Pinboard (robertogreco)
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recent bookmarks from robertogrecogardening strategies – The Homebound Symphony2023-09-17T02:30:11+00:00
https://blog.ayjay.org/gardening-strategies/
robertogrecoYou learn to teach by teaching. I never had any educational training, luckily. I say “luckily” because I went into the classroom knowing that I didn’t know anything, and therefore realizing that if I wanted to learn something, I’d better keep my eyes and ears open and think about what I was seeing and hearing. The only way you learn about teaching is to do it and to see which of your inputs into this environment produce helpful results and which don’t, and maybe to talk about your problems with other teachers and say, “How are you making out?”
I would just add one point: What you can do might be something different than what another teacher can do.
Many years ago, I was asked to observe the teaching of one of my colleagues, Christina Bieber Lake. I walked into her classroom, saw 32 students, and thought Hmmm, I wonder how she’s going to handle this. I thought that because I knew that Christina strongly preferred leading discussions to lecturing, and how do you manage a discussion with that many people in the room?
The answer was: Easily. The conversation flowed both smoothly and energetically, and in the one-hour-plus-change that I sat in the back of the room, 27 of the 32 students spoke up — without prompting. I think my jaw literally dropped. My first thought was: I want to teach that way.
But upon some reflection I had a second thought: I don’t think I can teach that way. I realized that just don’t have the skills, or, maybe more accurately, the feel for the thing. Now, to be sure, I knew I could be better at leading discussions. But I wasn’t going to be a better teacher by trying to imitate Christina, even if I could learn from her.
I often think of something Bob Dylan once said:
I’d like to drive a race car on the Indianapolis track. I’d like to kick a field goal in an NFL football game. I’d like to be able to hit a hundred-mile-an-hour baseball. But you have to know your place. There might be some things that are beyond your talents. Everything worth doing takes time. You have to write a hundred bad songs before you write one good one. And you have to sacrifice a lot of things that you might not be prepared for. Like it or not, you are in this alone and have to follow your own star.
]]>alanjacobs johnholt austinkleon teaching howweteach difference teachers education learning howwelearn personality chrstinabieberlake bobdylan lcdhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:4533dae07fce/The teacher as gardener - Austin Kleon2023-09-17T02:28:10+00:00
https://austinkleon.com/2023/09/15/the-teacher-as-gardener/
robertogrecoThe most important person in the learning process is the learner. The next most important is the teacher… The teacher does not fill up bottles—it’s much more like gardening. You don’t grow plants by going out with Scotch tape and sticking leaves onto the stems. The plant grows. But the gardener creates as far as she or he can the conditions for growth—in the case of plants, soil, fertilizer, acidity, shade, water, etc. It’s simple with plants. With children, it’s more complicated. What the teacher does—and the parents at home—is to create an environment, which is in part physical—there are books, records and tapes, and tools—and in part emotional, spiritual, moral, intellectual, in which growth can occur. Now that’s a very subtle, very difficult, very interesting task. Nobody in any school of education that I’ve ever heard of would describe it that way.
So where do teachers learn to teach?
You learn to teach by teaching. I never had any educational training, luckily. I say “luckily” because I went into the classroom knowing that I didn’t know anything, and therefore realizing that if I wanted to learn something, I’d better keep my eyes and ears open and think about what I was seeing and hearing. The only way you learn about teaching is to do it and to see which of your inputs into this environment produce helpful results and which don’t, and maybe to talk about your problems with other teachers and say, “How are you making out?”
