https://pinboard.in/u:robertogreco/public/ recent bookmarks from robertogreco 2026-07-06T10:56:02+00:00 https://aeon.co/essays/the-radical-reasons-why-you-dream-of-making-things-by-hand robertogreco labor work slow human baking beekeeping leatherwork craft handwork jasonhabgood-coote johnthelwall epthompson robinveder weaving blacksmithing glassblowing sewing pottery matthewcrawford ai artificialintelligence luddism neoluddism luddites neoluddites svetlanaboym nationalism racialsupremacy fascism. johnruskin williammorris thoth plato socrates ancientegypt thamus rousseau karlmarx adamsmith donaldmackenzie grahamspinardi thoreau diy making heidegger jamesfox paulkingsnorth fordism nostalgia skills childhood woodworking knitting fishing repair maintenance theodoradorno calligraphy typewriters analog automation deskilling hobbies thomascarlyle augustuspugin popeleoxiv magnificahumanitas encyclicals catholicchurch architecture artsandcraftsmovement design https://pinboard.in/ https://pinboard.in/u:robertogreco/b:78d4d03271ae/ 2026-06-27T06:05:51+00:00 https://www.nature.com/articles/d41586-026-01947-1 robertogreco 2026 software ai artificialintelligence medicine health brain skills deskillification technology marianalenharo https://pinboard.in/ https://pinboard.in/u:robertogreco/b:262ec272fdf0/ 2026-03-26T03:15:37+00:00 https://aeon.co/videos/i-am-therefore-i-think-how-heidegger-radically-reframed-being robertogreco taoruspoli 2025 film documentary heidegger being time thinking waysofbeing risk human humans humanism technology jazz flamenco music hubertdreyfus 2010 experience interaction art education skills risktaking mastery https://pinboard.in/ https://pinboard.in/u:robertogreco/b:cbe463fda1b7/ 2026-03-26T03:11:45+00:00 https://www.youtube.com/watch?v=fcCRmf_tHW8 robertogreco hubertdreyfus heidegger documentary philosophy taoruspoli being time thinking waysofbeing risk human humans humanism technology jazz flamenco music 2010 film experience interaction art education skills risktaking mastery leahchase markwrathall austinperalta hiroshisakaguchi bobteague jumanesmith ryancross tonyaustin manuelmolina isaacsprintis christophergallo paulforte giancarlocanavieso christophredlich musicalinstruments johnhaugeland taylorcarman iainthomson seandkelly seankelly senses beginnersmind unschooling perception ai artificialintelligence darpa mit descartes plato charlestaylor certainty engagement tradition disengagement embodiment reason rationalism spinoza leibniz doing annesakaguchi tools stuartdreyfus movement knowhow activity objects waysofknowing knowing edgarchase dookychase food theoryofmind abstraction theory intelligence humanities howwethink relevance metaphor care caring mattering whatmatters consciousness aesthetics moods emotions waysofseeing waysofsensing bodies rules patterns joy https://pinboard.in/ https://pinboard.in/u:robertogreco/b:15ad9e269803/ 2026-03-26T03:08:34+00:00 https://aeon.co/videos/as-technologies-mine-our-attention-we-must-look-to-artists robertogreco taoruspoli 2026 film documentary heidegger technology attention being time thinking waysofbeing risk human humans humanism jazz flamenco music hubertdreyfus 2010 experience interaction art education skills risktaking mastery https://pinboard.in/ https://pinboard.in/u:robertogreco/b:99fd6f044eec/ 2026-02-16T04:01:12+00:00 https://timothyburke.substack.com/p/academia-rigor-mortis robertogreco timothyburke academia highered highereducation colleges universities education gradeinflation grades grading training skills knowledge globalization tests testing socialmobility society meritocracy teaching howweteach pedagogy ideology power economics love joy wisdom happiness contribution whatatters standards content ivyleague politics leadership economy signaling mentalhealth self-pity uncertainty fear anger institutions criticalthinking motivation intrinsicmotivation change outcomes expectations relationships communication presence ambition https://pinboard.in/ https://pinboard.in/u:robertogreco/b:1c25d7550b4d/ 2026-02-09T16:51:18+00:00 https://www.youtube.com/watch?v=U8dcFhF0Dlk robertogreco adamneely suno ai artificialintelligence art artmaking music