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    <title>[Part 1] From Democratic Free Schools to Democratic Free Communities - YouTube</title>
    <dc:date>2022-09-16T15:08:24+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=KjYELKhtDJ8</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This is Part 1 of a 2 part video series both introducing the basics of democratic free schools, an inspiring directly democratic, self-directed school model, as well as fleshing out a critique of certain hyper-individualistic trends within that movement. This critique comes from a place of love from within the free school movement, and can be summarized by the question "How can we spend so much effort building free, empowered, radically democratic, and communal personalities in our schools and then send the kids out into a broader society that is so profoundly unfree, disempowering, hierarchical, and atomized?" In this video, I call for advocates of democratic free schools to use our shared principles as a lens to look outward, in order to shape the broader world into "democratic free communities" fit for kids raised in freedom and autonomy.

Part 2 will further develop the internal criticism, as well as explore models for communities outside of the school walls that share the values that drive the democratic free school (namely direct democracy and shared power in community,  leadership through guidance and not authority, play, and the full freedom to explore one's individual passions and desires)

I apologize in advance for the shaky audio quality throughout this video. I finally rented a professional microphone, but due to unforseen circumstances, I had to record in several different rooms during the process, and each room has a unique character. I had to turn the microphone back in so I couldn't re-record it. Hope it isn't too big of a problem!

Thanks to Wondering School, the filmmakers behind "School Circles" for a large portion of the footage for this video!"

[Part 2
https://www.youtube.com/watch?v=5mlQCGSlgXo

"Our passion for freedom doesn't stop at our school walls. How do we build broader communities that apply the values we cultivate in Democratic Free Schools?

Who are our natural allies in this drive for greater autonomy in all aspects of our lives?"]]]></description>
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    <title>Sri Lankan Whale Researcher Calls for an End to ‘Parachute — Oceans Deeply</title>
    <dc:date>2019-04-27T04:48:16+00:00</dc:date>
    <link>https://www.newsdeeply.com/oceans/community/2017/11/10/sri-lankan-whale-researcher-calls-for-an-end-to-parachute-science</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[via: https://twitter.com/ashadevos/status/1121574154367422464 ]

"Most of the planet’s coastlines are in the developing world. Western marine scientists and institutions could do better work by developing the scientific talents of the people who live there, says Asha de Vos, founder of Oceanswell."

…

"THERE’S NO HOPE to conserve the ocean’s biodiversity unless scientists look inward and improve diversity in their own ranks. That’s the message that Asha de Vos, a Sri Lankan marine biologist, delivered to an international meeting of marine mammalogists in Halifax, Canada, in October.

De Vos is founder of Oceanswell, an organization she launched this year to help students from underrepresented nations conduct and communicate marine science. She argues that the health of coastlines depends on local people, yet too often they are ignored or dismissed. The practice of “parachute science,” in which Western researchers drop into developing countries to collect data and leave without training or investing in the region, not only harms communities, it cripples conservation efforts, according to De Vos.

She has first-hand experience. From Sri Lanka, she made her research career by studying blue whales in the Indian Ocean, which she discovered to be the only population that stays in tropical waters year round. Few scientists had paid attention to the whales before.

Oceans Deeply spoke with De Vos about how marine research and conservation could be more effective by investing in scientists and communities around the world.

Oceans Deeply: You recently called on marine researchers to be better at sharing skills, knowledge and funding with people in developing countries. Can you describe what you meant by that?

Asha de Vos: Seventy percent of our planet is oceans. Seventy percent of our coastlines are in the developing world. But we have no representation at the global stage. I actually asked the audience to look at each other and look around the room, because there was hardly anybody from outside North America, some of the bigger European countries and Australia. We want to save the oceans. If that is what our drive is, then we need to have custodians on every coastline. We can’t save the oceans if all of the funds are being pumped into specific nations.

If you want to protect that coastline, you can’t have 10 people from one country going into different countries and trying to save entire coastlines. It doesn’t make any sense. Local people, they live on those coastlines. They speak the languages, and they see the problems every day. They may be part of the problem.

There is a community aspect to it – where they can communicate to the people who live next door to them better than people coming from outside and telling people what to do. That is really patronizing. As soon as you get people who come from within the system, who speak the same language and who are relatable, you will suddenly start to see change.