"]]>austinkleon johnholt teaching howweteach howwelearning difference learning environment 2023 teachers children gardens gardening howwelearn education lcdhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:3ecefd7c069b/Ep. 30 - Tiersa McQueen, Unschooling Mom of Four, Proponent of Alternative Education - YouTube2021-08-18T18:48:27+00:00
https://www.youtube.com/watch?v=PtekkKzrssA
robertogrecotiersamcqueen 2021 unschooling deschooling parenting education learning mattbarnes catherinefraise schooling videogames freedom liberation families howwelearn learningallthetime self-directed self-directedlearning homeschool trust relationships socialization experience curiosity internet online web fear anxiety gender race boys interests work society lifelonglearning alc culture universality universalexperience covid-19 coronavirus pandemic add adhd oppositionaldefiancedisorder schooltoprisonpipeline schooltoworkpipeline schools control behavior responsibility canon collegeboard community bipoc akilahrichards johnholt testing grades grading schooliness agesegregation stigma ranking measurementhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:4c7b970127ed/Ep 191: Why & How We Unschool - Raising Free People Network, Fare of the Free Child2020-10-22T23:50:53+00:00
https://raisingfreepeople.com/191/
robertogrecoakilahrichards tiersamcqueen 2020 unschooling deschooling unlearning howwelearn whitesupremacy nytimes schooling parenting coronavirus covid-19 oppression liberation freedom children schools peace schooliness observation relationships power conflict dominance agilelearning math choices emotions conflictresolution learning community responsibility civics boundaries citizenship belonging interdependence mutualaid colonization coercion selfrespect chores feelings communication humans humanism understanding respect control families trust horizontality grace remembering memory undoing childhood intuition presence stillness empathy compassion humaneness self modeling martyrdom johnholt self-carehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:28d4cadc9ad2/Opinion | ‘When You Get Into Unschooling, It’s Almost Like a Religion’ - The New York Times2020-09-25T21:26:15+00:00
https://www.nytimes.com/2020/09/25/opinion/sunday/unschooling-homeschooling-remote-learning.html
robertogrecounschooling deschooling education 2020 schools schooling homeschool learning children parenting howwelearn tiersamcqueen amandaenclade rousseau ivanillich pauloreire pedagogyoftheoppressed covid-19 coronavirus johnholt akilahrichards friedrichfroebel mariamontessori johndewey freedom childcentered pedagogy petergray ginariley mollyworthen progressive sethgodin stevejobs blakeboles respect responsibility relationshipshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ed19e1e61563/Unschooling Your Kids During Coronavirus Quarantine2020-07-13T04:31:18+00:00
https://www.thecut.com/2020/03/unschooling-your-kids-during-coronavirus-quarantine.html
robertogrecoastrataylor 2020 unschooling deschooling schools schooling learning parenting children johnholt growingwithoutschooling gws coronavirus covid-19 trust idealism pandemic reading howwelearn freedom lakauffman unstructured boredom literacy downtime slow busywork schooliness structer self-directed self-directedlearning inequality climatechangehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:46ba9812afec/Make bad art2020-04-22T19:37:19+00:00
https://us1.campaign-archive.com/?u=25a34f10515c4e9393e3da856&id=89b0a1ac46
robertogrecojohnholt gws growingwithoutschooling unschooling education parenting austinkleon sfsh deschooling learning howwelearn 1979s 1980s 1977https://pinboard.in/https://pinboard.in/u:robertogreco/b:cc325955de33/Let’s Be Clear: Sudbury Valley School and “Un-schooling” Have NOTHING in Common | Sudbury Valley School2019-01-24T00:54:21+00:00
https://sudburyvalley.org/article/lets-be-clear-sudbury-valley-school-and-un-schooling-have-nothing-common
robertogrecounschooling deschooling sudburyschools education 2016 johnholt self-directed self-directedlearning patfarenga schools schooling learning howwelearn howweteach children parenting homeschool sudburyvalleyschool lcproject openstudioproject sfsh tcsnmyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:fe4c061941db/SVS/Unschooling Controversy - YouTube2019-01-24T00:48:26+00:00
https://www.youtube.com/watch?v=22N5WaTXNrc
robertogrecoeducation schools schooling sudburyschools self-directed self-directedlearning progessive petergray je'annaclements howwelearn howweteach teaching learning unschooling homeschool deschooling montessori northstar agillearningcenters agilelearning tcsnmy lcproject openstudioproject sfsh jeannaclements individualism collective collectivism parenting danielgreenberg children 2018 johnholt patfarenga sudburyvalleyschool agilelearningcentershttps://pinboard.in/https://pinboard.in/u:robertogreco/b:3170b0e9eb69/New Podcast Network for People of Color in Self-Directed Education [Episode 71]2018-11-30T02:05:41+00:00
