Pinboard (robertogreco)
https://pinboard.in/u:robertogreco/public/
recent bookmarks from robertogrecoThere's Nothing Unnatural About a Computer2023-05-03T16:57:32+00:00
https://www.growbyginkgo.com/2023/03/14/theres-nothing-unnatural-about-a-computer/
robertogreco2023 jamesbridle computers computing multispecies morethanhuman intelligence ai artificialintelligence nature howwethink indigeneity indigenous knowledge claireevans unschooling deschooling being waysofbeing sensors sensing allthesenses birds birding birdwatching plants plumbing gardening relationships systems networks climatechange technology society sustainability slow small human humans bodies understanding aborigines memories libraries archives archiving culture oraltradition stories storytelling transmission observation time change speculation speculativedesign animals data place perception experimentation experientiallearning place-based wildfires entanglement anthropocene australia greece earthquakes extinction sustainedobservation knowledgetransmission howwelearn unshooling deachooling preservation survival internetofanimalshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8a4b5b04f89a/Childhoods in More Just Worlds: An International Handbook, Edited by Timothy Kinard and Gaile S. Cannella – Myers Education Press2021-11-05T00:35:43+00:00
https://myersedpress.presswarehouse.com/browse/book/9781975504113/Childhoods-in-More-Just-Worlds
robertogrecochildren unschooling mariakromidas timothykinard gailecannella 2021 deschooling justicee socialjustice conviviality multispecies morethanhuman place placebasededucation education learning howwelearn teaching howweteach childhood experientiallearning relationships sallybarnes suegrieshaber emilymurphy hannahdyer parenting innocence politics play thereselindgren sweden us neoliberalism environment environmentaljustice kyliesmith caseymyers marektesar mindyblaise claireo’callaghan creativity experimentation pedagogy luzmurillo literacy josémartínezhinestroza agency liberation freedom i-fanglee becoming christopherbrown davidbarry daheiku refusal resistance schools schooling schoolreadiness theodoralightfoot jennyritchie decolonization colonialism colonization well-being newzealand maori aoterroa mereskerrett mandypierlejewski gyulavamosi romani uk preschool mladoivanovic migration immigration michaelo’loughlin renatadeassis bodeis globalization curriculum equity inequality multiculturalism anhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:89d3175078c7/The Arts and the Liberal Arts at Black Mountain College on JSTOR2020-11-11T19:16:21+00:00
https://www.jstor.org/stable/10.5406/jaesteduc.52.4.0049?seq=1
robertogrecojasonmiller blackmountaincollege bmc democracy art arts liberalarts johndewey johnandrewrice citizenship thinking howwethink pedagogy education highered highereducation college universities howweteach teaching learning howwelearn jaymiller philosophy academics discipline disciplines openstudioproject lcproject experience experientiallearning life artaslife artasliving living behavior progressive colleges seeing observation josefalbers usefulness tinkering utility interdisciplinary transdisciplinary hierarchy hierarchies pragmatism means ends endsandmeans process aesthetics canon participation participatory use justification inequality class socioeconomic economics training beinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:eb01c7557378/Democracy in Action - YouTube2020-11-10T02:27:37+00:00
https://www.youtube.com/watch?v=Apbl6Iuqkvc
robertogrecoblackmountaincollege bmc democracy johndewey 2020 jaymiller education highered participatory experience experimentation experientiallearning learning howwelearn highereducation johnandrewrice liberalarts practice history consensus governance decisionmaking conflict inclusion inclusivity politics refuge immigration inclusiveness equality jasonmillerhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:56d9f3a1eaa4/The Short Life and Long Legacy of Black Mountain College - The New York Times2020-10-27T05:33:43+00:00
https://www.nytimes.com/2015/12/18/arts/design/the-short-life-and-long-legacy-of-black-mountain-college.html
robertogreco2015 blackmountaincollege bmc johndewey tcsnmy lcproject openstudioproject sfsh liberalarts hierarchy horizontality learning howwelearn decisionmaking democracy accreditation compulsory creativity education highered highereducation unschooling deschooling progressive howweteach criticalthinking participation participatory learningbydoing experience experientiallearning hollandcotter johnandrewrice josefalbers art arts annialbers leapbeforeyoulook anti-hierarchyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b0cd9ab84ab5/Manu Prakash // Finding Sublime in the Mundane - YouTube2020-07-07T16:16:40+00:00
https://www.youtube.com/watch?v=M8f4R9l1Pg8
robertogrecomanuprakash 2019 unschooling observing science children childhood microscopes india learning howwelearn highschool schooling education discovery experimentation experience academia academics observation understanding creativity curiosity citizenscience microscopy experientiallearning lcproject openstudioprojecthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:cbe5debf3b98/Traditional Indigenous Kinship Practices at Home: Being Child-Centered During the Pandemic – indigenous motherhood2020-03-20T22:50:28+00:00
https://indigenousmotherhood.wordpress.com/2020/03/16/traditional-indigenous-kinship-practices-at-home-being-child-centered-during-the-pandemic/?fbclid=IwAR05kbaCwpqmmpHxwSf7VPHoaHQo57DgHC0bBOsGkbsM2Dpu_qWuxCpXLK4
robertogrecoparenting children unschooling deschooling education 2019 indigenous indigeneity relationships kinship child-centered learning howwelearn teaching howweteach behavior feelings control conflict place experientiallearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:f3d1da1246bf/Pedagogy, Otherwise: the Reader | Ecoversities2020-01-24T00:01:22+00:00
https://ecoversities.org/pedagogy-otherwise-the-reader/
robertogrecovia:todrobbins ecoversities unschooling deschooling education community learning communities lcproject openstudioproject altgdp alternative schools schooling experientiallearning interdisciplinary transdisciplinary decolonization emplacement place solidarity inquiry emergence emergentcurriculum knowledge unlearning howwelearn howweteach culture intercultural ecology consciousnesshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:f2b9c0d71c1b/Ecoversities | reclaiming knowledges, relationships and imaginations2020-01-23T23:54:22+00:00
https://ecoversities.org/
robertogrecoeducation unschooling deschooling community learning communities lcproject openstudioproject altgdp alternative schools schooling experientiallearning interdisciplinary transdisciplinary decolonization emplacement place solidarity inquiry emergence emergentcurriculum knowledge unlearning howwelearn howweteach culture intercultural ecology consciousness ecoversities via:todrobbinshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:24f082bc857a/The Secret Grace of Summer Camp for Socially Awkward Storytellers - Mn Artists2020-01-23T01:34:11+00:00
http://www.mnartists.org/article/secret-grace-summer-camp-socially-awkward-storytellers
robertogreco2013 irabooker campforsociallyawkwardstorytellers aprildobbins alecsoth littlebrownmushroom storytelling camp conferences creativity lcproject openstudioproject walkerartcenter minnesota books publishing selfpublishing visual pop-ups writing photography bradzellar slideshows stories socialmedia tarawray wenxinzhang serendipity spontaneity unschooling deschooling education curriculum summerinwintercamp ephemeral ephemeralinstitutions ephemerality hansseeger delaneyallen horatiobaltz jeffbarnett-winsby julianbleecker elainebleakney bradfarwell adamforrester colinmatthes buckymiller dianarangel jimreed caitlinwarner classideas photobooks ncmideas carriethompson galenfletcher ethanjones jasonpollan projectideas stpaul self-publishing adventure fun unconferences experientialeducation design conferenceideas camps learning collaboration experientiallearning summercamphttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d0db8cdc819b/The Little Brown Mushroom Camp for Socially Awkward Storytellers - April Dobbins2020-01-23T00:55:16+00:00
https://cargocollective.com/aprildobbins/The-Little-Brown-Mushroom-Camp-for-Socially-Awkward-Storytellers
robertogrecocampforsociallyawkwardstorytellers 2013 aprildobbins alecsoth littlebrownmushroom storytelling camp conferences creativity lcproject openstudioproject walkerartcenter minnesota books publishing selfpublishing visual pop-ups writing photography bradzellar slideshows stories socialmedia tarawray wenxinzhang serendipity spontaneity unschooling deschooling education curriculum summerinwintercamp ephemeral ephemeralinstitutions ephemerality hansseeger delaneyallen horatiobaltz jeffbarnett-winsby julianbleecker elainebleakney bradfarwell adamforrester colinmatthes buckymiller dianarangel jimreed caitlinwarner classideas photobooks ncmideas carriethompson galenfletcher ethanjones jasonpollan projectideas stpaul self-publishing adventure fun unconferences experientialeducation design conferenceideas camps learning collaboration experientiallearning summercamphttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d073f04d0ddf/Popsicle #27: LBM Camp for Socially Awkward Storytellers « Little Brown Mushroom2020-01-23T00:54:53+00:00
http://www.littlebrownmushroom.com/popsicle-27-lbm-camp-for-socially-awkward-storytellers/
robertogrecoI began to understand art as a kind of black box the reader enters. He enters in one state of mind and exits in another… The writer… can put whatever he wants in there. What’s important is that something undeniable and nontrivial happens to the reader between entry and exit… The black box is meant to change us.