If we want to protect what is on all of these coastlines, we can’t have parachute science happening. We can’t have people from outside coming into our countries, doing work and leaving, because there is no sustainability in that model.

Oceans Deeply: In many Western countries, limited scientific funding often goes to a small number of people, largely based on experience and prestige. Are you also calling for a general reform of how science is done?

De Vos: Overall, I think that we do need general reform. Business as usual hasn’t worked, right? The oceans are not in a better state. They’re getting worse. We need to start thinking, “OK, how can we change what is happening? How can we invest in human capital in places that need it?”

Funding bodies should be more conscious about how they administer their funding. It is not just about having a local counterpart – you need to make that local counterpart a lead. You need to mentor them to write the grant. It is the big institutions and funding bodies that really control what happens in these fields. The reason people want to publish and publish is because their tenure track job depends on it. If institutions instead started saying, “Look, what is your actual impact? What are you actually doing on the ground? How does what you do translate?” Then people have an obligation to go beyond [publishing].

I can understand the plight of the scientist as well. I broke out of that system. I never believed in the system, so I couldn’t stay in academia because that just doesn’t work for me. I want to have impact.

Oceans Deeply: How did you end up in your career, and what challenges did you face because you’re from Sri Lanka?

De Vos: I was inspired by National Geographic as a kid. At 18, I told people that I wanted to be a marine biologist. I come from South Asia where the culture is: either you’re a doctor, lawyer, engineer, a business person or you’re wasting your time. Lucky for me I had parents who said, “Do what you love, you’ll do it well.”

I went to the University of St. Andrews, where I did my undergraduate. I needed field experience, but I couldn’t get it in Sri Lanka, so I saved a bunch of money – I dug potatoes in potato fields in Scotland. I managed to get myself to New Zealand, and while I was there I heard of a research vessel that was stopping in the Maldives and Sri Lanka.

I wrote to them every single day for three months – and this was back in the day of internet cafes. I was living in a tent, but I was using the little bit of money that I had to convince people to let me get on board. Eventually, I think that they got so tired of me that they said I could come on board for two weeks in the Maldives. They loved me, so they kept me on for six months in Sri Lanka as well.

I got this experience, and then I went off to do my master’s at Oxford. When I was working on the research vessel, the Odyssey, I had my eureka moment because I encountered an aggregation of blue whales. I realized that these whales were not like normal blue whales, as my textbooks and professors had [told me]. Blue whales usually go to cold waters to feed and warm waters to breed. The poo was evidence that they were actually feeding in these warm, tropical waters 5 degrees above the equator. I thought that was fascinating.

Oceans Deeply: How did these experiences help form your understanding of the need for diversity in marine science?

De Vos: It is a result of me being Sri Lankan and local that I have been able to pioneer blue whale research in the northern Indian Ocean. I launched the first long-term study of this population. Over 10 years we have unraveled all of these mysteries, because I am local and I am interested in engagement.

The more people that I can touch with the stories of these whales, the bigger the army [of conservationists] and that is what is going to make the difference. When I started working with these blue whales, People didn’t know that we had whales in our waters. Now, there are more [Sri Lankan] students than ever before wanting to become marine biologists. I just established Sri Lanka’s first marine conservation research and education organization, called Oceanswell.

Oceans Deeply: Have you seen progress in training and investing in local communities?

De Vos: Yes. After the Society of Marine Mammalogy talk, I had people lining up to give their cards. There are people who invest, and not just in the developing world. There are now Inuit communities who are able to run their own PCR machines because someone went in there and helped set up a lab, even if you don’t have all the right conditions.

There are people out there who are doing incredible work and that don’t get highlighted, which is unfortunate. Transfer of knowledge is not valued in our scientific system in the same way as research.