https://www.akilahsrichards.com/71-2/
robertogrecoakilahrichards parenting unschooling deschooling education schools learning johnholt anjelberry atlanta schooling self-directed self-directedlearning testing imagimatics makerspaces 2018 decolonization liberationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:506fd973ff8b/Unschooling Unpacked – A Semantic Musing | Growing Minds2018-11-03T23:25:29+00:00
https://www.growingminds.co.za/unschooling-unpacked-a-semantic-musing/
robertogreco2018 unschooling deschooling zakiyyaismail education howwelearn learning children johnholt language english homeschool resistance colonialism decolonization ursulaleguin opposition adultism agesegegation cissexism injustice socialjustice ableismhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:cb04251a43a2/BEFORE YOU GO TO SCHOOL, WATCH THIS || WHAT IS SCHOOL FOR? - YouTube2018-09-08T01:20:43+00:00
https://www.youtube.com/watch?v=_PsLRgEYf9E
robertogrecoeducation schools schooling unschooling deschooling learning 2018 princeea howwelearn schooliness sleep homework johnmedina terriemoffitt louisearseneault molliegalloway jerushaconner denisepope time timemanagement tonywagner teddintersmith kenrobinson johnholt valentinavee video self-care suicide well-being self-control bullying stress anxiety depression whatmatters cooking success life living purpose socialemotional ikea music youtube children passion socialemotionallearning health rejection ingvarkampradhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:6f7e7a929abe/▶ The Jet Set Breakfast, 1 Sep INTERVIEW - UNSCHOOLING · SAfm - iono.fm2018-09-02T19:01:26+00:00
https://iono.fm/e/598517
robertogrecozakiyyaismael 2018 unschooling deschooling homeschool johnholt history india southafrica learning informallearning intentionallearning unintentionallearning petergray academiahttps://pinboard.in/https://pinboard.in/u:robertogreco/b:f5e1c99d1b60/The Joy and Sorrow of Rereading Holt’s "How Children Learn" | Psychology Today2017-12-31T05:22:25+00:00
https://www.psychologytoday.com/blog/freedom-learn/201712/the-joy-and-sorrow-rereading-holt-s-how-children-learn
robertogrecochildhood learning parenting play sfsh johnholt petergray unschooling deschooling education howwelearn control children motivation intrinsicmotivation schools schooling future homeschool present presence lcproject openstudioproject reading skills keerymcdonald doing tcsnmy workmanship correction mistakes howchildrenlearn hurry rush schooliness fantasy mariamontessori imagination piaget jeanpiagethttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1ab492e0d197/The Education Debates Part Seven — davidcayley.com2017-05-21T21:13:51+00:00
http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-seven
robertogreconeilpostman johnholt ivanillich unschooling deschooling education highered highereducation schools schooling schooliness teaching learning howwelearn stimulation motivation intrinsicmotivation curiosity freedom choice scholarship highschool colleges universities prerequisites relevance training apprenticeships donaldhoyt grades grading success libraries ritual rituals quantification process consumerism scarcity inequality puertorico literacy functionalliteracy labor work ivarberg teens youth generosity kindness compassion concern socialjustice dignity competence self-worth children childhood compulsory privilegehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:4b67f790d4f4/The Education Debates — davidcayley.com2017-05-21T21:10:51+00:00
http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates
robertogrecoeducation learning schooling schools paulgoodman ivanillich johnholt johntaylorgatto marthanussbaum geraldgraff peteremberley cliffordorwin dvidcayley teaching howwelearn unschooling deschooling compulsory tedsizer deborahmeier edhirsch alexlawson danielferri ndyhargreaves davidsolway franksmith deborrahhowes carlbereiter bobdavis maritamoll institutions institutionalization radicalism susannahsheffer chrismercogliano edwardandrew iainbenson berniefarber charlestaylor markholmes adrianguldemond joenathan andyhargreaves heatherjanerobertson highered highereducation leahbradshaw sarahmartin maureensomers jackgranatstein andrewnikiforuk technology edtechhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:9049ecd092cc/Once a fearsome murderer invaded a Zen master’s home2017-01-21T19:12:09+00:00
http://seanmichaelmorris.com/once-a-fearsome-murderer-invaded-a-zen-masters-home/
robertogrecoI am convinced that no education intending to be at the service of the beauty of the human presence in the world, at the service of seriousness and ethical rigor, of justice, of firmness of character, of respect for differences...can fulfill itself in the absence of the dramatic relationship between authority and freedom. It is a tense and dramatic relationship in which both authority and freedom, while fully living out their limits and possibilities, learn, almost without respite, to take responsibility for themselves as authority and freedom...