A ‘like’ is not a change. Nor is a thousand ‘likes.’ I believe virtual social networks have great creative potential, but it is almost impossible to quantify. Sometimes you just need to climb into the black box with other people.
I’m so grateful to everyone who climbed into that box with me last week. Along with thanking the Soap Factory and their amazing audience, I want to individually thank the camp participants:
Wenxin Zhang, Tara Wray, Caitlin Warner, Jim Reed, Diana Rangel, Bucky Miller, Colin Matthes, Adam Forrester, Brad Farwell, April Dobbins, Elaine Bleakney, Julian Bleecker, Jeff Barnett-Winsby, Horatio Baltz, Delaney Allen.
The visiting artists: Brian Beatty, David Sollie, Vince Leo.
Our interns: Yara Van der Velden, Kayla Huett, Phil Bologna.
And the LBM team: Brad Zellar, Carrie Thompson, Hans Seeger, Jason Polan, Ethan Jones, Galen Fletcher.
I truly feel changed.
Alec”]]>campforsociallyawkwardstorytellers 2013 alecsoth littlebrownmushroom storytelling camp conferences creativity lcproject openstudioproject walkerartcenter minnesota books publishing selfpublishing visual pop-ups writing photography bradzellar slideshows stories socialmedia tarawray wenxinzhang serendipity spontaneity unschooling deschooling education curriculum summerinwintercamp ephemeral ephemeralinstitutions ephemerality hansseeger delaneyallen horatiobaltz jeffbarnett-winsby julianbleecker elainebleakney aprildobbins bradfarwell adamforrester colinmatthes buckymiller dianarangel jimreed caitlinwarner classideas photobooks ncmideas carriethompson galenfletcher ethanjones jasonpollan projectideas stpaul self-publishing adventure fun unconferences experientialeducation design conferenceideas camps learning collaboration experientiallearning summercamphttps://pinboard.in/https://pinboard.in/u:robertogreco/b:19b8daeb92e0/Photographer Alec Soth mounts storyteller's summer camp awkwardly | MPR News2020-01-23T00:54:23+00:00
https://www.mprnews.org/story/2013/07/11/photographer-alec-soth-mounts-storytellers-summer-camp-awkwardly
robertogrecocampforsociallyawkwardstorytellers 2013 alecsoth littlebrownmushroom storytelling camp conferences creativity lcproject openstudioproject walkerartcenter minnesota books publishing selfpublishing visual pop-ups writing photography bradzellar slideshows stories socialmedia tarawray wenxinzhang serendipity spontaneity unschooling deschooling education curriculum summerinwintercamp ephemeral ephemeralinstitutions ephemerality hansseeger delaneyallen horatiobaltz jeffbarnett-winsby julianbleecker elainebleakney aprildobbins bradfarwell adamforrester colinmatthes buckymiller dianarangel jimreed caitlinwarner classideas photobooks ncmideas carriethompson galenfletcher ethanjones jasonpollan projectideas stpaul self-publishing adventure fun unconferences experientialeducation design conferenceideas camps learning collaboration experientiallearning summercamphttps://pinboard.in/https://pinboard.in/u:robertogreco/b:11e5a8c7d47f/Artists from around the world gather in St. Paul for Little Brown Mushroom’s Summer Camp for Socially Awkward Storytellers – Knight Foundation2020-01-23T00:35:14+00:00
https://knightfoundation.org/articles/artists-from-around-the-world-gather-in-st-paul-for-little-brown-mushrooms-summer-camp-for-socially-awkward-storytellers/
robertogrecoVisual storytelling tends to be a lonely business. As such, it attracts more than its share of wallflowers. Here at LBM (home to more than a couple introverts), we thought it would be worthwhile to bring creative loners together to see what we can learn from each other. We’re envisioning a gathering that is more summer camp than classroom. After various daytime outings, we’ll sit around the digital projector and tell each other stories. From there we’ll discuss the ways in which visual stories can be translated into book form.
In a recent email, Soth said the group will spend four days this week in various workshops. On the fifth and final evening, Saturday, July 13, the participants will offer brief, Pecha Kucha-style presentations of their work, at a public event emceed by comedian and writer Brian Beatty at the Soap Factory in Minneapolis. A party will follow, with a cash bar, socializing and dancing to tunes spun by DJ Vu-Vu Zella (aka Brad Zellar).
Participating “campers” include: the LBM team, plus Hans Seeger, Delaney Allen, Horatio Baltz, Jeff Barnett-Winsby, Julian Bleecker, Elaine Bleakney, April Dobbins, Brad Farwell, Adam Forrester, Colin Matthes, Bucky Miller, Diana Rangel, Jim Reed, Caitlin Warner, Tara Wray and Wenxin Zhang.
Photo courtesy of Little Brown Mushroom. Pro tip: The “summer camp” t-shirts pictured on the LBM team above will be available to buy at the event on Saturday, July 13. As far as I know, the RV is not for sale.
I’m telling you – this can’t help but be interesting. Little Brown Mushroom has been publishing such surprising, compelling stuff in recent years. Of particular note is the “LBM Dispatch,” occasional road trip photo and text collaborations by Soth and writer Brad Zellar – tabloid-sized newsprint pieces produced in the style of a small-town newspaper. Thus far, LBM has published five installments: “Ohio,” “Upstate,” “Michigan,” “Three Valleys” and, most recently, “Colorado.” (The pair recently wrote a fabulous piece on the project for Vice magazine, if you’re interested in reading more.)