musicmaking slow friction chatgpt howwethink thinking loneliness narcissism work labor effort isolation friendship influences copyright deskilling learning howwelearn humanism human humans tecnhooptimism movefastandmakethings futurism technology songwriting culture relationships community movefastandbreakthings efficiency impatience patience optimization dystopia craft mikeyshulman howwemake making howwewrite writing rickrubin taste skill skills rolemodels inspiration lineage influence improvisation alanjacobs evil techmooptimism siliconvalley arthurcclarke ip intellectualproperty streaming internet web online creativity sharedexperience experience disruption fun humanity chess play craftsmanship turingtest jamming sychophancy capitalism technodeterminism technologicaldeterminism tressiemcmillancottom control power marketing mohinidey education vc venturecapital artseducation musiceducation italianfuturism filippomarinetti marcandreessen nickland pr https://pinboard.in/ https://pinboard.in/u:robertogreco/b:33c7ccb6fe11/ 2026-02-04T21:35:16+00:00 https://aeon.co/videos/true-mastery-demands-going-beyond-the-rules-to-learn-for-yourself robertogreco 2026 taoruspoli rules heidegger hubertdreyfus philosophy jazz music creativity predictability being time thinking waysofbeing risk human humans humanism technology flamenco 2010 film documentary experience interaction art education skills risktaking mastery https://pinboard.in/ https://pinboard.in/u:robertogreco/b:c747247cb42b/ 2026-01-25T21:55:58+00:00 https://sarahendren.com/2026/01/25/ambivalence-and-authority/ robertogrecoLasch’s work is an extended quarrel with modernity, defined as the advance of an overlapping, mutually reinforcing phalanx of political centralization, mass production, expanded consumption, automation, geographic mobility, the bureaucratization of education, medicine, and family life, moral cosmopolitanism, and legal universalism. Against this barrage of abstractions, Lasch insisted on the fact of human scale. The human creature has a specific evolutionary endowment and gestational history. As a result, the human infant has a powerful and threatening fantasy life, which it can only outgrow gradually, through a range of close-up interactions, involving both authority and love, with the same caregivers over many years. The bureaucratic rationalization of work and intimate life plays havoc with this scheme of development, producing a weak self, stripped of traditional skills, tools, and autonomy, entirely dependent on large forces beyond its comprehension, much less control, and crippled by ambivalence toward remote, impersonal authority. What sustained the strong pre-modern self was the virtue of hope; what sustains the weak modern self is the ideology of progress."]]> sarahendren christopherlasch georgescialabba modernity humanism scale humanscale ideology progress hope ambivalence authority love bureaucracy work life living skills autonomy tools comprehension abstraction universalism cosmopolitanism education medicing familylife morality centralization politics massproduction production productivity consumerism consumption charlestaylor alasdairmacintyre https://pinboard.in/ https://pinboard.in/u:robertogreco/b:c400faa0c83b/ 2025-12-08T00:18:57+00:00 https://www.theatlantic.com/ideas/2025/11/colleges-ai-education-students/685039/ robertogreco michaelclune 2025 ai artificialintelligence colleges universities highereducation highered academia education automation chatgpt kentberridge terryrobinson addiction michaelpolanyi gabrielrossman llms convenience efficiency knowledge justinreich thinking howwethink writing howwewrite science michaelbloomberg cognition skills discussion discourse research inquiry https://pinboard.in/ https://pinboard.in/u:robertogreco/b:6f5983710120/ 2025-11-14T04:06:03+00:00 https://liberatedtexts.com/reviews/reading-ivan-illichs-deschooling-society-in-the-neoliberal-university/ robertogrecojustinpodur 2021 deschooling deschoolingsociety ivanillich anarchism libertarianism pedagogy education instruction institutions schools schooling 1971 johnholt sudburyvalleyschool summerhill asneale society johntaylorgatto jonathankozol