The freedom that derives from learning, early on, how to build internal authority by introjecting the external one, is the freedom that lives out its possibility fully. Possibility derives from lucidly and ethically assuming limits, not from fearfully and blindly obeying them." (p.9-10) [emphases mine]
In other words, agency doesn’t so much exert itself upon others as it does float within the intersection of freedom and authority. Enacting one’s agency is always a balancing act between doing what is within your understanding of your own power and working with the boundaries of others’ understandings of theirs. It is a cooperative, chemical interaction. Freedom delimited by others’ freedoms delimited by yours.
In a classroom, this means that authority remains present. Sometimes, the authority of the teacher; but in the best situation, the shared authority of the group of learners (and the teacher). In the theatre of national politics, the agency of the president is limited by the needs of the people. This is not a system of checks and balances, though. A system of checks and balances assumes certain people have power over other certain people in specific circumstances. That’s a relationship of negotiation at best, manipulation at worst; and it’s a relationship of power.
Donald Trump doesn’t understand agency. He doesn’t understand that his will should be limited by the freedoms of others. He is not humane. He is not considerate. He is not wise. These are not the qualifications of every president, but they are the aspiration. No, they are the expectation. Yet no one expects consideration, humanity, or wisdom from Donald Trump. On both sides of the voting population, we expect rudeness, cruelty, and anti-intellectualism. This would mystify me if I didn’t recognize at least one source for this disappointing position.
For many reasons, I openly blame our current education system for the result of the election and the demise of the American president. To start, I am a critic of education, working within and outside the system to draw attention to its flaws; and therefore, the failings of the system are almost always foremost in my mind. Additionally, I have seen an alarming (deeply alarming, like finding out your child has run away from home alarming) reduction in the value of critical thinking in schools. This reduction runs parallel to an increasing emphasis on retention of information as a measure of “mastery.” I have met more than one college student and college graduate who love teachers who tell them what will be on the test, who ply rubrics to narrow the deviation from the norm, and who lecture, asking very little in the way of participation from students in the suscitation of their own education.
Education today assesses student knowledge based on their ability to repeat back. Questioning, criticizing, looking for wisdom past the usual authority—these are rare activities indeed. Even a class on creative writing—presumably a subject that grows from a student’s own subjectivity—can have rubrics, right and wrong answers, multiple choice tests.
We should want and demand more. This is not what education is meant to be. As John Holt reminds us:
Next to the right to life itself, the most fundamental of all human rights is the right to control our own minds and thoughts. That means the right to decide for ourselves how we will explore the world around us, think about our own and other persons’ experiences, and find and make the meaning of our own lives. (4)
This is the right of agency. It does not give us power over another, but it gives us mastery over ourselves. And an education that does not encourage or facilitate this agency is not an education. An education that convinces us of what needs to be known, what is important versus what is frivolous, is not an education. It’s training at best, conscription at worst. And all it prepares us to do is to believe what we’re told.
American education has worked tirelessly since the time of Skinner to make the American mind into a cipher. And when the American mind became a cipher, the Kardashians became model citizens, and Donald Trump rising up to silence the American presidency became an inevitability.
Change the way you teach."]]>seanmichaelmorris agency power control johnholt paulofreire choice criticalthinking authority rubrics creativity questioning criticism education learning teaching howweteach sfsh obedience freedom community cooperation collaboration checksandbalances government donaldtrump us relationships rotelearning humanism canon humanrights thinking unschooling deschooling cv beliefhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7062fb71ce96/Freedom and Beyond — John Holt GWS2017-01-08T00:40:19+00:00
http://www.johnholtgws.com/freedom-and-beyond/
robertogrecojohnholt poverty inequality capitalism 1972 society books unemployment employment work competition small growthhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ab4d4478fa69/Austin Kleon — John Holt, How Children Fail No matter what tests...2016-07-30T00:09:01+00:00
http://tumblr.austinkleon.com/post/148162212366
robertogrecoaustinkleon children johnholt learning unschooling howelearn howchildrenfail education schools teaching deschooling parenting howweteach self-directedlearning self-directed success uncertainty not-knowing intelligence fear schooling schooliness process observation science curiosity questionasking askingquestions johntaylorgatto neilpostman charlesweingartner dumbingusdown teachingasasubversiveactivity howchildenlearnhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:f778e4db335d/Austin Kleon — John Holt, How Children Learn Children do not...2016-07-08T01:07:09+00:00
http://tumblr.austinkleon.com/post/147062280616
robertogrecojohnholt howchildrenlearn education learning children trust austinkleon lawrencewescheler davidhockney art interestedness interested interesting attention payingattention noticing parenting teaching howweteach howwelearn librarians teachers purpose belonging work community conversation cv pacing meaningmaking unschooling deschooling departmentalization interdisciplinary multidisciplinary crossdisciplinary crosspollination control independence anxiety howchildrenfail testing assessment reggioemilia punk games play standardizedtesting love 2016 listeninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a23f87008957/On the Wildness of Children — Carol Black2016-05-08T03:22:11+00:00
http://carolblack.org/on-the-wildness-of-children/
robertogrecoIf children learn to normalize dominance and non-consent within the context of education, then non-consent becomes a normalized part of the ‘tool kit’ of those who have and wield power… This is unthinkable within Nishnaabeg intelligence.
