials academia making 2013 selfeducationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:34fcd9931e62/Badges | Submitted For Your Perusal2013-12-04T06:03:39+00:00
http://submittedforyourperusal.com/2013/12/03/badges/
robertogrecobadges williamjames mattthomas 1903 credentials credentialism diplomas via:lukeneffhttps://pinboard.in/u:robertogreco/b:9cbb5b954226/"Life is going to present to you a series of... - Noteworthy and Not2013-11-18T23:20:20+00:00
http://bettyann.tumblr.com/post/67361540694
robertogrecojunotdíaz education accreditation credentials credentialism 2013 neoliberalism efar risktaking risk learning transformation unschooling deschooling schoolinesshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:e39b1695b04a/Learning Networks, Syllabi, MOOCs, "Disruption", Classroom Teaching, Confusion, Bureaucracy Blues (with images, tweets) · caseyg · Storify2012-11-25T08:55:05+00:00
http://storify.com/caseyg/education-1
robertogrecoscalability scaling scale small contraction integrity institutionalchange institutionalinertia change exquisitecorpse art apprenticeships markllobrera content networkedlearning online toolkits onlinetoolkits 1password nyc jackcheng credentialing credentials robinrendle nassimtaleb clayshirky openstudioproject lcproject education howweteach transparency trust institutions organizations olympics ephemeral money spencerbeacock maxfenton ducttape learning margaretedson tcsnmy cooperunion mooc moocs robinsonmeyer bureaucracy allentan caseygollan comments teaching disruption syllabus 2012 learningnetworks ephemerality debchachra syllabihttps://pinboard.in/u:robertogreco/b:ef64e71f6f06/n+1: Death by Degrees2012-07-03T00:04:09+00:00
http://nplusonemag.com/death-by-degrees
robertogrecoacademia education hierarchy elite 2012 teaparty highered highereducation credentials baudrillard karlmarx usevalue exchangevalue value accreditation solidarity labor cheguevara via:Tarynhttps://pinboard.in/u:robertogreco/b:f5e505332dc6/Mark Twain And Grant's Memoirs - Ta-Nehisi Coates - National - The Atlantic2012-02-21T01:26:31+00:00
http://www.theatlantic.com/national/archive/2012/02/mark-twain-and-grants-memoirs/253343/
robertogrecoulyssessgrant frederickdouglass civilwar abrahamlincoln eldoctorow marktwain learning readiness grading grades deschooling unschooling education credentialism credentialing credentials writing ta-nehisicoateshttps://pinboard.in/u:robertogreco/b:9a5270c9f561/George Dyson - Looking Backward to Put New Technology in Focus - NYTimes.com2011-12-06T05:54:04+00:00
http://www.nytimes.com/2011/12/06/science/george-dyson-looking-backward-to-put-new-technology-in-focus.html?pagewanted=all
robertogrecogeorgedyson autodidactism autodidacts 2011 interviews dropouts unschooling education history historyofscience adolescence technology historyoftechnology amateurism credentials autodidacticismhttps://pinboard.in/u:robertogreco/b:efc4d8f23ec0/Apprenticeships and internships « Re-educate Seattle2011-11-25T20:06:28+00:00
http://stevemiranda.wordpress.com/2011/11/22/apprenticeships-and-internships/
robertogrecostevemiranda 2011 pscs learning apprenticeships internships unschooling deschooling learningbydoing credentials grades grading tcsnmy toshare usefulness meaning purpose pugetsoundcommunityschoolhttps://pinboard.in/u:robertogreco/b:fe04548e1f37/Teaching Social Innovation | Austin Center for Design2011-08-19T09:05:31+00:00
http://www.ac4d.com/2011/08/17/teaching-social-innovation/
robertogrecojonkolko design education learning socialinnovation designeducation projectbasedlearning 2011 metrics measurement success humanitariandesign depthoverbreadth timelines time lcproject unschooling deschooling ac4d meaning meaningfulness eziomazini commitment relationships tcsnmy communityengagement krissdeiglmeier socialimpact assessment tracking accreditation credentials convenience responsibility designtourism entrepreneurship helenwalters shrequest1 pblhttps://pinboard.in/u:robertogreco/b:49cf1a686af4/Badges - MozillaWiki2011-07-11T20:06:00+00:00