Little Brown Mushroom’s Summer Camp for Socially Awkward Storytellers runs from July 9 through 13. The camp culminates with an event, The Socially Awkward Storytellers’ Slideshow and Dance, on Saturday, July 13 at 7 p.m. at the Soap Factory, 514 Second Street SE, Minneapolis. Admission is free and open to the public. For more information, visit www.littlebrownmushroom.com."]]>alecsoth littlebrownmushroom 2013 camp conferences storytelling writing photography bradzellar slideshows stories socialmedia tarawray wenxinzhang serendipity spontaneity unschooling deschooling education curriculum summerinwintercamp campforsociallyawkwardstorytellers ephemeral lcproject pop-ups ephemeralinstitutions ephemerality hansseeger delaneyallen horatiobaltz jeffbarnett-winsby julianbleecker elainebleakney aprildobbins bradfarwell adamforrester colinmatthes buckymiller dianarangel jimreed caitlinwarner creativity openstudioproject walkerartcenter minnesota books publishing selfpublishing visual classideas photobooks ncmideas carriethompson galenfletcher ethanjones jasonpollan projectideas stpaul self-publishing adventure fun unconferences experientialeducation design conferenceideas camps learning collaboration experientiallearning summercamphttps://pinboard.in/https://pinboard.in/u:robertogreco/b:86d301080c8c/BMCM+AC Bookstore on Instagram: “The one idea most commonly agreed upon was that “living” and “learning” should be intertwined. Education should proceed everywhere, not…”2019-09-09T22:04:20+00:00
https://www.instagram.com/p/B2MrXWThU_m/
robertogrecoblackmountaincollege bmc education lcproject openstudioproject unschooling life living howwelearn howweteach experience experientiallearning classrooms martinduberman learninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a7ff44391310/Going Home with Wendell Berry | The New Yorker2019-07-16T02:27:01+00:00
https://www.newyorker.com/culture/the-new-yorker-interview/going-home-with-wendell-berry
robertogrecovia:anne wendellberry rural slow small empathy kindness georgesaunders relationships neighbors amish care caring maintenance human-animalrelations human-animalrelationships culture farming agriculture local locality place trees history multispecies morethanhuman language restorativejustice justice climatejustice socialjustice johnlukacs environment sustainability kentucky land immigration labor work gender ownership collectivism conversation lancieclippinger god faith religion christianity submission amandapetrusich individualism stewardship limits constraints memory robertburns kafka capitalism corporations life living provincialism seamusheaney patrickkavanagh animals cows freedom limitlessness choice happiness davidkline thomasmerton service maurytilleen crops us donaldtrump adlaistevenson ezrataftbenson politics conservation robertfrost pleasure writing andycatlett howwewrite education nature adhd wonder schools schooling experience experientiallearning place-based hereandnow presence learninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8fe586521de3/Field Experience2019-05-08T02:25:18+00:00
https://fieldexperience.co/
robertogrecolcproject openstudioproject local place experience experientiallearning learning education landscape pedagogy place-based senses via:jenksbyjenks julkaalmquist minnesota minneapolis ethnography sensoryethnography design anthropology place-basededucation place-basedlearning place-basedpedagogyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:22a2346128a8/Nick Kaufmann on Twitter: "Civic tech needs to study history and explore the "usable past". Everyone in #civictech / @codeforamerica network should read Professor Light's upcoming book States of Childhood, ill attempt to summarize her talk below, although2018-12-14T21:51:06+00:00
https://twitter.com/nickkauf/status/1071196293001830400
robertogreconickkaufmann urbanism urban cities jenniferlight children lcproject openstudioproject sfsh tcsnmy civics civictech technology history codeforamerica smartcities boston cleveland philadelphia williamgeorge modelrepublics simulations simulation gregorybateson play seriousplay seriousness education johndewey milaukee labor work colinward thechildinthecity housing governance policy activism participatory participation experimentation experience experientiallearning volunteerism makerspaces openmaine maine learning howwelearn ervinggoffmanhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d1c214d0f62d/Black Mountain College: "The Grass-Roots of Democracy" - Open Source with Christopher Lydon2018-10-23T21:15:04+00:00
http://radioopensource.org/black-mountain-college/
robertogrecobmc blackmountaincollege rutherickson louismenand teddreier theodoredreier sebastiansmee taylordavis williamdavis 2016 robertcreeley jacoblawrence josefalbers robertrauschenberg annialbers davidtudor franzkline mercecunningham johncage charlesolson buckminsterfuller johndewey democracy art music film poetry cytwombly bauhaus experientiallearning howwelearn education johnandrewrice unschooling deschooling schools schooling learning howelearn howweteach pedagogy christopherlydon abstractexpressionism popart jacksonpollock arthistory history arts purpose lcproject openstudioproject leapbeforeyoulook canon discovery conflict artists happenings openness rural community highered highereducation curriculum willemdekooning small control conversation interdisciplinary transdisciplinary mitmedialab medialab chaos utopia dicklyons artschools davidbowie experimentation exploration humanity humanism humility politicshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:818d7b184745/Christi Belcourt on Twitter: "Education in schools is not the only form of education. The land has been my teacher for 25 years. I will never graduate and will always be an apprentice to her. The animals educate. The stars educate. Not everything can be t2018-10-14T19:43:22+00:00
https://twitter.com/christibelcourt/status/1051461306320998400
robertogrecoeducation unschooling deschooling indigeneity schooling wilfredpeltier christibelcourt 2018 inequality children authority experience apprenticeships kokums moshoms multispecies land morethanhuman canon climatechange experientiallearning gifted language languages landscape colonialism heterogeneityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:6fce4035b119/Geetha Narayanan, Founder-Director, Srishti School - YouTube2017-10-14T21:48:22+00:00
https://www.youtube.com/watch?v=OCazQDJ8dOI
robertogrecotraining education assignments sfsh 2017 experience experientiallearning geethanarayanan learninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:475f414133a0/Geetha Narayanan - YouTube2017-10-14T21:09:21+00:00
https://www.youtube.com/watch?v=wEPKNjenZ2w
robertogrecogeethanarayanan slow slowpedagogy fastknowledge worldmaking 2012 education learning slowness experience experientiallearning constructivsm meaningmaking india sfsh edtech fashion value technology policy corporatism capitalism pedagogyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a8bd2fec9f85/NewSchool2017-08-01T00:08:05+00:00
https://www.newschool.de/
robertogrecogermany berlin schools education sfsh webdev interdisciplinary alternative lcproject openstudioproject community experientiallearning place-based middleschool webdesign place-basededucation place-basedlearning place-basedpedagogyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:e5ba5bd22eae/Ghost In the Machine2017-07-29T20:33:52+00:00
http://www.papert.org/articles/GhostInTheMachine.html
robertogrecoseymourpapert sfsh technology mindstorms edtech learning howwelearn unschooling deschooling 1999 exploration computation education schools constructivism contsructionism experientiallearning self-directed self-directedlearning verballearning dependence independence interdependence societyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d4dd97357356/Where’s Your School On This Spectrum? Where Do You Want It To Be? | Josie Holford: Rattlebag and Rhubarb2017-07-12T22:27:22+00:00
http://www.josieholford.com/wheres-your-school-on-this-spectrum-where-do-you-want-it-to-be/
robertogrecosfsh schools identity education josieholford 2017 progressive experientialeducation purpose clarity branding reputation mindfulness permissiveness teaching learning experientiallearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b1344a6fb454/crap futures — Back to nature2017-05-14T21:54:57+00:00
http://crapfutures.tumblr.com/post/160479294104/back-to-nature
robertogrecoThe difference between a path and a road is not only the obvious one. A path is little more than a habit that comes with knowledge of a place. It is a sort of ritual of familiarity. As a form, it is a form of contact with a known landscape. It is not destructive. It is the perfect adaptation, through experience and familiarity, of movement to place; it obeys the natural contours; such obstacles as it meets it goes around. A road, on the other hand … embodies a resistance against the landscape. Its reason is not simply the necessity for movement, but haste. Its wish is to avoid contact with the landscape. … It is destructive, seeking to remove or destroy all obstacles in its way.
Aside from conversation as usual, the reason we are talking about Berry is the arrival of a new film, Look & See, and a new collection of his writing, The World-Ending Fire, edited by Paul Kingsnorth of Dark Mountain Project fame. Berry and Kingsnorth, along with the economist Kate Raworth, were on BBC Radio 4’s Start the Week recently chatting about the coming apocalypse and how it might best be avoided. It is a fascinating interview: you can actually hear Berry’s rocking chair creaking and the crows cawing outside the window of his house in Port Royal, Kentucky.
The normally optimistic Berry agrees somewhat crankily to read ‘the poem that you asked me to read’ on the programme. ‘Sabbaths 1989’ describes roads to the future as going nowhere: ‘roads strung everywhere with humming wire. / Nowhere is there an end except in smoke. / This is the world that we have set on fire.’ Berry admits that this poem is about as gloomy as he gets (‘blessed are / The dead who died before this time began’). For the most part his writing is constructive: forming a sensual response to cold, atomised modernity; advocating for conviviality, community, the commonweal.
Paul Kingsnorth talks compellingly in the same programme about transforming protest into action, although in truth no one walks the walk like Berry. Kingsnorth says: ‘We’re all complicit in the things we oppose’ - and never were truer words spoken, from our iPhones to our energy use. In terms of design practice, there are worse goals than reducing our level of complicity in environmental harm and empty consumerism. Like Berry, Kingsnorth talks about paths and roads. He asks: ‘Why should we destroy an ancient forest to cut twelve minutes off a car journey from London to Southampton? Is that a good deal?’
It’s a fair question. It also illustrates perfectly what Berry was describing in the passage that started this post: the difference between paths that blend and coexist with the local landscape, preserving the knowledge and history of the land, and roads that cut straight through it. These roads are like a destructive and ill-fitting grid imposed from the centre onto the periphery, without attention to the local terrain or ecology or ways of doing things - both literally (in the case of energy) and figuratively.