Interestingly, the most brilliant artists and scientists in Euro-western societies tell us exactly the same thing: that it is precisely this state of open attention, curiosity, freedom, collaboration, consent, that is necessary for all true learning, discovery, creation."
…
"We no longer frame people as either “civilized”or “savage,” but as “educated” or “uneducated,” “developed” or “developing” (our modern terms for the same thing). But we retain the paternalistic attitudes of our forebears, toward our children and toward the “childlike” adults we find all over the world — a paternalism in which the veneer of benevolence is underpinned by the constant threat of violent force.
Control is always so seductive, at least to the "developed" ("civilized") mind. It seems so satisfying, so efficient, so effective, so potent. In the short run, in some ways, it is. But it creates a thousand kinds of blowback, from depressed rebellious children to storms surging over our coastlines to guns and bombs exploding in cities around the world."]]>education unschooling children childhood carolblack attention culture society learning wildness wild wilderness thoreau ellwoodcubberley williamtorreyharris schooling schools johntaylorgatto outdoors natureanxiety depression psychology wellness adhd mindfulness suzannegaskins openattention miniaodlafreeman paulejeune wilfredpeltier leannebetasamosakesimpson consent animals zoos nature johannhari brucealexander mammals indigenous johnholt petergray work play howwelearn tobyrollo chastisement civilization control kosmos colonization colonialismhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:69f840250e75/Radio Dispatch ~ Radio Dispatch: Live With Megan Erickson and Nikhil Goyal2016-03-01T07:24:39+00:00
http://www.theradiodispatch.com/show/radio-dispatch-live-with-megan-erickson-and-nikhil-goyal/
robertogrecovia:litherland education us meganerickson nikhilgoyal policy learning billgates gatesfoundation 2016 nclb anationatrisk publicschools schools fear edreform reform terrelbell poverty race class inequality mentalhealth children engagement howwelearn divergentthinking curiosity creativity purpose progressive jonathankozol docility freeschools democracy danielgreenberg sudburyschools individualism brightworks avenues waldorfschools rudolfsteiner johndewey history paulgoodman unschooling deschooling paolofreire johnholt herbertkohl alternative brooklynfreeschool resistance optimism hope unions nea aft radical radicalism democraticschools fannierushing subversion studentvoicehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:f1d55f005e26/Free-range education: Why the unschooling movement is growing - CSMonitor.com2016-02-15T22:31:45+00:00
http://www.csmonitor.com/USA/Education/2016/0214/Free-range-education-Why-the-unschooling-movement-is-growing
robertogrecounschooling deschooling parenting children childhood education johnholt demographics resistance race lifestyle cv freedom society democracy community 2016 stephaniehanes patfarenga michaelapple dustinwoodard jeremystuart cherylfields-smithhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:4e998dda953f/The Right to Control One's Learning - The Natural Child Project2015-03-10T08:37:58+00:00
http://www.naturalchild.org/guest/john_holt3.html
robertogrecojohnholt education children schools schooling society control power unschooling deschooling anxiety competition hierarchy ranking democracy authoritatianism parenting via:willrichardson 1974https://pinboard.in/https://pinboard.in/u:robertogreco/b:b804eef78d05/What We Can Learn from Homeschooling - Hybrid Pedagogy2015-01-29T22:30:11+00:00
http://www.hybridpedagogy.com/journal/can-learn-homeschooling/