I have had people approach me and say, “Can you get me a research permit so that I can do research in your country?” and I say no. We have talent, so provide opportunity. You come and train our people and then have the confidence to leave and watch this project grow, and then this becomes your legacy because it continues to grow for generations. You are creating something that is sustainable rather than coming in and trying to drive your own agenda"]]></description>
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    <title>Society for Marine Mammalogy plenary talk: Asha de Vos - YouTube</title>
    <dc:date>2019-04-27T04:44:36+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=8A2hYpUa6i8</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[via: https://twitter.com/ashadevos/status/1121574652801773569 ]

"Listen as Dr. Asha de Vos talks about the current marine conservation climate and the need for changing it to change the trajectory of marine conservation. She speaks from her experiences as a researcher from a developing country accessing a field that is largely developed country focused."]]></description>
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    <title>The Spark: National Geographic: Asha De Vos - YouTube</title>
    <dc:date>2019-04-27T04:43:20+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=IAr84zbt80w</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>ashadevos empowerment vulnerabilty srilanka oceans sustainability whales bluewhales science decolonization water swimming srg visibility marinebiology marineconservation conservation indianocean research impact training local access accessibility mentoring mentorships canon assessment judgement mentorship diversification funding conferences gatekeeping publishing extraction context</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b67905b601c8/</dc:identifier>
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</item>
<item rdf:about="http://somervillesa.org/">
    <title>Somerville STEAM Academy</title>
    <dc:date>2017-06-17T16:59:44+00:00</dc:date>
    <link>http://somervillesa.org/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The Somerville STEAM Academy (SSA) is a collaboration between sprout & co. and the Somerville Public Schools. The SSA will be a vocational lab school emphasizing computational immersion and targeting struggling students offering an intimate, small school setting where learners will explore project-based curricula integrating the arts & sciences. The SSA will feature tight community integration via internships & mentorships and will rely on tie-in volunteer effort throughout Somerville."]]></description>
<dc:subject>alecresnick education schools stem steam projectbasedlearning internships mentoring mentorships powderhousestudios</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:1bd2b402bdb7/</dc:identifier>
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</item>
<item rdf:about="https://vimeo.com/103559084">
    <title>Jennifer Eliuk - Apprenticeships - I implore you! - Burlington Ruby Conference 2014 on Vimeo</title>
    <dc:date>2014-08-25T05:44:01+00:00</dc:date>
    <link>https://vimeo.com/103559084</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The increase in web development vocational programs means a steady supply of junior developers, but are we prepared to help them become productive members of our teams?

These programs were created in response to the need for more developers, but I fear without apprenticeships to bridge the gap, we’re simply moving the bottleneck upstream.

In the absence of an established, structured program, I’ve had to figure out what it means to be a software apprentice and ensure I’m building skills and learning best practices daily. Conversely, the senior developers have had to think about how to integrate apprentices and provide purposeful learning opportunities.

In this talk, I’ll share my experience coming from a vocational web development school and the apprenticeship program we’re developing at Democracy Works, Inc."]]></description>
<dc:subject>apprenticeships education learning jennifereliuk employment mentorship coding ruby teambuilding teams via:nicolefenton 2014 teaching howwelearn howweteach programming mentorships intangibles fulfillment</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:07c180dc937c/</dc:identifier>
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<item rdf:about="http://shawncornally.com/wordpress/?p=4036">
    <title>The Overflowing Froth of Realness: Iowa BIG | ThinkThankThunk</title>
    <dc:date>2014-05-31T08:53:57+00:00</dc:date>
    <link>http://shawncornally.com/wordpress/?p=4036</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It’s been slow, especially because I’m used to running my own little kingdom of a classroom, but Iowa BIG is bearing the fruit of a community-focused, project-based model.

The dream was to create a schooling experience with a seamless connection and sometimes blurred difference between who’s doing the learning and who’s doing the supporting of that learning. As I watch my students move out into the community to pitch their projects and seek support from local experts and interested parties, I can’t help but beam with pride.

I woke up this morning to an inbox full of reports and evidence of community building that I had no direct control of: students telling me that they met with local counselors and psychologists that have steered a project on mental health in a totally new direction; I didn’t do that. 300 people gathering to support a student’s long-term study of gender equality this Friday. I had such a small role in that.

Community Building, Inc.

It all comes down to the view of community building as a profession. I was brought into that fold by a local media company; their constant drum beat being that a built community, a connected network where the central node becomes less and less so, is vital to the success of schools, businesses, and the ability for residents to thrive.

I have to admit I didn’t get it at first… So, we should, um, have hang-outs at coffee shops? Sure, but what should the conversation be? You don’t get to plan that, but you do get to support it and help drive it. But don’t these Luddites have a complete lack of understanding of my beautiful vision for education? No/Yes, but they’re integral in creating a vision for education that’s more doable and effective than your “beautiful vision.”