Another book we read recently, Holloway, describes ancient paths - specifically the ‘holloways’ of South Dorset - in similar terms:
They are landmarks that speak of habit rather than of suddenness. Like creases in the hand, or the wear on the stone sill of a doorstep or stair, they are the result of repeated human actions. Their age chastens without crushing. They relate to other old paths & tracks in the landscape - ways that still connect place to place & person to person.
Holloways are paths sunk deep into the landscape and into the local history. Roads, in contrast, skip over the local - collapsing time as they move us from one place to the next without, as it were, touching the ground. They alienate us in our comfort.
Here in Madeira there are endless footpaths broken through the woods. Still more unique are the levadas, the irrigation channels that run for more than two thousand kilometres back and forth across the island, having been brought to Portugal from antecedents in Moorish aqueduct systems and adapted to the specific terrain and agricultural needs of Madeira starting in the sixteenth century.
Both the pathways through the ancient laurel forests and the centuries-old levadas (which, though engineered, were cut by hand and still follow the contours and logic of the landscape) contrast with the highways and tunnels that represent a newer feat of human engineering since the 1970s. During his controversial though undeniably successful reign from 1978 to 2015 - he was elected President of Madeira a remarkable ten times - Alberto João Jardim oversaw a massive infrastructure program that completely transformed the island. Places that used to be virtually unreachable became accessible by a short drive. His legacy, in part, is a culture of automobile dependency that is second to none. The American highway system inspired by Norman Bel Geddes’ (and General Motors’) Futurama exhibit at the 1939 New York World’s Fair almost pales in comparison to Jardim’s vision for the rapid modernisation of Madeira.
But when you walk the diesel-scented streets of the capital, or you drive through the holes bored deep into and out of towering volcanic mountains to reach the airport - and even when you think back in history and imagine those first settlers sitting in their ships as half the island’s forest burned, watching the dense smoke of the fires they lit to make Madeira favourable to human habitation - it’s hard not to think what a catastrophically invasive species are human beings.
Bespoke is a word we use a lot. In our vocabulary bespoke is not about luxury or excess - as it has been co-opted by consumer capitalism to suggest. Instead it is about tailored solutions, fitted to the contours of a particular body or landscape. Wendell Berry insists on the role of aesthetics and proportionality in his approach to environmentalism: the goal is not hillsides covered in rows of ugly solar panels, but an integrated and deep and loving relationship with the land. This insistence on aesthetics relates to the ‘reconfiguring’ principles that inform our newest work. The gravity batteries we’ve been building are an alternative not only to the imposed, top-down infrastructure of the grid, but also to the massive scale of such solutions and our desire to work with the terrain rather than against it.
Naomi Klein talked about renewable energy in these terms in an interview a couple of years ago:
If you go back and look at the way fossil fuels were marketed in the 1700s, when coal was first commercialized with the Watt steam engine, the great promise of coal was that it liberated humans from nature … And that was, it turns out, a lie. We never transcended nature, and that I think is what is so challenging about climate change, not just to capitalism but to our core civilizational myth. Because this is nature going, ‘You thought you were in charge? Actually all that coal you’ve been burning all these years has been building up in the atmosphere and trapping heat, and now comes the response.’ … Renewable energy puts us back in dialog with nature. We have to think about when the wind blows, we have to think about where the sun shines, we cannot pretend that place and space don’t matter. We are back in the world.
In a future post we will talk about the related subject of sustainable agriculture. But speaking of food - the time has come for our toast and coffee.]]>2017 crapfutures wendellberry paths roads madeira bespoke tailoring audiencesofone naomiklein sustainability earth normanbelgeddes albertojoãojardim levadas infrastructure permanence capitalism energy technology technosolutionsism 1969 obstacles destruction habits knowledge place placemaking experience familiarity experientialeducation kateraworth paulkingsnorth darkmountainproject modernity modernism holloways nature landscape cars transportation consumerism consumercapitalism reconfiguration domination atmosphere environment dialog conviviality community commonweal invasivespecies excess humans futurama ecology canon experientiallearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a3ce948dacae/"Young Geographers: How They Explore the World and How They Map the World" by Lucy Sprague Mitchell2017-04-01T00:45:36+00:00
http://educate.bankstreet.edu/books/10/
robertogrecogeography teaching pedagogy education children maps mapping lucyspraguemitchell 1934 sambrian bankstreet books sfsh experientialeducation place-basededucation experientiallearning place-basedlearning place-based place-basedpedagogyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d2cd8c568b7f/Common World | Research Collective2017-03-23T04:33:53+00:00
http://commonworlds.net/
robertogrecochildren childhood education indigenous environment geography earlychildhood commonworlds brunolatour human nature multispecies feminism place experientialeducation interdisciplinary sfsh experientiallearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5821ae61cee0/The EdTech Rebel Alliance – Learning {Re}imagined – Medium2017-02-18T17:02:37+00:00
https://medium.com/learning-re-imagined/the-edtech-rebel-alliance-65bfd34b8836#.hd5ohxud0
robertogreco“Little by little the subversive features of the computer were eroded away: Instead of cutting across and so challenging the very idea of subject boundaries, the computer now defined a new subject; instead of changing the emphasis from impersonal curriculum to excited live exploration by students, the computer was now used to reinforce School’s ways. What had started as a subversive instrument of change was neutralised by the system and converted into an instrument of consolidation.”
[The Children's Machine by Seymour Papert
http://www.ucs.mun.ca/~emurphy/stemnet/papert.html ]
As I walked around the 2017 Bett Show I was struck by how exceptionally bland everything was, bathed in fluorescent lighting that felt like it was irradiating the soul out of the machines like it was E.coli. Despite the incredible financial bets being made on EdTech, with more money than ever being injected into start-ups, they’ve turned EdTech into the equivalent of airport passenger conveyors or “satellite navigation” for learning which means you never get lost and you always end up at the same destination passing through the town of Boredom.
[Edtech is the next fintech
https://techcrunch.com/2016/08/13/edtech-is-the-next-fintech/ ]
Enslaved to the tyranny of testing and measurement, the affordances of todays technology in EdTech form are being used to develop ever more efficient ways of delivering a 19th century curriculum. Perhaps we have lost sight of what education is for and why we send our kids to school?
Essentially we are using today’s digital platforms to go into reverse. We’re talking about content, and teacher at the front distribution while measuring the effectiveness of our tech by improvement in measured learning outcomes for which read, passing tests.
When you look at who’s making the big financial investments in EdTech things suddenly become clear.
[Who's Investing in Ed-Tech (2010-2016)
http://hackeducation.com/2016/05/03/who-is-funding-this-bs ]
There is a chain of command of organisations, think tanks, agencies and deliverologists who brief financial institutions that whatever bells and whistles you’ve got the point is to get school kids through a set of tests preferably owned by another multinational corporation like, for example, Pearson.
[https://vimeo.com/165124568 ]
Standardised, Automated and Privatised
This, while the creeping privatisation of state education via academisation, charter and free schools who are adopting similar leadership strategies to those used in retail or fast food outlet management to the shop floor. Sorry, I mean classroom.
These strategies are based around standardisation and automation of content distribution and testing. By focusing on instruction rather than the learner, actual personalisation can take a backseat.
But what about “personalised learning” I hear you cry? Well, it takes a human being, practiced in the craft of teaching, to do that. Personalised learning is focused on the child rather than the instruction and the individuated or differentiated learning that software is capable of, think Amazon recommendations for example, is all about instruction. This is what is known as “Instructionism” or the explicit teaching of facts or showing students how to solve problems and then having the students practice them. Instructionists believe that learning is the direct result of having been taught.
But all is not lost.
Amidst the big budget trade stands/booths at the outer fringes of the galaxy are new start-ups, many of which are existing on the financial equivalent of fumes. This, to me, was where the action and excitement was. New EdTech designers like Night Zookeeper, Erase All Kittens, SAM Labs, Pi-Top, Stepping Into Business, Detective Dot, A Tale Unfolds, Technology Will Save Us and many others have embraced, wittingly or unwittingly, the spirit of Papert’s Constructionism. These young organisations are all about providing the tools and the opportunities for experiential learning that is centred on the learner rather than the instruction.
