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recent bookmarks from robertogrecoBuild a Songbird Compass: Agency, Communion, and Tech2024-03-04T08:12:53+00:00
https://pilgrimsinthemachine.substack.com/p/build-a-songbird-compass-agency-communion
robertogrecovia:daniellucas 2024 communion agency individualism community collectivism spirituality pecogaskovski ruthgaskovski convivialtools bodies machines humans humanism life living socialmedia tools technology personhood consciousness algorithms manipulation addiction attention bigtech power davidbakan belonging love affiliation union status mastery competence jonathanhaidt cognition anxiety wholeness wellbeing reality jamescamperon visionpro apple ar augmentedreality virtualreality vr christianity judaism markweiser 1991 jackleahy society compass body mind morality relationships language reason emotions naturehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:97638c6c2872/Ave Maria/Sophia/Gaia: Katherine Bubel and Michelle Berry Lane on Illich and the Sacred Feminine (Conversation #4) - YouTube2023-11-29T07:11:40+00:00
https://www.youtube.com/watch?v=19q4pWKPlj0
robertogrecoivanillich 2023 marcusrempel katherinebubel michelleberrylane conviviality suzannesimard davidblower religion myth prometheus sophia theology life living slow control modernity polarity francisbacon aliveness nature gender prometheanman technology diversity pandora thomasmerton erichfromm descartes climatechange humans capitalism extraction interconnectedness technosolutionism hubris complementarity renégirard charlestaylor catholicism relations relationships epimetheanman mary mastery measurement gaia ecology earth lynnmargulis forests trees environment epimetheus paulkingsnorth indigenous indigeneity listening johnmoriarty wisdom bees land property georgegrant colonization colonialism colonizers science domination homogeneity samemaking otherness terrencemalick presence rebeccasolnit rediscovery catastrophe mutualaid multispecies morethanhuman resilience mythology michellelane intuition spirituality deschooling unschooling hope convivialscience wonder symbiosis symbiogenesis jameslovelock microbiomes biohttps://pinboard.in/https://pinboard.in/u:robertogreco/b:9002d2ba9953/Duke University Press - Unthinking Mastery2020-10-03T17:40:29+00:00
https://www.dukeupress.edu/unthinking-mastery
robertogrecojuliuettasingh 2018 postcolonialism dehumanism decolonization multispecies morethanhuman jmcoetzee mahaswetadevi indrasinha jamaicakinkaid bodies mastery animalstudies materialism queertheory violencehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:9df579a1bec3/Alec Resnick on Twitter: “OK, via prompt by @vgr, 1 like = 1 opinion about unschooling”2019-12-15T23:54:10+00:00
https://twitter.com/aresnick/status/1206336018410082305
robertogreco43. Continuing the environmental analogy: Unschooling would do well to find its Alice Waters https://en.wikipedia.org/wiki/Alice_Waters — What is its Chez Panisse? What is the highest practice of it which is unimpeachable, even if it is upmarket and unreplicable?
45. Learning experiences involve tools/materials, learners, and facilitators. We are limited by our tools and materials. Many are designed for school. Funding the creation of new tools and materials generally requires targeting schools as your customer. This is unsolved.
46. An underappreciated question for theories of change which assume you can work forward from school as it exists: If culture eats strategy for breakfast, and if many of the fundamental, sector-wide issues in schooling are cultural, what form should your answer to that take?
47. A basic human capital challenge facing both unschooling and schooling: For youth to [learn to think critically, develop and pursue their own projects, whatever], they need to see people doing that. How do you define adults’ role as _both_ facilitators and investigators?
48. One of the most exciting shifts now possible (given the nature of remote knowledge work) is the economic emancipation of youth aged 14–18. Small steps toward this represent radical threats for traditional educational establishments.
49. A big strategic obstacle facing unschooling is that school can always shift internal structures to enable ongoing rent-seeking on your education. So you should expect (as you see), more options for flexible “school” experiences which don’t threaten the institution overall.
