"When I get new evidence I change my mind. What do you do?" John Maynard Keynes
- Nelson Mandela
- Teaching Cartoon: Two On ‘Timing’ & a Tale
- THE VOID (trailer)
- Humberto Maturana & Heinz von Foerster: Meta-Science, Reflection
- Visual Experiment: On the Trail (ARK)
- Teaching Cartoons: Instrumentality 1 & 2
- Mandorla: Trailer
- A Hidden ‘Meta’
- Who Are Your Luminaries?
- Everyone is going one place or the other, ‘cept corporations
- Kippie’s Ekaya
- Free Play Softball League: Ludic Aspirations & the Blue Men Group
- Symmetry Visual Experiment
- Teaching cartoon: Preparation
Tagsa-ha! adult learning analytic psychology anthropology art biology charlatanry civic intelligence cognitive psychology consciousness critical culture critical thinking culture current events economics education experiential learning Freeplay Softball fun as a value humor irrationality management music my casual art new paradigms organizational development phenomenology philosophy poetry politics pseudo-science psychology quotes religion resources science social psychology speculations sports sufism teaching cartoons teaching story transformative learning urbanology web media
Cleveland Heights, Ohio
- If, during the long course of ages and under varying conditions of life, organic beings vary at all in the several parts of their organization, and I think this cannot be disputed; if there be, owing to the high geometric powers of increase of each species, at some age, season or year, a severe struggle for life, and this certainly cannot be disputed; then, considering the infinite complexity of the relations of all organic beings to each other and to their conditions of existence, causing an infinite variety in structure, constitution, and habits, to be advantageous to them, I think it would be a most extraordinary fact if no variation ever had occurred useful to each being’s own welfare, in the same way as so many variations have occurred useful to man. But if variations useful to any organic being do occur, assuredly individuals thus characterized will have the best chance of being preserved in the struggle for life; and from the strong principle of inheritance they will tend to produce offspring similarly characterized. This principle of preservation, I have called, for the sake of brevity, Natural Selection. [Charles Darwin (1859) On the Origin of Species]
- “It is essential to such a government, that it be derived from the great body of the society, not from an inconsiderable proportion, or a favored class of it; otherwise a handful of tyrannical nobles, exercising their oppressions by a delegation of their powers, might aspire to the rank of republicans, and claim for their government the honorable title of republic.” James Madison
- All the property that is necessary to a Man, for the Conservation of the Individual and the Propagation of the Species, is his natural Right, which none can justly deprive him of: But all Property superfluous to such purposes is the Property of the Publick, who, by their Laws, have created it, and who may therefore by other laws dispose of it, whenever the Welfare of the Publick shall demand such Disposition. He that does not like civil Society on these Terms, let him retire and live among Savages. He can have no right to the benefits of Society, who will not pay his Club towards the Support of it. -Benjamin Franklin
Thinking Outside the Agora
- Did Tomorrow People just jump the shark... or was that a masterstroke? December 6, 2013I really can't decide if the latest plot twist on Tomorrow People is brilliant or the final nail in the coffin of the show's credibility. This show about super-mutants on the run certainly has my attention, I'll say that.Read more... […]
- When I said build an android factory, this isn't what I meant December 6, 2013I suppose you think it's really funny that you turned all of our environment regulating androids into giant replicas of a 21st century advertising icon designed to promote personal surveillance. Luckily, nobody will get your joke anyway, unless they care about the history of antiquity. Read more...
- Are Singulatarians actually Puritans? December 6, 2013Will we be fucking after we leave our bodies behind for cyber-heaven? Over at Steal this Singularity, futurist gadfly R.U. Sirius has a hilarious and smart essay about people who imagine we will transcend sex and random goofiness after the AIs take over.Read more...
- Double volcano eruption -- as seen from space! December 6, 2013Check out this wild photo snapped by NASA astronaut Mike Hopkins from the International Space Station. It shows steam and ash billowing out from a pair of active volcanoes on the island of Ambrym in the Pacific archipelago of Vanuatu. Read more...