At Iowa BIG, students, faculty, and, most importantly, the community at large pitch projects into our pool. The students then pull from that pool know already that the project matters to someone. The teaching and learning of the students overflows beyond any individual teacher so quickly, it’s almost amazing that we’ve intentionally left the community out of education for so long. Sure, parents support sporting events, and some donate money to the schools, but actual involvement in the educational process has been becoming more and more divorced.

Why else would we have such complicated conversations about grading? I know I’ve spilled some serious digital ink on the subject. If Wormeli is right, that grades are supposed to be communicative over time, instead of summative of a time, then why wouldn’t we carry that naturally beyond the preposterously reductionist practice of grading directly into instruction and mentoring?

As a teacher, my only real talent is the experience I have of working with young people. I can take the smallest tell and imagine what misconception or hang-up may be preventing that project/student from moving forward. That’s my profession. I am not so good at generating a thousand project ideas for every student and having all those ideas hit the mark. Many teachers suffer needlessly over this ineffable hubris that has been placed on the teaching profession: somehow, student interest and buy-in must stem from the teacher or else, I must be a bad teacher.

That’s impossible! For every student!? Impossible!

Yet, I see burned out teachers every May wishing for a break. I then see those same idealists stand up with a firmed chin in August to try it again. You know what they say about repetition…

Without creating a network of interconnected communicative nodes, all dedicated to the education of the network’s students, bringing them into how the community gets work done and needs work done, you’ll never achieve the individualized instruction that everyone claims to want. You’ll never attain the quandrant-D-OMG-engaging-real-world-real-real-World lessons everyone’s trying to design. The school budgets aren’t big enough, but a symbiotic, intentionally-built relationship between education, business, nonprofit, government, and so on?

That’ll do it.

Schools that are Just Killing It:

Blue Valley CAPS [http://www.bvcaps.org/s/1403/start.aspx ]
Northland CAPS [http://www.nkcschools.org/northland-caps ]
Makerspace@Lakewood City Schools [http://www.makerspacelcs.com/ ]
Eagle Rock, CO [http://www.eaglerockschool.org/ ]
Iowa BIG (obvi) [http://iowabig.org/ ]"]]></description>
<dc:subject>shawncornally iowa community mentors mentorships generalists teaching education openstudioproject lcproject learning relationships networks explodingschool iowabig bluevalleycaps nortlandcaps eaglerockschool control connections 2014 interconnectedness realworld projectbasedlearning pbl interconnected interconnectivity</dc:subject>
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</item>
<item rdf:about="http://www.dubberly.com/articles/imagine_design_create.html">
    <title>Imagine Design Create</title>
    <dc:date>2012-12-16T23:11:34+00:00</dc:date>
    <link>http://www.dubberly.com/articles/imagine_design_create.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…What’s holding design back?

…short answer…art schools…[where m]ost design programs are housed…art school teaching still follows a medieval model: Master & apprentice.

Studio courses are mostly about socialization— sharing & creating tacit knowledge through direct experience. Students learn by watching one another. Teachers rarely espouse principles. Learning proceeds from specific to specific. Knowledge remains tacit.

Practice is much the same as education. Over the course of a career, most designers learn to design better. But what they learn is highly idiosyncratic, dependent on their unique context. The knowledge designers gain usually retires with them.

Rarely do designers distill rules from experience, codify new methods, test & improve them, & pass them on to others. Rarely do designers move from tacit to explicit. …

Design doesn’t have feedback loops that include funding, research, publishing, tenure, and teaching, These feedback loops ensure quality. Without them…"]]></description>
<dc:subject>criticaleducation mentorships masters apprenticeships knowledge miltonglaser nicholasnegroponte graphicdesign learning teaching experience designcriticism criticism peerreview 2011 via:anne hughdubberly education arteducation artschools design artschool</dc:subject>
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</item>
<item rdf:about="http://www.fastcompany.com/3002673/innovation-education">
    <title>Innovation in Education | Fast Company</title>
    <dc:date>2012-11-06T03:47:55+00:00</dc:date>
    <link>http://www.fastcompany.com/3002673/innovation-education</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Nikhil Goyal, student and author of One Size Does Not Fit All: A Student's Assessment of School:

1. Make cities our classrooms. … projects, apprenticeships, working with mentors, and traveling … community should be our curriculum …

2. Swap pedagogy for andragogy. We need to switch from pedagogy (teacher-focused) to andragogy (adult-leading). In this model of education, children have control, they are motivated intrinsically, and the curriculum is problem- rather than content-orientated. We need to have young people become the captains of their learning. …

3. Hike teacher pay and end market-based rewards. …

Gever Tulley, founder, Brightworks and the Tinkering School:

1. Focus on microschools: Schools don't have to be big. The hyper-local micro-school can compete on a financial basis while delivering a more engaging learning experience.