robertogrecomelanieborrego education srg edg glvo unschooling deschooling learning colleges universities admissions 2015 chrisfriend seanmichaelmorris autonomy homeschool versitality freedom howwelearn howweteach messiness relationships personalization personalizedlearning personallearning flexibility johnholt stanford ucriverside mit penn leifnelson finlandhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1746712c38c0/Jen Delos Reyes | Rethinking Arts Education | CreativeMornings/PDX2015-01-10T04:41:42+00:00
http://creativemornings.com/talks/jen-delos-reyes
robertogrecovia:nicolefenton jendelosreyes 2014 art arteducation education booklists bibliographies anthonyfyson colinward bellhooks buckminsterfuller sistercorita coritakent jansteward herbertkohl ivanillich jameselkins johndewey johnholt manifesta6 martinduberman blackmountaincollege bmc unschooling deschooling informal learning howwelearn diy riotgirl neilpostman charlesweingartner paulofriere pablohelguera sallyraspberry robertgreenway saturepo stevenhenrymadoff lcproject openstudioproject standardization pedagogy thichnhathahn teaching howweteach mistakes canon critique criticism criticalthinking everyday quotidian markets economics artschool artschoolconfidential danclowes bfa mfa degrees originality avantgarde frivolity curriculum power dominance understanding relevance irrelevance kenlum criticalcare care communitybuilding ronscapp artworld sociallyendgagedart society design context carnegiemellon social respect nilsnorman socialpracticeart cityasclassroom student-centered listening love markdion competition collhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d981ce500b8f/“But the overall inertia and immune system of “education” is very strong, and if we were to disappear tomorrow, I’m not sure anything would be different than it would have been 100 years from now.” – Alec Resnick, USA | Daily Edventures2014-11-19T06:01:58+00:00
http://dailyedventures.com/index.php/2014/06/02/alec-resnick/
robertogreco"People need not only to obtain things, they need above all the freedom to make things among which they can live, to give shape to them according to their own tastes, and to put them to use in caring for and about others. Prisoners in rich countries often have access to more things and services than members of their families, but they have no say in how things are to be made and cannot decide what to do with them.”
What is your region doing well currently to support education?
My favorite initiative of late is Massachussetts’ Innovation School legislation; its focus on aggressively seeding and supporting sandboxes where fundamentally new models can be designed is awfully exciting.
What is the biggest obstacle you have had to overcome to ensure students are receiving a quality education?
Resisting the variety of organizational and cultural forces which push you to do things to students, or maybe for them, but very rarely with them. This can look like anything from putting “the curriculum” ahead of real depth, uncomfortable conversations with parents about the [ir]relevance of the quadratic equation, liability policies which prohibit physical contact with students, etc.
How can teachers or school leaders facing similar challenges implement what you’ve learned through your work?
Guard and expand your autonomy jealously and aggressively. Advocate for policies which encourage planting many seeds and trying out many approaches to see what works, rather than attempting to plan for or optimize The One Way. Leverage parents’ actual interests and concerns, rather than trying to satisfy bureaucratic incentives. Start a school. Start a not-school. Take a Hippocratic Oath. Read Mindstorms and take it seriously.
How have you incorporated mobile devices/apps into your classroom and have you seen any improvements?