- These Buildings Are Made with Skulls and Bones December 6, 2013Around the world, there are buildings that are decorated and built almost entirely with human bones. They form eerily symmetrical patterns, and turn death into an architectural flourish. These are some of the most remarkable.Read more... […]
- Did Tomorrow People just jump the shark... or was that a masterstroke? December 6, 2013
- New Project: Super Simple FM Transmitter December 6, 2013
- Skill Builder: Physical Computing Fabrication Tips from ITP December 5, 2013
- Check out the Maker Shed’s Arduino & Robots Gift Guide! December 5, 2013
- RobotsConf: An Attendee’s Journey From Coder to Maker December 5, 2013
- Burnkit2600 Makes Some Noise at the Santiago Mini Maker Faire December 5, 2013
Daily Archives: January 10, 2010
[excerpt] she won’t know if the school prepares kids for real-world success until the first class graduates. But Quest has already proved itself in one area: The kids love it. “It’s fun,” says student Nadine Clements. Her least favorite part of school? “Dismissal.”
A New School Teaches Students Through Videogames. A school uses videogame-based lessons to teach a new generation of kids
By Susannah F. Locke; Popsci January 7, 2009
The Quest to Learn school opened last September in Manhattan, welcoming the first class of sixth-graders who will learn almost entirely through videogame-inspired activities, an educational strategy geared to keep kids engaged and prepare them for high-tech careers.
This year’s 72-student class is split into four groups that rotate through five courses during the day: Codeworlds (math/English), Being, Space and Place (social studies/English), The Way Things Work (math/science), Sports for the Mind (game design), and Wellness (health/PE). Instead of slogging through problem sets, students learn collaboratively in group projects that require an understanding of subjects in the New York State curriculum. The school’s model draws on 30 years of research showing that people learn best when they’re in a social context that puts new knowledge to use.
The Quest To Learn School: “Quest to Learn is a school for digital kids. It is a community where students learn to see the world as composed of many different kinds of systems. It is a place to play, invent, grow, and explore.”
I’m going to bet, and do so with confidence, that the uncited research folds in the following, “People learn best when the learning is shaped to be, for the learner, intrinsically rewarding.
For adults, I would put it this way:
adults learn when they’re able to test their experiential knowledge and then to use it
Implicit in this formulation–and perhaps applicable to young learners–is the intrinsic benefit provided by active learning, via which a learner is supported in their putting their own discoveries to concrete tests. This intrinsic benefit is named: fun. The added benefit is that accountability itself becomes an easeful aspect of the ecology of learning. Against which the grim banking theory of education is likely to, at the end of the school day, have students praying for the bell, and, dismissal.
In her book, Magic Trees of the Mind, Dr. Marian Diamond, neuroscientist at the University of California/Berkeley, describes the characteristics of an enriched environment that:
Includes a steady source of positive emotional support
Provides a nutritious diet with enough protein, vitamins, minerals, and calories
Stimulates all the senses (but not necessarily all at once!)
Has an atmosphere free of undue pressure and stress but suffused with a degree of pleasurable intensity
Presents a series of novel challenges that are neither too easy nor too difficult for the child at his or her stage of development
Allows for social interaction for a significant percentage of activities
Promotes the development of a broad range of skills and interests that are mental, physical, aesthetic, social, and emotional
Gives the child an opportunity to choose many of his or her own activities
Gives the child a chance to assess the results of his or her efforts and to modify them
Offers an enjoyable atmosphere that promotes exploration and the fun of learning
Above all, allows the child to be an active participant rather than a passive observer.
excerpt: Learning Society of the Future: Questions to Consider by Dee Dickinson
A daring hypothesis holds that younger learners are not dramatically constituted to be different than the adult learners each will grow to be. I’m reminded of Malcolm Knowles.
Knowles (1980) came from a humanistic orientation and believed that self-actualization was the prime objective of adult learning, and the mission of educators was to assist adult learners to develop and achieve their full potential as emotional, psychological, and intellectual beings. Knowles made four assumptions about adults as learners: (1) Adults tend to be more self-directed as a result of their maturity, (2) Adults possess personal histories which defines their identities and serve as a resource of experiential learning upon which new learnings can be applied, (3) Motivation in adults is directed to more socially relevant learning, and (4) Adult learners have interest in immediate application for problem-solving. (src)