nikhilgoyal alfiekohn us freedom knowledge learning howwelearn teaching howweteach capitalism commodification neoliberalism universities colleges highered highereducation academia philipmirowski science organization belllabs dupontlabs policy governance government compulsory davarianbaldwin davidnoble slavetrade indigeneity indigenous dispossession colonization settlercolonialism imperialism privatization journals publishing coldwar credentials credentialization professionalization accreditation chrisnewfield tuition tomcotton rightwinf left academicfreedom jeffschmidt elitism aaronswartz alexandraelbakyan sci-hub scientificlearning tools publicschools teachforamerica democrats republicans teachersunions markzuckerberg billgates edtech liberalism contradiction skills nurses nu https://pinboard.in/ https://pinboard.in/u:robertogreco/b:1a7e2a085203/ 2025-06-12T17:24:45+00:00 https://blog.ayjay.org/deskilling-and-demos/ robertogreco architecture drawing skills franklloydwright frankgehry effort friction process slow cad design leonardo raphael beatles paulmccartney elviscostello bobdylan matthewcrawford demos resistance smoothness nicholascarr music craft computing automation handiwork handmade https://pinboard.in/ https://pinboard.in/u:robertogreco/b:0573cb674ad1/ 2024-12-10T21:32:44+00:00 https://culanth.org/fieldsights/crafting-the-state robertogreco joséciromartínez omarsirri 2024 steffenhornemann amman baghdad iraq jordan state statecraft skills policy implementation via:javierarbona politics metho\d bureaucracy bureaucraft 2023 https://pinboard.in/ https://pinboard.in/u:robertogreco/b:68751aaef27d/ 2024-08-29T20:34:10+00:00 https://www.youtube.com/watch?v=Eg9rqkqGGKM robertogreco michaelwesch 2024 ai artificialintelligence life death love work humanity technology alexa sciencefiction scifi generalintelligence agi dystopia intelligence negativeexternalities externalities unknowns avs climatechange driverlesscars globalwarming labor society economics civilization socialstructure kinship superstructure infrastructure environment demographics power powerrelations politics policy change consequences law legal finance medicine cance diseases skills humans humanism anthropology bard ibm automation automationanxiety computers computing productivity wellbeing standardofliving robots capitalism latecapitalism socialsafetynet ethics ubi universalbasicincome wealthinequality inequality manufacturing thomaspaine mlk miltonfriedman andrewyang purpose meaning meaningmaking careers significance unemployment living experience humanexperience philosophy socialsciences relationships socialscience knowledge knowledgeproduction humanities machines machinelearning intimacy emotionalsupport friendship fulfi https://pinboard.in/ https://pinboard.in/u:robertogreco/b:2c04debfeee1/ 2024-08-08T03:38:58+00:00 https://aeon.co/essays/how-do-we-transmit-culture-when-it-cannot-be-put-into-words robertogreco culture transmission knowledge memory learning howwelearn pedaogy crafts craft bodies 2024 anthropology edwardthall making gregdowney simondedeo oliviermorin culturealtransmission helenamiton antoniostradivarius recipes marshallmcluhan michaeltomasello stanleykubrick skills language languages edwardhall https://pinboard.in/ https://pinboard.in/u:robertogreco/b:3c8adc8961e7/ 2024-07-05T21:22:24+00:00 https://www.bostonreview.net/forum/danielle-allen-what-is-education-for/ robertogreco education highered humanities liberalarts teaching 2016 howweteach inequality civics josephstiglitz policy politics economics schools schooling thomaspiketty daronacemoğlu jimrobinson society participation participatory claudiagoldin larrykatz stem vocational skills jobpreparation globalization 1980s barackobama specialization governance danirodrik lelanddegrasse law legal us edwardglaeser giacomoponzetto andreishleifer hannaharendt harrietbeecherstowe martinlutherkingjr mlk ows occupywallstreet elizabethcadystanton susanbanthony matildajoslyngage stateconstitutions oligarchy rights rhetoric sunshinehillygus history socialsciences anthropology culture sociology psychology reasoning statistics math conversation eloquence literature arts art film music