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recent bookmarks from robertogrecoThe Untold History of Silicon Valley w/ Malcolm Harris - Episodes - Tech Won’t Save Us2023-02-17T18:56:03+00:00
https://techwontsave.us/episode/155_the_untold_history_of_silicon_valley_w_malcolm_harris
robertogrecomalcolmharris 2023 parismarx siliconvalley californianideology stanford history military technosolutionsism libertarianism environment california technology eugenics education highered highereducation mining miningengineering engineering bionomics economics herberthoover lelandstanford davidstarrjordan politics race racism imperialism capitalism latecapitalism globalization biology evolution competition hierarchy markets oligarchy oligarchs techoligarchs ideology longtermism natalism humancapital horses breeding paloalto paloaltostockfarm eadweardmuybridge charlesmarvin children kindergarten invention technicians marketing bayarea war coldwar weapons hp hewlettpackard davidpackard warprofiteering governance government neoliberalism counterculture freedom individualism stevejobs apple hierarchies stewartbrand xerox deregulation ronaldreagan shermanfairchild left newleft computers computing parc xeroxparc newdeal ibm labor sweatshops manufacturing stevewozniak refugees laborrelations johnperrybarlow global clashttps://pinboard.in/https://pinboard.in/u:robertogreco/b:63dc52c9b6d3/Yong Zhao "What Works May Hurt: Side Effects in Education" - YouTube2019-03-07T17:36:11+00:00
https://www.youtube.com/watch?v=WUVlybJoV88
robertogrecoyongzhao 2018 schools schooling pisa education testing standardizedtesting standardization china us history testscores children teaching howweteach howwelearn sideeffects privatization tims math reading confidence assessment economics depression diversity entrepreneurship japan creativity korea vietnam homogenization intolerance prosperity tolerance filtering sorting humans meritocracy effort inheritance numeracy literacy achievementgap kindergarten nclb rttt policy data homogeneity selectivity charterschools centralization decentralization local control inequity curriculum autonomy learning memorization directinstruction instruction poverty outcomes tfa teachforamerica finland singapore miltonfriedman vouchers resilience growthmindset motivation psychology research positivepsychology caroldweck intrinsicmotivation choice neoliberalism high-stakestestinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:621609aa2d00/Teacher Tom: "But How Do They Learn To Read?"2016-07-27T22:42:52+00:00
https://teachertomsblog.blogspot.com/2016/07/but-how-do-they-learn-to-read.html
robertogrecoStudies have compared groups of children . . . who started formal literacy lessons at ages 5 and 7 . . . (T)he early introduction of formal learning approaches to literacy does not improve children's reading development, and may be damaging. By the age of 11 there was no difference in reading ability level between the two groups, but the children who stared at 5 developed less positive attitudes to reading, and showed poorer text comprehension than those children who had started later.
Their recommendation is that the best "academic" education for children under seven is the sort of "informal, play-based" environment we offer at Woodland Park because that is how the human animal is designed to build the foundation for all future learning.
The sickening thing is that today's kindergartens and preschools are charging pell-mell in the wrong direction:
A new University of Virginia study found that kindergarten changed in disturbing ways from 1999-2006. There was a marked decline in exposure to social studies, science, music, art and physical education and an increased emphasis on reading instruction. Teachers reported spending as much time on reading as all other subjects combined.
With the advent of the Common Core federal public school curriculum in the US (and it is a curriculum despite it's advocates' insistence that they are merely "standards") with its narrow focus on literacy, mathematics, and testing, it has gotten even worse since 2006. Indeed:
Last year, average math scores . . . declined; reading scores were flat or decreased compared with a decade earlier.
We are proving the research: we are damaging our children. This is why I remain so consistently opposed to what is happening in our public schools. By law I'm a mandatory reporter of child abuse in my state. This might not fit the legal definition, but it definitely fits the moral one.
That still begs the original question: how will they learn to read?