50. Just as we have postmortems and sunsets of companies and their strategies, we need the same for educational thinkers and initiatives. The arc of work by someone like John Holt can tell us a lot about the dangers and obstacles for reformers, these remain unarticulated.
51. Whatever your flavor of reform, one of the most valuable distinctions to make is between the political question of who should control youth’s experience how, and the technical question of how to support learning. Incumbents benefit from their conflation.
52. In the near-term, unschooling will be a force for increased socioeconomic and racial stratification. Whether it will be so in the long term is a question of institutions. This makes unschooling’s failure to engage with institutional politics all the more serious.
53. One of the most radical exogenous events which could unfold for unschooling (and many of the caring professions) is the development of a UBI and UBI-like systems.
54. There are many reasons you see “alternatives” flourish in K5, to a lesser extent 6–8, and not at all in 9–12. The proximity of social/economic realities of adulthood. Without changing this, those constraints will always backpropagate through the ghost of high school future.
55. In searching for an alternative identity, unschooling groups have a lot to learn from other groups which are quite narrow but seen as broadly rigorous (Iowa Writers Workshop, MIT Media Lab, Harvard Law School).
56. One of the core things unschooling [often] gets right is a set of advantages taken for granted by every upper-middle class family: a small set of people who know you well, are invested in your success, and can responsively allocate resources on the behalf of your development.
57. Another conceptual challenge for unschooling: Conceptually, what is the difference between a great book and a great lecture? How would you criticize a lecture without resorting to stereotypes of bad lectures? Or coercive elements?
58. Oftentimes, it is hard or impossible to get interested in things which are not in your environment. To the extent that unschooling focuses on the absence of structure, it also fails to grapple with the question of how to think about fertilizing youth’s soil.
[NB From this thread so far, it may sound like I'm just dumping on unschooling. If so, this is merely the narcissism of small differences: I have so much hope for alternative approaches, I wish their proponents tackled these bigger questions more seriously and aggressively!]
59. One of the greatest opportunities facing various, self-selected communities of “alternative” education is to use their access to time with youth and adults as the foundation for an organization analogous to the Mayo Clinic or Media Lab or Xerox PARC.
60. One of the most radical requirements of taking unschooling seriously is defining a social life/role for youth distinct from their identity as students. The dramatic expansion of the ease and possibility of this when you can be Very Online™️ is a tremendous opportunity.
61. One of the deeper things Seymour Papert ever said was that you can’t think about thinking without thinking about thinking about something. Strategically, this suggests that unschooling might do better to tackle supremacy topic by topic, tool by tool.
62. Significant portions of unschooling and homeschooling are not about alternative pedagogies. They are about avoiding toxic environments, securing needed special education services, and similar.
63. One of the beautiful things about the idea of “public” education is its availability to everyone. Minority needs (special education, English Language Learners, etc.) play an outsized role in school bureaucracy. Unschooling has ~ no answer to these questions currently.
64. One of the most important consequences of a constitutional guarantee of freedom of education would be to, over time, force the government to unbundle funding and services for these minority needs.
65. This is the most exciting/frustrating time to be alive if you’re interested in the future of learning. The gap between novices and real, intellectual work is shrinking at an unprecedented rate. There are lifetimes of work to be had mining the progress of the past decade.
66. Early College High School is a model for what rent-seeking will look like as alternatives push their way into school: https://en.wikipedia.org/wiki/Early_college_high_school Its insight and reform is literally _send youth to less high school_. And they managed to get high schools to own it!
67. [For the wealthy,] the equivalent on the consumer side will look increasingly like the relationship between, say, Stanford and YC. Consumers will secure intangible cultural capital through institutional affiliation, and someone else will take on human capital.
68. Some branding alternatives for unschooling (if it is really about self-directed learning and removing school’s structures): PhD, MFA, apprenticeship, football team, contemplative practice. All of these have less brand liability than unschooling. Why stick with it?