engineering science medicine criticalthinking citizenship politicians anationatrisk danielleallen edglaeser https://pinboard.in/ https://pinboard.in/u:robertogreco/b:e713712a11f4/ 2024-03-25T21:26:42+00:00 https://unherd.com/2023/01/can-gratitude-save-humanity/ robertogreco 2023 matthewcrawford surfing gratitude transhumanism nature modernity thomasdezengotita attention life living resentment entitlement grievance psychology mentalhealth conservatism ideology politics suffering rationalism society confidence nietzsche gnosticism paulkingsnorth nslyons wildlife plants predation disease death maryharrington irismurdoch self humanwill will music technology math mathematics giambattistavico descartes johanhuizinga risks risktaking uncertainty homoludens play civilization mickeymouse donaldduck skills agency kellyslater ericvoegelin michaeloakeshott https://pinboard.in/ https://pinboard.in/u:robertogreco/b:d3fc6175a508/ 2024-03-25T21:24:50+00:00 https://www.youtube.com/watch?v=9qNxyzr6kbo robertogreco matthewcrawford cars mechanics garages 2020 repair maintenance restoration vw volkswagen vwbeetles work knowledgework capitalism assemblylines dissatisfaction satisfaction making tools globalization trades skills thinking doing makerculture construction knitting scale control ownership diy agency https://pinboard.in/ https://pinboard.in/u:robertogreco/b:0c6e3ee36e40/ 2023-07-18T06:56:09+00:00 https://newrepublic.com/article/173934/bear-starts-new-season-fx-tv-review robertogreco learning pedagogy television thebear education howwelearn howwteach youtube unschooling deschooling messiness complexity tv film competence expertise growth growing optimism self-improvement slow patience humility humanity humanism talent self-awareness philipmaciak classroom schoolhouse skills apprenticeships lessons beauty human mistakes failure self-abnegation instruction https://pinboard.in/ https://pinboard.in/u:robertogreco/b:c76a01cf24ce/ 2022-12-05T01:20:54+00:00 https://www.nytimes.com/2022/11/22/opinion/ezra-klein-podcast-maryanne-wolf.html robertogreco reading 2022 howweread literacy ezraklein maryannewolf neuroscience books brain mashallmcluhan humans language hermannhesse naomibaron nicholascarr gishjen wendellberry johndunne georgeeliot middlemarch deepreading internet online text web socialmedia yiruma theoryofmind empathy information immersion criticalanalysis criticalthinking attention skimming informationoverall learning memory retention mind content experience process insight epiphany plasticity orthography medium walterong comprehension neilpostman digital print affordances awareness sampling method absorption immersiveness speed slow multitasking entertainment engagement feeling inference perspective deduction time efficiency understanding processing habits flexibility conditioning skills skill media mediums nature training exercise mindsets methods proust technology marcelproust purpose beauty complexity habitsofmind stateofmind statesofmind focus thinking wisdom offline meditation leisure reflection contemplation aristotle knowledge productivity https://pinboard.in/ https://pinboard.in/u:robertogreco/b:ac808fa3cded/ 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 mentoring publicgoods medialab https://pinboard.in/ https://pinboard.in/u:robertogreco/b:997cf2837970/ 2018-04-29T20:52:48+00:00 https://teachersgoinggradeless.com/2017/05/10/the-problem-with-measure/ robertogreco measurement assessment teaching learning unschooling deschooling grades grading scotthazeu 2017 objectivity subjectivity skills standardization standards understanding love pain anger joy peaceofmind emotions https://pinboard.in/ https://pinboard.in/u:robertogreco/b:1110b70c10c8/ 2018-04-09T01:24:50+00:00 https://web.archive.org/web/20170517123210/http://www.vadikmarmeladov.com/ robertogreco vadikmarmeladov codesofpractice uniforms longterm stories language languages worldbuilding loyalty skills samples examples corporations corporatism losangeles property 2046 beauty part present siliconvalley fonts mars trust love environment like follows followers fakeness relevancy features numbers scale scalability fashion research attention uniform