As I learned from Carol Black's brilliant essay entitled A Thousand Rivers, when Johannes Gutenberg invented the printing press in 1439, very few people could read. In fact, reading was primarily the domain of the clergy who needed the skill to read and create Bibles. But the printing press suddenly made printed matter widely available. With no notion of formal literacy education, Europeans were left to learn to read on their own, passing on the knowledge from one person to the next, from one generation to the next.
Literacy rates steadily climbed for the next couple hundred years, then surged around the time of the American Revolution when Thomas Payne's pamphlet Common Sense became a runaway hit, selling over a half million copies and going through 25 printings in its first year. It's estimated that 2.5 million colonists read it, an astronomical number for the time. And it's not easy reading. Nevertheless, historians credit this viral document with inspiring the 13 American colonies to ultimately declare their independence from British rule.
People wanted to read, they needed to read, so they learned to read, which is why literacy rates in those original 13 colonies were actually higher than those we see today in in our 50 states. A similar thing has happened, albeit at a faster pace, with computer technology. I have a distinct memory of Dad buying an Apple II+, a machine that came with no software. Instead it came with thick instruction manuals that taught us how to write our own programs. You could take classes on "how to work your computer." Today, our two-year-olds are teaching themselves as these technology skills have gone viral. The idea of a computer class today is laughable, just as a reading class would have been laughable in 1776.
And just as "walking" or "talking" classes would be laughable to us today, so too should this whole nonsense of "reading" classes. Yet shockingly, we continue to go backwards with literacy to the point that most of us seem to think that it's necessary that children spend days and years of their lives at earlier and earlier ages, being drilled in a utilitarian skill that past generations just learned, virally, over the natural course of living their lives. No wonder children hate school. No wonder they are bored and stressed out.
Certainly, there are children in our world who are "at risk" for not learning to read, including those with actual learning disabilities, as opposed to the manufactured ones we are currently slapping on normal children who are simply taking a little longer to getting around to reading. And for those children, as well as for those who are being raised in illiterate households, intervention may be necessary. But for the overwhelming majority of our children, the greatest literacy challenge they face is our obsessive rush for more and more earlier and earlier. We are, in our abject ignorance, our refusal to actually look at the evidence, teaching our children to hate reading, which is in my view a crime not only against children, but against all humanity."]]>children reading play literacy pedagogy teaching schools carolblack unschooling deschooling play-basededucation kindergarten sfsh history thomaspayne tomhobson walking howwelearn necessity coercion learningdisabilities talking education gutenberghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:3c293d49fe4b/Yong Zhao (final) on Vimeo2015-05-03T20:03:38+00:00
https://vimeo.com/126604445
robertogrecoyongzhao education us china policy assessment readiness 2015 publicschools schools diversity inclusion competitiveness competition history localcontrol centralization decentralization rttt homogeneity easterisland rudolphtherednosereindeer teaching learning howwelearn testing pisa standardization standardizedtesting npe children individuality individualism kindergarten motivation difference curiosity power order skiiing parenting nurture nurturing economics effort talent arneduncan government sideeffects curriculum data evidence confidence uk timss finland politics happiness creativity asia necessity abundance howweteach autonomy inlcusivity inclusivityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:854de53765db/Born to think and learn | Deborah Meier on Education2013-07-26T02:50:32+00:00
http://deborahmeier.com/2013/07/24/1239/
robertogrecodeborahmeier education learning progressiveeducation democracy history accountability 2013 stem purpose civics garystager seymourpapert constructivism kindergartenhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:30c52d7debd1/The Public School Nightmare2010-08-16T09:58:34+00:00
http://diablovalleyschool.org/nightmare.shtml
robertogrecojohntaylorgatto bertrandrussell education history unschooling deschooling frederichfroebel kindergarten schools schooling us criticalthinking tcsnmy compulsory responsibility privacy lcproject solitude respect childrenhttps://pinboard.in/u:robertogreco/b:39886dd6066c/