[https://www.nightzookeeper.com/
https://eraseallkittens.com/
https://www.samlabs.com/
https://www.pi-top.com/
http://steppingintobusiness.org/
https://www.detectivedot.org/
https://ataleunfolds.co.uk/
https://www.techwillsaveus.com/ ]
I would argue that it is organisations like these who, rather than those seeking to automate and standardise education, are like a “Rebel Alliance” liberating learners and teachers alike to create their own, powerful learning experiences. Learning how to learn, solving abstract challenges and creating new knowledge must surely be some of the most vital competences that a child can leave school with.
It’s hard to see how another interactive white board or learning management system, with or without AI, will provide access to these skills. Yet these nascent enterprises give me hope that EdTech has yet to have its soul completely crushed, swallowed and spat out as another uberfication of education where the learner is simply a passenger and the destination is a set of certificates from a bygone age.
Perhaps we need an alternative event to the kind that the Bett Show, or ISTE for that matter, has become. Perhaps we actually do need to form an “EdTech Rebel Alliance” where all of the stakeholders of learning, that includes teachers, parents and learners can converge to design new learning futures.
It strikes me that we need something that isn’t just another EdTech incubator/accelerator/trade association Ponzi scheme where whoever pays the most cash gets the most attention. I’m thinking of a mutually supportive collective committed to radically transforming education not by automating it but by liberating it from the tyrannical business plan of a multinational corporation."]]>education technology automation grahambrown-martin 2017 resistance children constructionism contructivism socialconstructivism seymourpapert jeanpiaget vygotsky experientiallearning sfsh canon privatization instructionism standardization personalization differentiation unschooling deschooling learning howwelearn control contenthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c2cb23199e6c/Learning Ecologies: Can the City Be Our Classroom? - Urban Planning and Design - architecture and design2017-01-09T01:09:07+00:00
http://www.gensleron.com/cities/2016/12/15/learning-ecologies-can-the-city-be-our-classroom.html
robertogrecolindseyfeola schooldesign sfsh cityasclassroom schools age experience education tinkering technology community learning howwelearn mikewang danejohnson davidclifford marahancock curriculum lcproject openstudioproject apprenticeships mentoring cca experientiallearning experientialeducationcities urban urbanismhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:f32ce6741d20/King Middle School2016-11-19T02:27:03+00:00
http://king.portlandschools.org/cms/One.aspx
robertogrecoportland maine education schools middleschools expeditionarylearning sfsh experientiallearning learning curriculum science interdisciplinary nature via:steelemaley ecosystem birds publishinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d88ff8b2d35b/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/Kurt Hahn - Wikipedia2016-04-06T00:24:28+00:00
https://en.wikipedia.org/wiki/Kurt_Hahn#Six_Declines_of_Modern_Youth
robertogrecokurthahn learning youth fitness health skill care self-discipline memory imagination consumerism spectatoritis locomotion williamtemple stimulation expeditions projects projectbasedlearning self-discovery howwelearn outwardbound unitedworldcolleges collaboration competition nature outdoors solitude reflection compassion service servicelearning howweteach education pedagogy experientiallearning experience success failure empathy caring responsibilityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7677e92b7ced/Why Situated Learning Matters — Medium2015-12-12T22:06:15+00:00
https://medium.com/@fielddaylab/why-situated-learning-matters-6129fd2afeaa#.qukm20mxa
robertogrecovia:steelemaley situatedlearning learning experience experientiallearning johndewey jeanlave unschooling deschooling fielddaylab étiennewengerhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:dda4ae424f5a/Black Mountain College: A Thumbnail Sketch - YouTube2015-11-01T04:19:15+00:00
https://www.youtube.com/watch?v=G3xSAew7vEU
robertogrecobmc blackmountaincollege jonathanwilliams montydiamond education history 1989 self-exploration josefalbers johndewey waltergropius johnandrewrice arts progressive robertrauschenberg happenings johncage charlesolson marcarolinerichards mercecunningham buckminsterfuller ericsatie elainedekooning willemdekooning blackmountainreview jargonpublications jargonsociety benshahn robertcreeley poetry art pedagogy teaching howweteach jargonpress learningbydoing freedom community freethinking participation participatory experience experientiallearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ab008ee936e5/Kurt Hahn - Wikipedia2015-09-25T04:42:17+00:00
https://en.wikipedia.org/wiki/Kurt_Hahn
robertogrecokurthahn outwardbound education experience experientialeducation youth self-discovery service compassion solitude reflection nature diversity inclusion collaboration competition success failure empathy caring responsibility learning howwelearn thinking criticalthinking fitness initiative motivation skills care projectbasedlearning inlcusivity inclusivity experientiallearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:40e5a209c5e7/Learning how to learn2015-09-12T19:15:44+00:00
http://www.learningandteaching.info/learning/learnlea.htm
robertogrecogregorybateson learning howwlearn jamesatherton 2013 problemsolving actionlearning situatedlearning reflection intelligence context transcontextualism bloomstaxonomy education experientiallearning behavior transcontextualizationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:60e2813efba6/fieldnotes.in: A Fieldnote on Theory and Practice2015-07-22T16:23:40+00:00
http://fieldnotes.in/post/124240402988/a-fieldnote-on-theory-and-practice
robertogrecothomassteele-maley johnstilgoe jayroberts theory 2015 education practice fieldguides davidsebek teaching learning outsideliesmagic experience experientiallearning howwelearn howweteach outside exploration praxishttps://pinboard.in/https://pinboard.in/u:robertogreco/b:611337b661b1/Learning in Landscapes: Research, Design, Praxis | T. Steele-Maley2015-06-14T19:53:22+00:00
http://steelemaley.net/2015/06/14/learning-in-landscapes-research-design-praxis/
robertogrecothomassteelemaley lcproject openstudioproject experientialeducation education interdisciplinary systemsthinking raxis 2015 étiennewenger ethnography theory practice jeanlave situationist situatedlearning community communitiesofpractice school tcsnmy professionaldevelopment educationalecologies knowledgeability silos transdisciplinary organizations organizationaldesign socialconstructs society meta experientiallearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:6e54f2722480/Defies Measurement on Vimeo2015-04-08T03:43:57+00:00
https://vimeo.com/122720631
robertogrecotesting standardizedtesting nclb rttt schools education middleschool chipmanmiddleschool lindadarling-hammond alfiekohn martinmalström socialemotionallearning poverty iq assessment policy howweteach howelearn learning competition politics arneduncan jebbush measurement quantification inequality finland us edreform tcsnmy community experientiallearning communitycircles morningmeetings documentary film terrielkin engagement meaningmaking howwelearn teaching sylviakahn regret sellingout georgewbush susankovalik lauriemclachlan-fry joanduvall-flynn government howardgardner economics anthonycody privatization lobbying gatesfoundation marknaison billgates davidkirp broadfoundation charitableindustrialcomplex commoncore waltonfamily teachforamerica tfa mercedesschneider dianeravitch davidberliner publischools anationatrisk joelklein condoleezzarice tonywagner business markets freemarket neworleans jasonfrance naomiklein shockdoctrine karranharper-royal julianvasquezheilig sarahstickle ronjohnson alanskoskopf socihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:2f02a6a214f8/Science teacher: CCSS: Creative, Competent, Social Students2015-03-05T20:19:06+00:00
http://doyle-scienceteach.blogspot.com/2015/03/my-idea-of-ccss-creative-competent.html
robertogrecomichaeldoyle 2015 education standards living life helplessness economics commoncore howwelive howwelearn schools arneduncan problemsolving context local experientiallearning animals humans bigherehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:97ba5beffb85/"Fleeting pockets of anarchy" Streetwork. The exploding school. | Catherine Burke - Academia.edu2014-07-28T22:43:31+00:00
https://www.academia.edu/7380841/_Fleeting_pockets_of_anarchy_Streetwork._The_exploding_school
robertogrecothis city is the only one you’ll ever have and you’ve got to make the best of it. On the other hand, if you want to make the best of it, you’ve got to be able to criticize it and change it and circumvent it . . . Instead of bringing imitation bits of the city into a school building, let’s go at our own pace and get out among the real things. What I envisage is gangs of half a dozen starting at nine or ten years old, roving the Empire City (NY) with a shepherd empowered to protect them, and accumulating experiences tempered to their powers . . . In order to acquire and preserve a habit of freedom, a kid must learn to circumvent it and sabotage it at any needful point as occasion arises . . . if you persist in honest service, you will soon be engaging in sabotage.