https://wiki.mozilla.org/Badges
robertogrecoeducation learning technology games online gaming gamification badges opensource openbadges recognition achievement credentials skills via:monikahardyhttps://pinboard.in/u:robertogreco/b:9e4aaff3023f/The Thinking Person's Guide to Autism: On the Matter of Empathy [To be applied also with teachers and students, claiming to know them better than they know themselves.]2011-07-02T22:56:46+00:00
http://thinkingautismguide.blogspot.com/2011/07/on-matter-of-empathy.html
robertogrecopsychology empathy autism aspergers understanding credentials experts experience 2011 behavior cognitive cognitiveempathy emotionalempathy expressedempathy testing measurement nonverbal nonverbalcommunication stereotypeshttps://pinboard.in/u:robertogreco/b:a6576d4ff27c/The crusade against college2011-06-13T00:06:02+00:00
http://benwerd.com/2011/06/the-crusade-against-college/
robertogrecobenwerdmuller highereducation highered economics unschooling deschooling elitism sarahlacy peterthiel publiceducation schools education learning credentials salaries society louismenand compensation 2011 via:steelemaley lcproject democracy colleges universitieshttps://pinboard.in/u:robertogreco/b:7246fa18ef97/INTHECONVERSATION: Art Leisure Instead of Art Work: A Conversation with Randall Szott [Truly too much to quote, so random snips below. Go read the whole thing.]2011-05-01T07:27:52+00:00
http://intheconversation.blogs.com/art/2008/03/interview-with.html
robertogreco2008 salrandolph randallszott leisure art living collecting food cooking life slow thinking philosophy unschooling deschooling credentials artschool education learning skepticism everyday vernacular language work leisurearts dilletante generalists cv distraction culture marxism anarchism situationist lcproject tcsnmy intellectualism elitism meaning sensemaking interdisciplinary multidisciplinary projectbasedlearning projects openstudio crossdisciplinary transdisciplinary thewhy why audiencesofone canon amateurs artleisure darkmatter pbl artschoolshttps://pinboard.in/u:robertogreco/b:30f02bd34571/Joichi Ito Named Head of M.I.T. Media Lab - NYTimes.com2011-04-26T05:23:51+00:00
http://www.nytimes.com/2011/04/26/science/26lab.html
robertogrecomit medialab joiito larrylessig innovation dropouts postcredentials credentials alternative alternativeeducation learningbydoing 2011 creativecommons unschooling deschooling connectivism connections mozilla venturecapital mitmedialabhttps://pinboard.in/u:robertogreco/b:91e47f432c20/Sal Kahn Out To Disrupt Education | O'DonnellWeb2011-02-21T00:15:51+00:00
http://www.odonnellweb.com/?p=9149
robertogrecochriso'donnell teaching learning education standards standardization standardizedtesting passion schools memorization lectures unschooling deschooling homeschool diplomas credentials assessment truelearning lcproject tcsnmy competency khanacademy salkhan salmankhanhttps://pinboard.in/u:robertogreco/b:7739c539395a/Techno Constructivist: The #Edreform Paradox2011-02-12T19:37:53+00:00
http://carlanderson.blogspot.com/2011/02/edreform-paradox.html
robertogrecoeducation policy us technology success assessment measurement learning deschooling unschooling tcsnmy lcproject credentials business data datadrivenmismanagement shrequest1https://pinboard.in/u:robertogreco/b:01fb2cda5964/UnCollege | self-directed higher education2011-02-11T14:51:38+00:00
http://uncollege.org/
robertogreco
UnCollege is not an accredited, degree-granting institution. UnCollege rather provides students with a framework to pursue their own journey of learning and self-discovery. Upon completion of the UnCollege program, students will create experience transcripts to demonstrate their learning from real-world accomplishments.The long-term goal of UnCollege is to revolutionize higher education, providing an example of College 2.0. In the future, UnCollege will become a fully accredited, degree-granting institution.