Our programs’ focus on computation, modeling, and representation means apps (and programming tools, broadly) figure prominently into participants’ experiences. The capacity for these tools to offer hands-on, constructionist approaches to traditionally academic subjects is incredible; however, overall I’d have to say that the technocentrism/technoutopianism in the ed tech community really narrows the conversation to the extent that it limits discussions of technology to, “How can technology help us do what we’ve always done, better?” instead of, “What are the new activities and approaches technology enables?” "]]>alecresnick via:ablerism 2014 sprout&co somerville massachusetts schools education informallearning making science learning howwelearn constructivism michaelnagle shaunalynnduffy somervillesteamacademy seymourpapert mindstorms ivanillich teaching howweteach pedagogy technology johnholt scratch logo xcode turtlegeometry relationships freedom autonomy agency unschooling deschooling steam inquiry sprouthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8646bedc3936/"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/sprout & co :: How Children What?2014-06-04T19:46:40+00:00
http://thesprouts.org/blog/how-children-what
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http://speedchange.blogspot.com/2014/02/why-we-think-1970s-open-education.html
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http://actionedu.me/
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http://www.theatlantic.com/magazine/archive/1971/05/big-bird-meet-dick-and-jane/305125/?single_page=true
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http://web.media.mit.edu/~silver/radlearning/
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http://www.patfarenga.com/pat-farengas-blog/2012/10/3/young-children-as-research-scientists.html
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http://www.stevehargadon.com/2012/09/tuesday-pat-farenga-on-john-holt-and.html
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http://nplusonemag.com/learning-in-freedom
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http://www.nytimes.com/2011/11/13/magazine/my-parents-were-home-schooling-anarchists.html?pagewanted=all
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http://www.patfarenga.com/pat-farengas-blog/2011/11/8/nothing-in-the-world-but-youth.html
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http://sesatschool.org/blog/?p=17
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http://caterina.net/wp-archives/98
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http://freeschools.wordpress.com/diy-links/
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http://freeschools.wordpress.com/2008/08/12/the-modern-learning-exchange/
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http://www.holtgws.com/audiorecordingso.html
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http://coopcatalyst.wordpress.com/2011/07/07/pragmatic-suggestions-for-schoolers-from-unschoolers-guest-post-by-patrick-farenga/
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http://www.youtube.com/user/UnschoolingChannel
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http://www.holtgws.com/escapefromchildh.html
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http://www.youtube.com/watch?v=Xwn1QJyUPxA
robertogrecomichaelwesch education future progressive failure johndewey revolution reform schoolreform 1960s neilpostman paulofreire johnholt freeschools schoolwithoutwalls ivanillich charlesweingartner openschools democraticschools change movements 1970s traditionalschools 2011 utopia utopianthinking backtobasics holisticapproach holistic economics technology flexibility whatsoldisnew whatsoldisnewagainhttps://pinboard.in/u:robertogreco/b:b15a72714d2c/Critical pedagogy - Wikipedia2011-04-25T02:22:05+00:00
http://en.wikipedia.org/wiki/Critical_pedagogy
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http://www.patfarenga.com/pat-farengas-blog/2011/3/30/john-holt-speaks-to-swedish-teachers-about-how-children-lear.html
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http://blogs.walkerart.org/ecp/2009/10/14/astra-taylor-on-the-unschooled-life/
robertogrecoastrataylor books lists education unschooling deschooling pedagogy art toread anarchy anarchism glvo learning creativity lcproject readinglists deleuze guattari rebeccasolnit dorislessing johnberger johnholt gracellewellyn petersinger lewishyde ivanillich gillesdeleuze félixguattarihttps://pinboard.in/u:robertogreco/b:7b5e42d9464e/YouTube - Astra Taylor on the Unschooled Life2010-11-14T01:25:47+00:00
http://www.youtube.com/watch?v=LwIyy1Fi-4Q
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http://blogs.edweek.org/edweek/Bridging-Differences/2010/11/dear_diane_it_was_nice.html
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http://www.swaraj.org/shikshantar/
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http://aeroeducation.org/2010/03/29/rare-john-holt-video/
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http://www.democraticeducation.com/essay-kohn.htm
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http://us.penguingroup.com/static/html/blogs/how-i-discovered-my-secret-powers-part-three-essay-several-parts-keri-smith
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http://sandradodd.com/johnholt
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http://www.mightymatthern.com/everywhere_allthetime.html
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http://www.nytimes.com/2008/10/16/garden/16unschool.html?pagewanted=all
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http://www.boingboing.net/2008/09/24/how-children-fail-an.html
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http://www.boingboing.net/2008/09/23/how-children-learn-c.html
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http://www.teachstreet.com/
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http://en.wikipedia.org/wiki/Caleb_Gattegno
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http://www.washingtonpost.com/wp-dyn/content/article/2008/03/21/AR2008032101451_pf.html
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http://www.theatlantic.com/doc/197105/big-bird/
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http://www.squeakland.org/sqmedia/books/book_list.html
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http://blogs.salon.com/0002007/2007/11/07.html
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http://blogs.salon.com/0002007/2007/07/16.html#a1925
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http://kt.flexiblelearning.net.au/tkt2007/?page_id=33
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http://www.holtgws.com/index.html
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