Inspired by such envisaged possibilities, Ward came to his own view of anarchism, childhood and education. Sabotage was a function of the transformational nature of education when inculcated by the essential elements of critical pedagogy. In this sense, anarchism was not some future utopian state arrived at through a once-and-for-all, transformative act of revolution; it was rather a present-tense thing, always-already “there” as a thread of social life, subversive by its very nature – one of inhabiting pockets of resistance, questioning, obstructing; its existence traceable through attentive analysis of its myriad ways and forms.
Colin Ward was a classic autodidact who sought connections between fields of knowledge around which academic fences are too often constructed. At the heart of his many enthusiasms was an interest in the meaning and making of space and place, as sites for creativity and learning."
…
"Fleeting pockets of anarchy and spaces of educational opportunity
The historian of childhood John Gillis has borrowed the notion of the “islanding of children” from Helgar and Hartmut Zeiher as a metaphor to describe how contemporary children relate, or do not relate, to the urban environments that they experience in growing up. Gillis quotes the geographer David Harvey, who has noted that children could even be seen to inhabit islands within islands, while “the internal spatial ordering of the island strictly regulates and controls the possibility of social change and history”. This could so easily be describing the modern school. According to Gillis, “archipelagoes of children provide a reassuring image of stasis for mainlands of adults anxious about change”.
Since the publication of Streetwork, the islanding of childhood has increased, not diminished. Children move – or, more accurately, are moved – from place to place, travelling for the most part sealed within cars. This prevents them encountering the relationships between time and space that Ward believed essential for them to be able to embark on the creation of those fleeting pockets of anarchy that were educational, at least in the urban environment. Meanwhile, the idea of environmental education has lost the urban edge realised fleetingly by Ward and Fyson during the1970s. Environmental education has become closely associated with nature and the values associated with natural elements and forces
If the curriculum of the school has become an island, we might in a sense begin to see the laptop or iPad as the latest islanding, or at least fragmenting, device. Ward and Fyson understood the importance of marginal in-between spaces in social life,where they believed creative flourishing was more likely to occur than in the sanctioned institution central spaces reflecting and representing state authority. This was, they thought, inevitable and linked to play, part of what it was to be a child. The teacher’s job was to manage that flourishing as well as possible, by responding to the opportunities continually offered in the marginal spaces between subjects in the curriculum and between school and village, city or town. They believed that such spaces offered educational opportunities that, if enabled to flourish through the suggested pedagogy of Streetwork and the implications of the exploding school, might enrich lives and environments across the generations. It was in the overlooked or apparently uninteresting spaces of the urban environment that teachers, with encouragement, might find a rich curriculum. Today, we might observe such “fleeting pockets of anarchy” in the in-between spaces of social media, which offer as yet unimagined opportunities and challenges for educational planners to expand the parameters of school and continue to define environmental education as radical social and urban practice."]]>colinward cityasclassroom anarchism tonyfyson streetwork 2014 catherineburke education unschooling deschooling 1970s society theexplodingschool children socialnetworking pedagogy johngillis urban urbanism islanding parenting experience agesegregation safety anarchy sabotage subversion autodidacts autodidacticism criticalpedagogy childhood learning paulgoodman freedom interdisciplinary transdisciplinary cities resistance questioning obstructing obstruction revolution lewismumford ivanillich paulofreire peterkropotkin patrickgeddes autodidactism living seeing nationalism separatism johnholt youth adolescence everyday observation participatory enironmentaleducation experientiallearning place schools community communities context bobbray discovery discoverylearning hamescallaghan blackpapers teaching kenjones radicalism conformity control restrictions law legal culture government policy spontaneity planning situationist cocreation place-basededucation place-basedlearning place-based place-basedpedagogyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:f1e8c033ddc5/www.createlab.ri.cmu.edu2014-06-14T03:51:45+00:00
http://www.createlab.ri.cmu.edu/
robertogrecocarnegiemellon robotics technology education experientiallearning learning sensemaking data classideashttps://pinboard.in/https://pinboard.in/u:robertogreco/b:10cfe80a9abd/Making School Reform2013-11-28T00:42:23+00:00
http://edstream.stanford.edu/Video/Play/eae0a029a80340cfb6fc4f6f229de2571d
robertogrecogarystager 2013 mathland seymourpapert education schools teaching learning computers computing making math mathematics literacies mahtsense spiralingcurriclum uorriculum lcproject openstudioproject howwelearn howweteach inquiry assistivetechnology technology complexity experientiallearning standards standardization creativity learningbydoing commoncore compliance canon children makermovement belesshelpful tcsnmyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:6f8e69f2e804/▶ Buckminster Fuller Interview with Mits Kataoka 1978 - YouTube2013-08-30T17:12:29+00:00
http://www.youtube.com/watch?v=hzXJH6f9xlk
robertogrecobuckminsterfuller education learning unschooling deschooling babysitting 1978 mitskataoka meaningmaking experientiallearning television tv web internet self-directedlearning sensemaking local connectivism constructivismhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:10e1c1d54ce6/Alec Soth looks back at his Socially Awkward Summer Camp | State of the Arts | Minnesota Public Radio News2013-08-15T18:14:30+00:00
http://blogs.mprnews.org/state-of-the-arts/2013/08/alec-soth-looks-back-at-his-socially-awkward-summer-camp/
robertogrecocamp alecsoth 2013 writing photography bradzellar slideshows stories littlebrownmushroom socialmedia tarawray wenxinzhang serendipity spontaneity unschooling deschooling education curriculum summerinwintercamp campforsociallyawkwardstorytellers ephemeral lcproject pop-ups ephemeralinstitutions ephemerality storytelling conferences creativity openstudioproject walkerartcenter minnesota books publishing selfpublishing visual hansseeger delaneyallen horatiobaltz jeffbarnett-winsby julianbleecker elainebleakney aprildobbins bradfarwell adamforrester colinmatthes buckymiller dianarangel jimreed caitlinwarner classideas photobooks ncmideas carriethompson galenfletcher ethanjones jasonpollan projectideas stpaul self-publishing adventure fun unconferences experientialeducation design bookslcproject conferenceideas camps learning collaboration experientiallearning summercamphttps://pinboard.in/https://pinboard.in/u:robertogreco/b:88a35f1f24e7/Campsick: Julian Bleecker Reports from Alec Soth’s Camp for Socially Awkward Storytellers — Magazine — Walker Art Center2013-08-03T04:42:40+00:00
http://www.walkerart.org/magazine/2013/alec-soth-julian-bleecker-summer-camp
robertogrecojulianbleecker campforsociallyawkwardstorytellers alecsoth openstudioproject camp lcproject classideas walkerartcenter minnesota adventure fun conferences unconferences experientialeducation design bookslcproject summerinwintercamp littlebrownmushroom ncmideas conferenceideas 2013 camps learning collaboration projectideas experientiallearning storytelling creativity books publishing selfpublishing visual pop-ups writing photography bradzellar slideshows stories socialmedia tarawray wenxinzhang serendipity spontaneity unschooling deschooling education curriculum ephemeral ephemeralinstitutions ephemerality hansseeger delaneyallen horatiobaltz jeffbarnett-winsby elainebleakney aprildobbins bradfarwell adamforrester colinmatthes buckymiller dianarangel jimreed caitlinwarner photobooks carriethompson galenfletcher ethanjones jasonpollan stpaul self-publishing summercamphttps://pinboard.in/https://pinboard.in/u:robertogreco/b:43fc800a09d2/The LBM Camp for Socially Awkward Storytellers « Little Brown Mushroom2013-07-10T06:53:26+00:00
http://www.littlebrownmushroom.com/blog/the-lbm-camp-for-socially-awkward-storytellers/
robertogrecolittlebrownmushroom classideas photobooks ncmideas openstudioproject alecsoth carriethompson galenfletcher ethanjones bradzellar jasonpollan storytelling projectideas minnesota stpaul photography publishing selfpublishing lcproject summerinwintercamp campforsociallyawkwardstorytellers self-publishing camp conferences creativity walkerartcenter books visual pop-ups writing slideshows stories socialmedia tarawray wenxinzhang serendipity spontaneity unschooling deschooling education curriculum ephemeral ephemeralinstitutions ephemerality 2013 hansseeger delaneyallen horatiobaltz jeffbarnett-winsby julianbleecker elainebleakney aprildobbins bradfarwell adamforrester colinmatthes buckymiller dianarangel jimreed caitlinwarner adventure fun unconferences experientialeducation design bookslcproject conferenceideas camps learning collaboration experientiallearning summercamphttps://pinboard.in/https://pinboard.in/u:robertogreco/b:948f6dc5b6c8/Maverick Colleges: Ten Noble Experiments in American Undergraduate Education (1993)2013-05-09T15:10:21+00:00
http://www.mit.edu/~jrising/webres/maverick.txt
robertogrecoThere is something of the artist in everyone, and the development of this talent, however small, carrying with it a severe discipline of its own, results in the student's becoming more and more sensitive to order in the world and within himself than he can ever possibly become through intellectual effort alone. (Adamic 1938:626)
Although he cautioned against the possible tyranny of the community, Rice eventually decided that some group activity would,
…help the individual be complete, aware of his relation to others. Wood chopping, road-mending, rolling the tennis courts, serving tea in the afternoon, and other tasks around the place help rub off individualistic corners and give people training in assuming responsibility. (Ibid, 1938:627)
…
"Rice soon discovered what he would later call the "three Alberses"--the teacher, the social being and the Prussian. The Prussian Albers decried the seeming lack of real leadership at the College and the free-wheeling, agenda-less, community-wide meetings. Rice noted later, "You can't talk to a German about liberty. You just waste your breath. They don't know what the hell you mean" (Duberman 1972:69)."