However, there will be no campus and no professors."]]>education unschooling deschooling highereducation highered learning autodidacts self-directedlearning schools schooling online credentials problemsolving academia the2837university agitpropprojecthttps://pinboard.in/u:robertogreco/b:f68f7dde426a/Marcel Kampman on Lift 11: Geneva - live streaming video powered by Livestream2011-02-07T20:00:18+00:00
http://www.livestream.com/liftconference/video?clipId=pla_20bf86e1-1ea1-45ab-afcd-2756bcc1a325
robertogrecoprojectdreamschool lcproject schooldesign design community schools education 2011 lift11 netherlands tcslj communitycenters teaching learning technology unschooling deschooling dropouts autodidacts self-directedlearning credentials informallearning informal work play thinking designthinking children kenrobinson opportunity laptops individualization marcelkampmanhttps://pinboard.in/u:robertogreco/b:9bed834f8d52/The Trouble With Experts : CJR2011-01-17T23:05:54+00:00
http://www.cjr.org/feature/the_trouble_with_experts.php?page=all
robertogrecosociety journalism generalists specialization specialists credentials experts expertise autism jennymccarthy science blackswans tunnelvision via:coldbrain vaccines amateur amateurism unschooling deschooling clayshirkyhttps://pinboard.in/u:robertogreco/b:08519650abf7/How Design Can Get Kids On the Path to Tech Careers | Co.Design2010-12-28T08:49:12+00:00
http://www.fastcodesign.com/1662937/how-design-can-get-kids-on-the-path-to-tech-careers
robertogrecoeducation design management designthinking learning unschooling discovery deschooling trungle stephaniepacemarshall imsa illinois chicago science math gifted talented schools schooldesign credentials credentialing whatmatters cv ap collaboration teaching challenge interaction interdisciplinary multidisciplinary crossdisciplinary problemsolving criticalthinking teacherasmasterlearner teacherascollaborator inquiry inquiry-basedlearning studentdirected research names naming language wordshttps://pinboard.in/u:robertogreco/b:e7913baea21c/College Is Only Good for Helping Rich People Get Richer - Education - GOOD2010-12-06T07:07:55+00:00
http://www.good.is/post/college-is-only-good-for-helping-rich-people-get-richer/
robertogrecocollege good highered education learning lcproject schooliness unschooling deschooling oligarchy wealth advantage credentials criticism criticalthinking aristocracyhttps://pinboard.in/u:robertogreco/b:2209289a3235/Dr. Tae — Building A New Culture Of Teaching And Learning on Vimeo2010-11-28T22:37:29+00:00
http://vimeo.com/5513063
robertogrecodrtae teaching learning education lcproject tcsnmy technology schools science skateboarding mythbusters brain connectivism culture wikipedia math sharing unschooling deschooling reform iteration practice failure motivation scientificresearch classsize time agesegregation schoolcalendar persistence authority coersion self-motivation certification grades grading self-evaluation intrinsicmotivation physics calculus mastery cheating honesty mentoring tfa mythbuster distributedteaching credentials change gamechanging coercion teachforamerica skating skateboardshttps://pinboard.in/u:robertogreco/b:6bcfbc5a961b/Teaching for America - NYTimes.com2010-11-22T04:24:20+00:00
http://www.diigo.com/annotated/61194ca2563c5347ebb25051186818b8
robertogrecorttt education reform policy finland denmark singapore southkorea korea us arneduncan meritpay teaching schools learning competition misguidedenergy credentials unions 2010https://pinboard.in/u:robertogreco/b:281d20e5885e/education should be inefficient [Great post from Astra Taylor, way too much to pull quotes, but here are two anyway.]2010-11-14T06:13:08+00:00
http://permalink.gmane.org/gmane.culture.media.idc/1876
robertogrecoastrataylor unschooling slow inefficiency learning deschooling glvo slowlearning boredom credentials schools schooling educationhttps://pinboard.in/u:robertogreco/b:b5ae9be16cbc/Higher education and wages: Study leave | The Economist [Chart]2010-09-14T05:20:33+00:00
http://www.economist.com/research/articlesBySubject/displaystory.cfm?subjectid=7933596&story_id=16984636
robertogrecoeducation college colleges universities credentials salaries comparison us uk sweden labor overeducated work markets internationalhttps://pinboard.in/u:robertogreco/b:83746fabfeae/dy/dan » Blog Archive » WCYDWT: Dirt2010-08-26T22:42:56+00:00