69. One of the scariest suspicions of my own beliefs (as they align with unschooling) is that perhaps our relationship to institutions is just as fundamental, immovable, and worth just working forward from as our relationship to any other tribe.
70. Self-direction is powerful. It leaves largely unanswered questions of critique and quality. To the extent excellence emerges from environments of intense critique and aspirations to excellence, neither school nor unschooling have coherent answers to this cultural question.
71. One of the most powerful corollaries of erasing the line between learning/living is that you realize that novices are often doing the same _kind_ of intellectual work as professionals, just less effectively. Unschooling should leverage this opportunity for apprenticeship.
72. The biggest problem in unschooling is access to time with youth + money to spend it well. The second biggest is access to adults who can create intellectually rich/rigorous environments for youth. The third biggest is access to great tools and materials to support work.
73. A common question in confronting unschooling and similar is, “But what if they [don't want to, are bored, don't know what they're interested in, etc.]?” One of unschooling’s great integrities is pointing out that school has approximately no answer to this question either.
74. A categorical question unschooling must answer if it is to ever become mainstream: Left to their own devices, under what conditions can/should a young person be able to choose an “inferior” educational product or experience? Technocrats will say “None”, purists “Any”.
75. Every educational innovation is “experimenting” on youth, nearly nothing is validated with anything approaching the rigor or seriousness that you expect of any other good or service in the public sector.
76. One of the biggest reasons this is not a problem in practice is because youth are remarkably robust. This is as an advantage of this sector’s! Very little of what systems do or don’t has an outsized effect. Class remains the strongest predictor. [referencing 74]
77. People’s concerns about the “socialization” of unschooled youth are disconnected from reality. One of the best things unschooling could do would be to cement its position as often a socially and emotionally healthier pathway to reframe its work as a public health issue.
78. This is a photograph from the original Sudbury Valley School a few years ago. https://sudburyvalley.org It is the rules for operating the microwave. Democratic/free-schools make the same mistake as those suggesting that everyone need to re-discover calculus for themselves.
79. In contrast, this is a photograph from a Boston Public School. Plenty of people choose unschooling or free schooling or democratic schooling over public school because of nothing other than what the semiotics of this juxtaposition imply. [compared to 78]
80. Neither schooling nor unschooling will play a significant role in the liberal goals of equalizing society. School will always play handmaiden to the structure of labor and capital. The most radical efforts look for ways to leverage this fact.
81. Understandably, unschooling is full of people with a fraught relationship to school. Many in school look down on them (either irrelevant bc they are wealthy or irrelevant bc they secretly think failure in school makes you a failure). This is a serious strategic challenge.
82. In my lifetime, ~free college will become a reality in the United States. This will be an enormous opportunity for those interested in unschooling. They will not take this opportunity; industry will. And so industry will define the future of “alternative” education.
83. One of the most persistent sociological effects in education research is that poor youth define “good” students by obedience/work ethic while rich do so by creativity/intelligence. Changing this is one of the most politically radical projects unschooling could tackle.
84. Structure is not coercion. Just because something is hard does not mean it is rigorous. Just because something isn’t fun doesn’t mean its coercive. These distinctions matter, and both school and unschooling confuse them to no end.
85. As unhealthy as they can be, one of the better facets of, say, hustle culture or creative self-help is the embrace of meaningful work + fulfillment as hard + challenging. Progressive education (incl. unschooling) must get beyond handwaving about how to support this well.
86. The first thing people did w/ the movie camera was make films of plays. We’ve made online, distributed classes. Unschooling could be a *small* market for those exploring meaningful, creative applications of technology with youth. But it won’t be VC scale in the next 20y.
87. Nintendo spends more on R&D than the NSF spends on education research each year. These alternative sources of capital are long frustrated with the irrelevance of their results to traditional school. Unschooling, homeschooling, and similar could be real partners for them.