https://pinboard.in/ https://pinboard.in/u:robertogreco/b:8e0d097d7408/ 2017-12-31T05:22:25+00:00 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reading writing journalism history timcarmody toc2012 via:tealtan constraints billbuxton bookfuturism ebooks stéphanemallarmé paper 2012 media mediarevolutions sentencediagramming advertising photography change books publishing printing modernism context interface expectations conventions skills skeuomorph mallarmé https://pinboard.in/u:robertogreco/b:abfd549bf1a3/ 2012-02-19T21:23:39+00:00 http://www.metafilter.com/112698/California-Dreamin#4183210 robertogreco policy politics society participatory digitalculture budgetcuts povertytrap poverty librarians technology california survival skills access informationaccess information digitaldivide education libraries learning https://pinboard.in/u:robertogreco/b:0fa9d7b4009e/ 2012-02-15T05:50:04+00:00 https://vimeo.com/36579366 robertogrecopurpose living life insight doing self-discovery experience modelessness causes craftsman problemsolving meaning meaningmaking specialization skills identity rightandwrong ideals richardstallman piaget jeromebruner alankay dougengelbart xeroxparc terrycavanagh larrytesler activism injustice justice morality responsibility animation mediaconnection teletype computing history analogdesign electronics comparisons data space understanding search visualization time braid making ideas programming 2012 connection discovery coding invention creativity principles bretvictor specialists jeanpiaget https://pinboard.in/u:robertogreco/b:c9e57c686591/ 2011-07-11T20:06:00+00:00 https://wiki.mozilla.org/Badges robertogreco education learning technology games online gaming gamification badges opensource openbadges recognition achievement credentials skills via:monikahardy https://pinboard.in/u:robertogreco/b:9e4aaff3023f/ 2011-02-13T15:04:43+00:00 http://mindshift.kqed.org/2011/02/three-trends-that-will-shape-the-future-of-curriculum/ robertogreco education curriculum trends technology future tcsnmy lcproject learner-centered student-centered teaching schools learning criticalthinking communication innovation collaboration willrichardson customization democracy digital skills content projectbasedlearning culture pbl https://pinboard.in/u:robertogreco/b:e5fa1dbba8d9/ 2010-12-21T20:39:26+00:00 http://speedchange.blogspot.com/2008/05/toolbelt-theory-for-everyone.html robertogreco tools assistivetechnology technology education accessibility irasocol onlinetoolkit toolbelttheory learning tcsnmy cv teaching unschooling deschooling onesizefitsall individualization individuality whatworks toolbelts environment skills learningtolearn 2008 https://pinboard.in/u:robertogreco/b:45fb9741b379/ 2010-10-14T03:10:06+00:00 http://www.wired.com/magazine/2010/09/ff_wiredu/all/1 robertogreco arts culture education wired learning lifehacks skills unschooling deschooling statistics literacy post-statediplomacy diplomacy remix remixculture appliedcognition cognition neuroscience writing twitter microblogging waste saulgriffith fabbing science diy make making rogerebert nassimtaleb davidkilcullen robertrauschenberg jillboltetaylor brain barryschwartz jonahlehrer robinsloan alexismadrigal newliberalarts remixing wiredmagazine https://pinboard.in/u:robertogreco/b:55083b00e900/ 2010-08-02T02:55:44+00:00 http://www.doorsofperception.com/archives/2010/07/post_55.php robertogreco johnthackara curation knowledge libraries skills context knowledgeecologies taxonomy categorization expertise sharing https://pinboard.in/u:robertogreco/b:3efe9c655923/ 2010-07-26T19:05:39+00:00 http://www.inthesetimes.com/article/6194/what_we_can_learn/ robertogreco germany japan us johndewey education citizenship democracy socialdemocracy socialism unions organization labor rights apprenticeships skills politics vocational self-interest https://pinboard.in/u:robertogreco/b:aae68d703d27/ 2010-06-28T23:03:29+00:00 http://www.microsoft.com/education/competencies/allcompetencies.mspx robertogreco microsoft development education training hr standards competency competencies leadership 21stcenturyskills 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