http://blog.mrmeyer.com/?p=7820#comment-264578
robertogrecogradschool education academia alternative altgdp unschooling deschooling schools learning iconoclasm cv breakingout closedsystems rigidity convention degrees credentials legitimacyhttps://pinboard.in/u:robertogreco/b:68caf19c797c/“. . . ready to welcome the ecstatic experience” « Re-educate2010-08-22T06:10:46+00:00
http://stevemiranda.wordpress.com/2010/08/19/ready-to-welcome-the-ecstatic-experience/
robertogrecostevemiranda pscs pugetsoundcommunityschool emilydickinson teaching schools lcproject tcsnmy credentials community schooldesign alternative learninghttps://pinboard.in/u:robertogreco/b:c837e37647bb/Harvard Kennedy School - New Study: Teacher Effectiveness in Classroom Unrelated to the College Teacher Attended2010-06-13T19:45:50+00:00
http://www.hks.harvard.edu/news-events/news/press-releases/pepg-study-june-2010
robertogrecoteaching schools hiring compensation administration management tcsnmy leadership experience credentials meritpay education policyhttps://pinboard.in/u:robertogreco/b:fc0e9d99cf9e/More Like Us — Meredith Jung-En Woo, Dean of Arts & Sciences and Buckner W. Clay Professor2010-04-11T03:56:53+00:00
http://artsandsciences.virginia.edu/meredithwoo/blog/more-like-us/
robertogrecocredentials liberalarts education creativity multidisciplinary crossdisciplinary generalists interdisciplinary unschooling deschooling specialization competition japan us highered colleges universities innovation tcsnmy jamesfallows davidhalberstam exams testing messiness disorder individualism can-doattitude 1980s 1990s meredithjung-enwoo specialistshttps://pinboard.in/u:robertogreco/b:c24e364bd8e4/The Future of Education | IdeaEconomy.Net2010-04-07T07:37:31+00:00
http://www.ideaeconomy.net/ideas/future-education/
robertogrecosethgodin kenrobinson personalmba alternative education learning schools society altgdp future lcproject knowledgenomads universityofthepeople universities colleges credentialshttps://pinboard.in/u:robertogreco/b:454e3546e313/College and the Reputation-based Economy - GOOD Education - GOOD2010-04-05T21:15:52+00:00
http://www.good.is/post/college-and-the-reputation-based-economy/
robertogrecodeschooling unschooling education colleges universities schools diy socialnetworking meritocracy cv glvo change lcproject tcsnmy accreditation credentials connections money whuffie admissions highereducationhttps://pinboard.in/u:robertogreco/b:abedef3d64e9/elearnspace › Lack of Sympathy2010-02-28T08:00:48+00:00
http://www.elearnspace.org/blog/2010/02/18/lack-of-sympathy/#comment-38821
robertogrecoeducation knowledge apprenticeships history learning degrees credentials doing do deschooling unschooling colleges universitieshttps://pinboard.in/u:robertogreco/b:b75f23609db0/Fortnightly Mailing: We must ..... a call to action to create the university of the future2009-11-10T05:57:27+00:00
http://fm.schmoller.net/2009/11/we-must.html
robertogrecoeducation learning teaching students sharing pedagogy openaccess openness colleges universities mobile phones mobilelearning change gamechanging manifestos remixing reuse credentials learningoutcomes access highered remixculturehttps://pinboard.in/u:robertogreco/b:70d88f9c4d06/Favela Chic education | Beyond The Beyond2009-09-06T03:44:31+00:00
http://www.wired.com/beyond_the_beyond/2009/09/favela-chic-education/
robertogrecobrucesterling futurism highered education learning disruption disruptive online unschooling deschooling credentials degrees schooling gamechanging publishing colleges universities mainstream future web internet autodidacts autodidactism testing autodidacticismhttps://pinboard.in/u:robertogreco/b:dd7508193ba4/Laurent Haug’s blog » Reinventing education2009-06-12T04:44:32+00:00
http://liftlab.com/think/laurent/2009/06/11/reinventing-education/
robertogrecosugatamitra unschooling deschooling laurenthaug schooling education change reform control autoritarianism politics power society lcproject tcsnmy hackingeducation dimplomas credentials collaboration assessment collaborative grades grading gamechanging autodidacts colleges universities teaching outdoctrination holeinthewallhttps://pinboard.in/u:robertogreco/b:88eef6ad3d75/The Case for Working With Your Hands - NYTimes.com2009-05-26T04:34:49+00:00
http://www.nytimes.com/2009/05/24/magazine/24labor-t.html?pagewanted=all