88. Graduate schools of education don’t investigate homeschooling and unschooling (or better yet, run their own educational environments) because (a) their clientele are traditional schools, and (b) they cannot afford the brand risk of failing. Business model is destiny.
89. One of the signs of a healthy professional and intellectual community is self-critique and reflection. I may not be in the community enough to know, but as a small, alternative perspective, unschooling has yet to muster this capacity.
90. At some point, industries w/ a surplus of inbound talent will take the already nearly-formalized structure of tech internships to their logical conclusion and begin charging tuition. One of the best things unschooling could do is offer case management around these paths.
91. One of the silliest illusions education reformers (including unschooling) labors under is that improved results will persuade the system to do anything.
92. In many other domains, 10x improvement is possible. In education, 10x improvement is ~ impossible on time or cost for reasons of human development. This has serious ramifications for the challenges of organizational change, theory of change, funding innovation, and similar.
93. Something unschooling gets right is that it frames its work as a movement and school of thought. Too much change these days is framed in terms of individual entrants, products, and technologies. The staying power of incumbents requires institutional time scales.
94. Something unschooling gets wrong, having gotten its timescales right, is its complete lack of any [critical] sense of history. There are no consensus explanations for the arc of unschooling’s success or lack thereof. This is a crazy situation for a reform movement.
95. The @recursecenter is one of the most serious and thoughtful efforts in (influenced by?) unschooling I know of. As practitioners, they have more to say about the practicalities of these issues than 90% of the people I meet.
96. Unschooling has many unknown allies in other disciplines and domains. The refusal, by and large, to engage the academy or its output means there are significant, low-hanging fruit to seize to bring to unschooling. This will require making epistemology and psychology allies.
97. Much as great management and communication is often the limiting reagent on a team, great management and mentorship is often the limiting reagent in human development. Pedagogy has nearly no language for this. Most differences in efficacy therefore go unexplained.
98. From the POV of theory of change, one of the most challenging aspects of beginning work w/ marginal communities is that you actually bolster and improve the position of the incumbent. “Disruptive” innovation moving upmarket requires feedback loops which don’t exist.
99. Confidence is socially constructed, and represents a significant part of what forms the cultural capital of top tier schools and similar. Unschooling would do well to establish and build counter-narratives around artifacts like this https://youtube.com/watch?v=Ng5qzH39nyg
100. Despite all of these challenges, I believe that inventing the future of learning is among the most exciting and impactful work anyone can do. It beats the constraints of industry and artifice of the academy. Unschooling would do well to leverage this to attract talent.
OK that’s 100. I have no original ideas. If you found anything in this thread interesting, please take the time to review, in detail, the work of thinkers like Holt, Papert, and Dewey. None have the answer, but they and others have done incredible work on these questions.
For those interested, a few starting points:
Dewey’s “My Pedagogic Creed” http://dewey.pragmatism.org/creed.htm
Papert’s _Mindstorms_ http://mindstorms.media.mit.edu
Illich’s Deschooling Society http://davidtinapple.com/illich/1970_deschooling.html
Holt’s How Children {Learn; Fail} https://amazon.com/dp/B074MGJ457 https://amazon.com/dp/0201484021
Please feel free to DM me or reach out to alec@powderhouse.org if you’d like to chat about any of this!