…
"The war years ushered in a different kind of Black Mountain; one where students, and at least some faculty members, started lobbying for more structure in learning, but yet more freedom outside the classroom. Lectures and recitations were starting to occur within the classroom, while cut-off blue jeans and nude sun bathing appeared outside. Influential faculty member Eric Bentley insisted to his colleagues: "I can't teach history if they're not prepared to do some grinding, memorizing, getting to know facts and dates and so on…" (Duberman 1972:198). Needless to say, with Albers and many of the original faculty still on board, faculty meetings were decisive and volatile.
Overshadowing this dissent, however, was a new program that was to highlight at least the public notion of a historical "saga" for the College, the summer institutes. Like much at Black Mountain, the summer institutes started more by chance than choice."
…
"The summer institutes grew throughout the 1940s to include notable talents in art, architecture, music and literature. And it is probably these institutes and the renown of the individuals in attendance that contributed most to Black Mountain's reputation as an art school."
…
The excitement and publicity generated by the summer sessions, in addition to a general higher education population explosion spurred by the G.I. Bill, put the Black Mountain College of the late 1940s on its healthiest economic footing yet.
Still, Black Mountain managed to avoid financial stability. Student turnover negated some of the volume gains. Faculty salaries rose substantially, but grants and endowments did not. Stephen Forbes, for example, who had always been counted on to supply money to the College in tough times, refused a request in 1949 because he was disenchanted with the new emphasis on arts education at the expense of general education. The ability to manage what money it had also did not increase at Black Mountain, although Josef Albers proposed a reorganization that would include administrators and an outside board of overseers. In the wake of arguments and recriminations about the financial situation and how to solve it, a majority (by one vote) of the faculty called for the resignation of Ted Dreier, the last remaining faculty member from the founding group. In protest, four other faculty members resigned--including Josef and Anni Albers. By selling off some of the campus acreage, the remaining faculty managed to save the College and retain its original mindset of freedom from outside boards and administrators, while setting the stage for yet another era in its history [Charles Olson].
…
"What Albers lacked in administrative ability, he compensated for in tenacity and focus. What Rice lacked in administrative ability, he balanced with action and ideas. However, when Olson couldn't manage the administrative function, he simply retreated. His idea about turning the successful summer institutes into a similar series of year-long institutes fell on deaf faculty ears. So he gave up trying to strengthen the regular program."
…
"The vast majority of former Black Mountain students can point to clear instances of lasting influence on the rest of their lives. Mostly, this seems to have occurred through association: with one or two faculty members who made a difference, with a "community" of fellow individuals who were essential resources to one another, or with a new area of endeavor such as painting or writing or farming. Black Mountain, apparently, was a place where association was encouraged. Perhaps this occurred through the relatively small number of people shouldered into an isolated valley, perhaps by a common dedication to the unconventional, or perhaps to the existence of ideals about learning and teaching. At any rate, the encouragement of association with people and with ideas was not the norm in higher education then, nor is it now. Clearly, it is possible to graduate from most colleges and universities today with little, if any, significant association with faculty, students or ideas.
But at Black Mountain, as at other experimental colleges, association could hardly be avoided. Engagement with people and ideas was paramount; activity was rampant. It was social, and it was educational. As Eric Bentley would remark:
Where, as at Black Mountain, there is a teacher to every three students the advantage is evident. . .a means to the most concentrated and lively interchange that any education could afford. Where the faculty are a separate world the students continue their high-school habit of avoiding study, boasting of idleness, and the like; at Black Mountain, on the other hand, diligence is de rigueur. (Bentley 1945:424)"
…
"Obviously, one has to wonder why the College did not survive. The times changed, of course. Black Mountain's communal nature suddenly looked like Communism to many. Students and faculty who were once content to be on the cutting edge got serious about being on the radical fringe. Other students and teachers of the time just wanted a situation where they could actualize the post-war dream of two cars in every garage. Lack of administrative acumen hurt more as the demands shifted toward government regulation, competition for students and reliance on grants and donations. Perhaps John Andrew Rice's vision of replacing management with academic leadership could only happen in small doses--during the frenzy of enthusiasm for something new and only over a short period of time. It may be an ideal that doesn't wear well."]]>deepspringscollege reed reedcollege stjohn'scollege prescottcollege bereacollege colleges alternative alternativeeducation lcproject openstudioproject experientialeducation unschooling deschooling 1991 ljacksonnewell katherinereynolds keithwilson eannadams cliffordcrelly kerrienaylor zandilenkbinde richardsperry ryotakahashi barbrawardle antiochcollege antioch hierarchy organizations ephemeral leadership teaching learning education schools research visionaries ideals idealism specialization generalists interdisciplinary multidisciplinary crossdisciplinary crosspollination transdisciplinary innovation freedom bureaucracy universityofchicago collegeoftheatlantic democracy democraticeducation structure ephemerality popupschools small smallschools josefalbers charlesolson johnandrewrice lucianmarquis highered highereducation progressivism blackmountaincollege bmc maverickcolleges evergreenstatecollege experientiallearning miamidadecommunitycollege ucsantacruz monteithcollege fairhavencollege westernwashingtonunivhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:af7314f2a3fb/iTunes - Books - Beyond Learning by Doing by Jay W. Roberts2013-04-01T04:30:38+00:00
https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewBook?id=499203926
robertogrecojayroberts experientialeducation toread books learning learningbydoing via:steelemaley environmentaleducation place place-basededucation experientiallearning place-basedlearning place-based place-basedpedagogyhttps://pinboard.in/u:robertogreco/b:4870593c588a/Curiosity Atlas2012-08-02T02:29:44+00:00
http://curiosityatlas.com/
robertogrecocuriosityatlas experientialliving experientiallearning experiential experimental experience hands-on learning exploration community social sanfranciscohttps://pinboard.in/u:robertogreco/b:5228c7102f58/Quest University Canada2011-09-20T06:14:18+00:00
http://www.questu.ca/
robertogrecoeducation universities canada britishcolumbia questuniversity blockplan undergraduate colleges squamish quest experientiallearning bchttps://pinboard.in/u:robertogreco/b:f66720211edf/Situated learning - Wikipedia2011-06-27T07:58:41+00:00
http://en.wikipedia.org/wiki/Situated_learning
robertogrecoeducation learning teaching unschooling deschooling lcproject tcsnmy situationist situatedlearning jeanlave pedagogy socialmedia lifelonglearning cooperative apprenticeships fieldtrips cooking gardening interaction experientiallearning cognition edtech étiennewengerhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c0d35ce77062/How to Land Your Kid in Therapy - Magazine - The Atlantic2011-06-24T19:16:25+00:00