2. Make room for alternative schools. …

3. Treat education as a regular practice like exercise, not as a phase. …"]]></description>
<dc:subject>pbl projectbasedlearning projects making tinkering tinkeringschool brightworks pedagogy process practice practices howwelearn mentorship mentorships mentors mentoring apprenticeships urbanism urban cities cityasclassroom andragogy alted alternative deschooling unschooling 2012 teaching georgeparker michellerhee gevertulley cv schools education learning openstudioproject lcproject nikhilgoyal</dc:subject>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cv"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:openstudioproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nikhilgoyal"/>
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</item>
<item rdf:about="http://muledesign.com/2012/09/i-want-to-start-a-company-right-out-of-school/">
    <title>I want to start a company right out of school! :: Mule Design Studio</title>
    <dc:date>2012-09-11T19:32:46+00:00</dc:date>
    <link>http://muledesign.com/2012/09/i-want-to-start-a-company-right-out-of-school/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["If you are serious about a career in design, the absolute best thing you can do right now is to get yourself a job at a studio working for experienced designers who are willing to teach you the parts of the trade you didn’t get in school. A good designer understands that part of their role is to teach the next generation."

[Two responses: http://www.quora.com/David-Cole/Posts/Startups-and-Studios and http://blog.keenancummings.com/post/31480548551/dont-be-wise ]]]></description>
<dc:subject>apprenticeships design trade time learning teaching mentorships mentoring mentorship 2012 mikemonteiro advice</dc:subject>
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</item>
<item rdf:about="http://clairewarwick.blogspot.com/2012/01/inaugural-lecture.html">
    <title>Claire Warwick's Blog: Inaugural lecture</title>
    <dc:date>2012-02-07T09:31:57+00:00</dc:date>
    <link>http://clairewarwick.blogspot.com/2012/01/inaugural-lecture.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["One of the great assets of the digital, and what it encourages and enables is multiple voices entering into a dialogue and creating new knowledge out of conversation and discussion." 

"I was lucky enough to be taught by some of the greatest international authorities yet it was never assumed that their voice in the conversation was necessarily more important than mine. Far more important than who was talking was the quality of thought expressed and the nature of knowledge that emerged from the dialogue, and I think that's quite right."

"DH is…a collaborative field. We have to learn to work together and understand the different languages that are spoken by different partners in the dialogue: geeks, humanities scholars, information professionals, technical support people & indeed the public. In that sense, therefore, the voice of the DH scholar is of use as an interpreter between different languages & cultures. But interpreters cannot, but the nature of their job, exist in isolation."]]></description>
<dc:subject>information mediadiversity communication diversity complexity email affordances gender curating curations digitaldiversity publicengagement blogging blogs mentorships mentoring community collaboration socialmedia facebook twitter socialization media context understanding meaningmaking meaning makingmeaning hierarchy dialogue dialog knowledge lectures 2012 digital discussion conversation learning digitalhumanities ethnography education teaching academia clairewarwick mentorship</dc:subject>
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<item rdf:about="http://www.calderaarts.org/caldera/">
    <title>Caldera</title>
    <dc:date>2011-08-10T08:44:48+00:00</dc:date>
    <link>http://www.calderaarts.org/caldera/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…started as a summer camp in the mountains. The idea was to bring kids w/ limited opportunities, both from the city & country, together to make art. Turns out it was a pretty good idea. Kids who said they couldn’t draw found out they were artists. Students who were at risk of dropping out of school kept w/ it, graduated from high school, won college scholarships & came back to work at Caldera.The artists who worked w/ the kids found the experience made them better artists, so we invited them back during the winter to work on their own projects. & because art isn’t just for summertime, we started working w/ students every week, expanding our activities into their schools & communities in Portland & Central Oregon. Today, we work year-round w/ thousands of students, & we invite artists from all over the world for month long residencies at our arts center near Sisters. Caldera’s mission is to be a catalyst for transformation through innovative art & environmental programs."]]></description>
<dc:subject>residencies oregon portland sisters wk wieden+kennedy lcproject education art writing youth teens srg edg glvo caldera creativity arts expression learning apprenticeships mentorships danwieden mentorship</dc:subject>
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</item>
<item rdf:about="http://maryannreilly.blogspot.com/2011/06/alternative-to-high-school-humanities.html">
    <title>Between the By-Road and the Main Road: An Alternative to High School: Humanities High School</title>
    <dc:date>2011-06-28T23:50:03+00:00</dc:date>
    <link>http://maryannreilly.blogspot.com/2011/06/alternative-to-high-school-humanities.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["There are three concepts that frame the thinking in the development of Humanities High School (HHS): equity, leveraging learning everywhere, and rhizomatic learning…