Thanks @vgr for the prompt!“]]>unschooling alecresnick education learning deschooling legibility credentials charterschools howwelearn pedagogy howweteach schools schooling society work chezpaniesse local alicewatters learningecologies environment rahcelcarson resources tools organization organizing montessori reggioemilia portfolios formal informal informallearning mastery labor homeschool waldorf johndewey history psychology humandevelopment skills coercion alternative altedu greatbooks networks networking class canon classism inequality universalbasicincome ubi constraints economics race institutions flexibility disciplines specialization exposure edg srg mitmedialab ledialab xeroxparc access identity opportunity edtech branding culture culturalcapital rent-seeking bureaucracy sudburyschools sudburyvalleyschools reality social technocrats publicschools publicgood apprenticeships mentoringhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:997cf2837970/Building an Inclusive Campus2019-05-14T20:15:44+00:00
https://www.slideshare.net/jessestommel/building-an-inclusive-campus
robertogrecoteaching howweteach jessestommel 2019 scaffolding syllabus syllabi pedagogy inclusivity inclusion humanism cathydavidson henrygiroux measurement assessment differentiation coddling compassion respect equity outcomes standardization learning howwelearn ranking metrics norming uniformity accreditation rigor mastery rubrics performance objectivity education highered highereducation grades grading bias alfiekohn hierarchy power paulofreire pedagogyoftheoppressed throeau martinbickmanhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:cd08366d5edf/Reassemblage Trinh T Minh ha 1983 - YouTube2019-04-17T22:43:47+00:00
https://www.youtube.com/watch?v=FSZaRHg0xVs
robertogreco1983 film reassemblage colonialism soundscapes mastery knowing proximity distance form trinhtminh-hahttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1c59855a93ba/Science / Fiction — Carol Black2018-06-23T02:45:43+00:00
http://carolblack.org/science-fiction/
robertogrecocarolblack learningstyles evidence 2018 paulkirschner jeroenvanmerriënboer li-fangzhang mariakozhevnikov carolevans elenagrigorenko stephenkosslyn robertsternberg learning education data danielwillingham daviddidau joanneyatvin power yongzhao research unschooling deschooling directinstruction children happiness creativity well-being iq intelligence traditional testing intrinsicmotivation mastery behavior howwelearn self-directed self-directedlearning ignorance franksmith race racism oppression intersectionality coreknowledge schooling schooliness homeschool multiliteracies differences hierarchy participation participatory democracy leannebetasamosakesimpson andrealandry pedagogy teaching howweteach colonization leisterman ibramkendi standardizedtesting standardization onesizefitsall cornelpewewardy cedarriener yanaweinsteinhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1b1e6b247723/Mindset Marketing, Behaviorism, and Deficit Ideology | Ryan Boren2017-12-03T21:46:01+00:00
https://boren.blog/2017/08/19/mindset-marketing-behaviorism-and-deficit-ideology/
robertogrecoryanboren2017 mindset marketing behavior behaviorism deficitideology disabilities disability race education learning grit growthmindset projectbasedlearning entrepreneurship innovation psychology racism poverty sexism bootstrapping meritocracy greed childism ableism socialemotional surveillance surveillancecapitalism capitalism health intrinsicmotivation extrinsicmotivation diversity inclusion neurodiversity edtech autonomy mastery purpose self-esteem compliance socialemotionallearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:892127fa037d/Maslow’s Hierarchy of Needs vs. The Max Neef Model of Human Scale development2017-08-05T20:33:29+00:00
https://medium.com/@hwabtnoname/maslow-s-hierarchy-of-needs-vs-the-max-neef-model-of-human-scale-development-9ebebeabb215
robertogrecoRespondents answered questions about six needs that closely resemble those in Maslow’s model: basic needs (food, shelter); safety; social needs (love, support); respect; mastery; and autonomy. They also rated their well-being across three discrete measures: life evaluation (a person’s view of his or her life as a whole), positive feelings (day-to-day instances of joy or pleasure), and negative feelings (everyday experiences of sorrow, anger, or stress).
The results of the study support the view that universal human needs appear to exist regardless of cultural differences. However, the ordering of the needs within the hierarchy was not correct.
“Although the most basic needs might get the most attention when you don’t have them,” Diener explains, “you don’t need to fulfill them in order to get benefits [from the others].” Even when we are hungry, for instance, we can be happy with our friends. “They’re like vitamins,” Diener says about how the needs work independently. “We need them all.”
Source : http://www.simplypsychology.org/maslow.html
vs.