http://www.theatlantic.com/magazine/archive/2011/07/how-to-land-your-kid-in-therapy/8555/
robertogrecoeducation culture children psychology life parenting tcsnmy adversity helicopterparents helicopterparenting overparenting overprotectiveparenting 2011 handsoff lcproject teaching learning experience experientiallearning therapyhttps://pinboard.in/u:robertogreco/b:29f5d5766dc0/Praxis (process) - Wikipedia2011-05-27T04:37:47+00:00
http://en.wikipedia.org/wiki/Praxis_(process)
robertogrecoeducation learning teaching psychology praxis experientiallearning reflection action doing tcsnmy lcproject hannaharendt kierkegaard heidegger kant aristotle plato staugustine marxism karlmarx antoniolabriola iteration iterative do practice socialwork theory immanuelkanthttps://pinboard.in/u:robertogreco/b:3042b086b83a/The City As School - Gilberto Dimenstein - Revitalizing Cities - Harvard Business Review2011-04-26T04:57:20+00:00
http://blogs.hbr.org/revitalizing-cities/2011/04/the-city-as-school.html
robertogrecocities schools explodingschool urban infrastructure colinward education lcproject informallearning informal thecityishereforyoutouse socialcapital gilbertodinmenstein sãopaulo cityasclassroom experience experientiallearning realworld schoolwithoutwalls bolsa-escola via:cervus opencities opencitylabs networkedlearning ivanillich deschooling unschooling catracalivre neighborhoods community communities communitycenters learning familieshttps://pinboard.in/u:robertogreco/b:f09788733bfb/Born to Learn ~ You are Born to Learn2011-04-04T04:35:44+00:00
http://www.born-to-learn.org/
robertogrecolearning education brain via:cervus video toshare unschooling deschooling lcproject human humans instruction constructivism socialemotionallearning teaching play formal informallearning independence dependence society experientiallearning socialemotionalhttps://pinboard.in/u:robertogreco/b:e242e21d254d/CITYterm2011-02-25T22:23:15+00:00
http://www.cityterm.org/
robertogreconyc cityterm classtrips conferences teaching experientiallearning education cities lcproject cv exploration urban urbanism psychogeography classideas fieldtrips highschool learning unschooling deschooling tcsnmy residential camps interdisciplinary multidisciplinary crossdisciplinaryhttps://pinboard.in/u:robertogreco/b:bf341c554c11/The School Day of the Future is DESIGNED | MindShift2011-02-24T01:18:37+00:00
http://mindshift.kqed.org/2011/02/the-school-day-of-the-future-is-designed/
robertogrecoschools education hybrid mindshift tcsnmy progressive onebreakstheother purity unpredictability inconsistency learning studentdirected student-centered discovery criticalthinking realworld schoolofone missionstatements clarity unschooling deschooling lcproject experientiallearning ellioteisnerhttps://pinboard.in/u:robertogreco/b:c2dc18e02403/Thomas L. Hopkins - Wikipedia2011-02-21T07:48:35+00:00
http://en.wikipedia.org/wiki/Thomas_L._Hopkins
robertogrecothomashopkins progressive education integratedlearning learning schools schooling unschooling deschooling curriculum curriculumisdead teaching pedagogy tcsnmy wholechild holisticapproach experientiallearning understandinghttps://pinboard.in/u:robertogreco/b:1a7d6dc962c5/The Stelton Modern School: A Brief History of Fransisco Ferrer2011-02-21T07:12:51+00:00
http://www.talkinghistory.org/stelton/historyofferrer.html
robertogrecoeducation history anarchism anarchy freeschools learningbydoing lcproject progressive teaching learning pedagogy franciscoferrer peterkropotkin schools escuelamoderna modernschools interaction experientiallearning mikhailbakunin trinidadsoriano paulrobins tolstoy rousseau frederichfroebel steltonmodernschoolhttps://pinboard.in/u:robertogreco/b:ef4e45b0f07b/A Networked Learning Project: The Connected Day2011-02-20T22:33:58+00:00
http://blog.steelemaley.net/2011/02/20/a-networked-learning-project-the-connected-day/
robertogrecoconnectivism cck11 thomassteele-maley maine mlearning mobilelearning mobile networks netoworking lcproject bighere longhere bignow elearning self-organizedlearning self-organizedlearningenvironment self-organization sugatamitra mesh meshnetworks twitter googlereader projectbasedlearning realworld farming sustainability ecology projects local glocalism experientiallearning meetups education speculativefiction designfiction pbl agriculturehttps://pinboard.in/u:robertogreco/b:1a1a360df731/The Myth of eLearning: There Is No 'There' There -- Campus Technology2011-01-23T07:23:07+00:00
http://campustechnology.com/Articles/2011/01/19/The-Myth-of-eLearning.aspx?p=1
robertogrecoeducation highereducation highered learning experiential experientiallearning problemsolving problem-basedlearning assessment authenticity autonomy deschooling unschooling lcproject tcsnmy holistichttps://pinboard.in/u:robertogreco/b:38db543c3182/If you truly want to engage pupils, relinquish the reins and give them the chance to learn by doing - News - TES Connect2011-01-16T18:04:16+00:00
http://www.tes.co.uk/article.aspx?storycode=6067544
robertogrecoeducation ewanmcintosh via:cervus teaching tcsnmy innovation student-centered studentdirected student-led learning unschooling deschooling make making doing gevertulley hightechhigh larryrosenstock tinkeringschool tinkering rogerschank experience experimentation experientiallearninghttps://pinboard.in/u:robertogreco/b:12e3d70a9b8c/euronews - Finland: First in Class2010-11-07T23:26:35+00:00
http://www.euronews.net/2010/11/05/finland-first-in-class/
robertogrecofinland education schools teaching learning pedagogy policy looping play experientiallearning esperimentation societyhttps://pinboard.in/u:robertogreco/b:13df6fd84aa8/leading and learning: Let's have some real creativity!2010-11-07T07:14:03+00:00
http://leading-learning.blogspot.com/2010/11/lets-have-some-real-creativity.html
robertogrecochildren creativity schools kenrobinson brucehammonds gamechanging tests testing standardizedtesting standardization education learning risk risktaking problemsolving experientiallearning control literacy numeracy robertfritz unschooling deschooling lcproject criticalthinkinghttps://pinboard.in/u:robertogreco/b:438ea6b43e3d/College Unbound2010-10-31T20:34:42+00:00
http://collegeunbound.org/
robertogrecoalternativeeducation college dennislittky education progressive innovation highereducation schools teaching learning creativity lcproject internships apprenticeships unschooling deschooling experientiallearning realworld collgeunbound rhodeisland providencehttps://pinboard.in/u:robertogreco/b:1d5f364f3b31/Views: The 20-Something Dilemma - Inside Higher Ed2010-10-23T17:45:04+00:00
http://www.insidehighered.com/views/2010/10/21/henderson
robertogrecoeducation learning liberalarts humanities highered demographics childhood adolescence unschooling vocational training colleges universities whatmatters flexibility tcsnmy riskaversion risk failure risktaking experience experiential experientiallearning exploration whatdoiwanttodowithmylife 2010 parenting youth life lcproject deschoolinghttps://pinboard.in/u:robertogreco/b:1864b9191a48/Jonathan Harris . Clouds and coins [Read the whole thing.]2010-08-18T06:48:10+00:00
http://number27.org/today.php?d=20100526
robertogrecojonathanharris education learning life wisdom unschooling topost toshare tcsnmy videogames metaphor standardizedtesting schools schooling teaching parenting east west westernworld easternworld passivity accepance understanding experience experientiallearning emptiness heroes identity knowledge mortality replacability children making seeing building unpredictability curriculum lcprojecthttps://pinboard.in/u:robertogreco/b:70d964a89690/Redesigning Education: Building Schools for Science, Technology, Engineering, and Math | Co.2010-07-09T03:59:37+00:00
http://www.fastcodesign.com/1656067/redesigning-education-building-schools-for-science-technology-engineering-and-math
robertogrecotrungle stem science education math mathematics learning schools teaching exploration experientiallearning handsonlearning inquiry tcsnmy thirdteacher inquiry-basedlearning briangreene reggioemiliahttps://pinboard.in/u:robertogreco/b:e739fa64bbf4/