At HHS, learners, teachers, and community-based mentors work collaboratively to provide students with the occasion to compose a cohesive liberal arts education that privileges the arts, humanities, problem solving and problem finding. HHS is committed to preparing students to be global citizens positioned for career and college choices."]]></description>
<dc:subject>maryannreilly education lcproject alternativeeducation teaching learning unschooling deschooling schools schooldesign 2011 tcsnmy globalcitizens arts humanities community mentoring mentorships problemsolving rhizomaticlearning learningeverywhere humanitieshighschool hhs gillesdeleuze guattari deleuze vygostgy davecormier mentorship félixguattari</dc:subject>
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</item>
<item rdf:about="http://www.pdscompasspoint.com/more-educator-luddites-please">
    <title>More Educator Luddites Please | The Compass Point</title>
    <dc:date>2010-07-29T22:43:20+00:00</dc:date>
    <link>http://www.pdscompasspoint.com/more-educator-luddites-please</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The educator luddites I have in mind are people who have always understand school to be more than  test prep and who see themselves as far more than the agents of a standardized testing industry. I see them leading the way to create inquiry driven schools where students and teachers are not too busy to think. Schools where the technology serves the learning rather than drives the teaching and where the demand for original work is a collaborate effort to solve compelling problems to which no one present knows the answer. In such a school, the curriculum is not driven by the textbook, the flow of information is not unidirectional, learning is networked and students and teachers work together across the boundaries of age and experience as active seekers, users and creators of knowledge. In this rosy picture, individual schools form a kind of globally aware and networked cottage industry of creative learning."

[via first comment at: http://weblogg-ed.com/2010/the-new-storywhos-doing-it/ ]]]></description>
<dc:subject>education learning educatorluddites unschooling deschooling apprenticeships mentorships autodidacts progressive cv tcsnmy technology internet web hierarchy organizations toshare topost gamechanging whatmatters michaelwesch neilpostman charlesweingartner maxinegreene elizabetheinstein socrates literacy citizenship civilization society standardizedtesting student-led participatory crapdetection mentorship autodidactism</dc:subject>
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</item>
<item rdf:about="http://confusedofcalcutta.com/2007/08/14/facebook-and-the-enterprise-part-5-knowledge-management/">
    <title>Facebook and the Enterprise: Part 5: Knowledge Management – confused of calcutta</title>
    <dc:date>2010-07-03T20:46:15+00:00</dc:date>
    <link>http://confusedofcalcutta.com/2007/08/14/facebook-and-the-enterprise-part-5-knowledge-management/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Knowledge management is not really about content, it is about creating an environment where learning takes place. Maybe we spend too much time trying to create an environment where teaching takes place, rather than focus on learning."

[This + part 6 + http://bit.ly/b04OaH have me thinking about Tumblr and other online tools at TCSNMY, and how we use it to learn, model, and observe.]]]></description>
<dc:subject>knowledgemanagement 2007 jprangaswami collaboration learning lifelonglearning socialnetworking facebook knowledge social sharing bookmarking socialsoftware tcsnmy progressive mentoring time-shifted place-shifted searchability archivability retrievability retrieval search transparency mentorships mentors teaching unschooling deschooling learningbydoing letmeshowyou modeling lcproject online internet web hierarchy experience enterprise business organizations leadership management administration toshare topost mentorship</dc:subject>
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