Max Neef Model of Human Scale Development
Manfred max- Neef is a Chilean Economist. He defines the model as a taxonomy of human needs and a process by which communities can identify their “wealths” and “poverties” according to how these needs are satisfied.
He describes needs as being constant through all cultures and across historical time periods. The thing that changes with time and across cultures is the way that these needs are satisfied. According to the model human needs are to be understood as a system i.e. they are interrelated and interactive.
According to Max Neef the fundamental needs of humans are
• subsistence
• protection
• affection
• understanding
• participation
• leisure
• creation
• identity
• freedom
Max-Neef further classifies Satisfiers (ways of meeting needs) as follows.
1. Violators: claim to be satisfying needs, yet in fact make it more difficult to satisfy a need.
2. Pseudo Satisfiers: claim to be satisfying a need, yet in fact have little to no effect on really meeting such a need.
3. Inhibiting Satisfiers: those which over-satisfy a given need, which in turn seriously inhibits the possibility of satisfaction of other needs.
4. Singular Satisfiers: satisfy one particular need only. These are neutral in regard to the satisfaction of other needs.
5. Synergistic Satisfiers: satisfy a given need, while simultaneously contributing to the satisfaction of other needs.
It is interesting to note that Max-Neef came from Chile which was a socialist nation and therefore his model was more inclusive by considering society at large.
Hi, this article is a part of a series of articles I am writing while studying Design Led Innovation at Srishti Institute of Art, Design & Technology. They are meant to be reflections on things I learn or read about during this time.I look forward to any feedback or crit that you can provide. :)"]]>nhakhandelwal 2016 abrahammaslow manfredmaxneef psychology self-actualization humans humanneeds needs motivation safety self-esteem respect mastery autonomy emotions humandevelopment creation freedom identity leisure understanding participation affection protection subsistence classideas sfsh chile culture systemsthinking humanscale scalehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:43622aeaab35/The Snarling Girl | Hazlitt2017-04-09T19:36:06+00:00
http://hazlitt.net/longreads/snarling-girl
robertogrecoelisaalbert writing belief 2017 literature purpose books notebooks care caring emotionallabor whatmatters feminism audience small slow ambition standardization mayaangelou patriarchy liberation recognition success mastery accomplishment sideeffects unintendedconsequences striving humility winninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d62f447ca74c/The Limits of “Grit” - The New Yorker2016-06-25T04:53:54+00:00
http://www.newyorker.com/culture/culture-desk/the-limits-of-grit
robertogrecogrit 2016 angeladuckworth race class luck perseverance daviddenby education mastery practice kipp character classism elitism obsessions malcolmgladwell serendipity mikeegan judithshulevitz capital privilege success effort talent skill achievement history culture society edreform nep pisa testing standardizedtesting nclb rttt socialscience paultough children schools poverty eq neuroscience jackshonkoff martinseligman learnedoptimism depression pessimism optimism davelevin dominicrandolph honesty courage integrity kindliness kindness samuelabramshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:49e0bfd0b3c8/The Problem With Grit - Learning Deeply - Education Week2015-09-04T03:54:55+00:00
http://blogs.edweek.org/edweek/learning_deeply/2015/04/the_problem_with_grit.html
robertogrecogrit jalmehta 2015 education schools angeladuckworth benjaminbloom perseverance curriculum fortitude practice motivation psychology mastery growth edwarddeci richardryan self-determination self-determinationtheory autonomy competence relatedness responsibility deschooling unschooling projectbasedlearning selfdeterminationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:863cc8101307/Want To Learn About Game Design? Go To Ikea - ReadWrite2014-12-03T09:04:03+00:00
http://readwrite.com/2014/11/28/video-game-design-ikea-killscreen