robertogrecoeducation learning well-being life cv making doing crisis highereducation colleges universities middlemanagement matthewcrawford alternative careers unschooling deschooling careerism society class failure moralhazard credentials gradschool degrees meaning happiness fulfillment economics mechanics macroeconomics philosophyhttps://pinboard.in/u:robertogreco/b:fcb6efb42d7e/Op-Ed Columnist - Learning How to Think - NYTimes.com2009-03-30T05:29:18+00:00
http://www.nytimes.com/2009/03/26/opinion/26Kristof.html
robertogrecocrowdsourcing predictions learning culture expertise credentials politics knowledge experts psychology accountability foxes hedgehogshttps://pinboard.in/u:robertogreco/b:3b443de402d1/What You Should Consider Before Education Graduate School - On Education (usnews.com)2009-03-27T00:22:06+00:00
http://www.usnews.com/blogs/on-education/2009/3/25/what-you-should-consider-before-education-graduate-school.html
robertogrecoteaching credentials academia gradschool education wasteofmoney cashcows cv residencies deschooling waste corruption worstpractices via:cburellhttps://pinboard.in/u:robertogreco/b:5899ac4373d2/The Public School2009-03-16T07:05:41+00:00
http://la.thepublicschool.org/
robertogrecolcproject deschooling unschooling losangeles education activism participatory pedagogy alternative schools credentials autodidacts self-directedlearning learninghttps://pinboard.in/u:robertogreco/b:c442b8adac9b/ARCHITECTURE SCHOOL 202 « LEBBEUS WOODS2009-03-02T07:33:20+00:00
http://lebbeuswoods.wordpress.com/2009/02/27/architecture-school-202/
robertogrecoeducation history architecture pedagogy lebbeuswoods lcproject credentials idealism design academia cvhttps://pinboard.in/u:robertogreco/b:984077ce1642/Beyond Portfolios « The Elementary Educator [via: http://www.buzzmachine.com/2009/02/20/a-portfolio-instead-of-a-diploma/]2009-02-21T02:00:45+00:00
http://mrpullen.wordpress.com/2009/02/18/beyond-portfolios/
robertogreco= 1 patent and/or 1 invention that they’ve actually created a prototype for *math: be able to balance checkbook, understand how to stay out of debt & avoid credit spending, understand how to interpret biased statistics & advertisements; able to solve any real-world math problem they may encounter *social studies: be able to read every article in newspaper & understand article’s significance & historical events that have led up to event + geography of location(s) being discussed + religious & political backgrounds of people/groups involved *Finally: students should be heading to post-K-12 life with plan for future, rather than just heading to college because everyone is doing it."
]]>education curriculum learning tcsnmy schools schooling society life preparedness lcproject homeschool unschooling deschooling change reform blogs portfolio success cv credentials diplomashttps://pinboard.in/u:robertogreco/b:d430a90d2582/Hacking Education [see also: http://delicious.com/tag/usvsessions4]2009-02-05T07:06:21+00:00
http://publicusv.wiki.zoho.com/Hacking-Education.html
robertogrecoeducation hacking change reform gamechanging via:preoccupations fredwilson 2009 internet web online entrepreneurship learning schools schoolofeverything self-directedlearning accreditation credentials opensourcehttps://pinboard.in/u:robertogreco/b:74e48ba87a18/Global Guerrillas: INDUSTRIAL EDUCATION?2009-01-15T03:10:25+00:00
http://globalguerrillas.typepad.com/globalguerrillas/2009/01/industrial-education.html
robertogrecochange reform education learning online elearning colleges universities futurism future business trends economics opensource mit johnrobb crisis unschooling deschooling homeschool lcproject gamechanging money tuition inflation price cost bubbles 2009 credentials teaching studentshttps://pinboard.in/u:robertogreco/b:41635910aa74/The Value of College for Most Students - Creative Class2009-01-11T05:18:45+00:00
http://www.creativeclass.com/creative_class/2009/01/05/the-value-of-college-for-most-students/
robertogrecocolleges universities tuition credentials life earningpower education learning valuehttps://pinboard.in/u:robertogreco/b:1ce2a40f4df2/Education And Learning: A Paradigm Shift - Part 1 - Is Our Educational System Broken? - Robin Good's Latest News2009-01-07T03:25:51+00:00
http://www.masternewmedia.org/education-and-learning-a-paradigm-shift-part-1/
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