robertogrecoikea gamedesign 2014 games gaming jaminwarren jenovachen journey design videogames effortjustification dyslexia names naming flow objects economics effort language constructivism construction mastery difficulty ingvarkamprad culture acculturation robwalker joshuaglenn billmoggridge homoludens significantobjects ursulalindqvist adolphusgustavus universality global meaningmaking michaelnortonhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d65946b1c583/Alfie Kohn on Open Badges - YouTube2014-08-05T04:32:26+00:00
https://www.youtube.com/watch?v=p_98XcxJqkw
robertogreco2014 alfiekohn badges motivation psychology davidthickey openbadges epic2014 credentials credentialing assessment grades grading mastery mozilla democracy khanacademy homeschool learning education gamification intrinsicmotivation behavior rewards scratch mitchresnick awards competition praise recognition control authority validationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:2260af498b43/Reciprocal Needs in the Employment Relation2014-04-27T20:22:21+00:00
https://gist.githubusercontent.com/mtnygard/9591491/raw/d3a44b8ecbff5f852e3d449ac3744d3f59bebd68/gistfile1.org
robertogrecovia:sha reciprocity employment management relationships motivation hierarchy administration leadership autonomy mastery danielpink purpose security trust care belonging systems systemsthinkinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:98720656ffbf/Save The Data Drama2014-04-08T21:42:41+00:00
http://irl.so/2014/04/07/notes.html
robertogrecoingridburrington datadrama 2014 data privilege place conferences magic nightvale mastery usmanhaque katecrawford cv honesty lying class classwarfare liamyoung jamesbridle benlewishttps://pinboard.in/https://pinboard.in/u:robertogreco/b:20615d928059/The fiction of most school mission statements | Dangerously Irrelevant2013-06-26T01:56:42+00:00
http://dangerouslyirrelevant.org/2013/06/the-fiction-of-most-school-mission-statements.html
robertogrecolcproject openstudioproject scottmcleod 2013 education schools motivation intrinsicmotivation autonomy tcsnmy cv mastery competence purpose relatedness context relationships why missionstatements schooling unschooling deschoolinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:0f8c4d867e25/Coalition of Essential Schools - Wikipedia2013-06-24T01:53:23+00:00
http://en.wikipedia.org/wiki/Coalition_of_Essential_Schools
robertogrecotedsizer principles learning education deschooling unschooling schooldesign lcproject openstudioproject habitsofmind coalitionofessentialschools democracy equity tcsnmy tcsnmy8 teaching decency trust mastery personalization coaching depth dpthoverbreadthhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:23de9d1b3c53/John Seely Brown Lecture on Learning in the Digital Age - YouTube2013-05-19T18:51:24+00:00
http://www.youtube.com/watch?v=jNwCGWXK6YU
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http://www.theatlantic.com/international/archive/2013/03/the-mellow-sounds-and-romantic-mood-of-the-french-subjunctive/274021/
robertogrecopoetry language fluency 2013 ta-nehisicoates learning thelearningmind howwelearn mood subjunctive french emotion communication studying writing howwewrite mastery subtlety conveyancehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:328c35b82878/We Are Explorers: In Search of Mystery in Videogames2013-02-27T13:27:09+00:00
http://kotaku.com/5955326/we-are-explorers-in-search-of-mystery-in-videogames
robertogrecovideogames via:tealtan 2012 gaming games play mystery mastery exploration notknowing unschooling deschooling sandboxes sandboxgames uncertainty ignorancehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:4fbc97c44fc4/What does it take to become an expert at anything? - Barking up the wrong tree2012-08-26T19:35:24+00:00
http://www.bakadesuyo.com/what-does-it-take-to-become-an-expert-at-anyt
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http://www.educationrethink.com/2011/07/customized-learning-slideshow.html
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http://vimeo.com/5513063
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http://liftlab.com/think/nova/2010/09/26/my-quick-notes-from-playful10-london/
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http://www.flickr.com/photos/julianbleecker/4774955394/
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http://www.nais.org/publications/ismagazinearticle.cfm?itemNumber=153326
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http://stevemiranda.wordpress.com/2010/01/04/motivation/
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http://www.ted.com/talks/dan_pink_on_motivation.html
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