Deschooling Deschooling is a term used by both education philosophers and proponents of alternative education and/or homeschooling, though it refers to different things in each context. It was popularized by Ivan Illich in his 1971 book Deschooling Society. Concept Philosophically, it refers to the belief that schools and other learning institutions are incapable of providing the best possible education for some or most individuals. Some extend this concept beyond the individual and call for an end to schools in general. Another common criticism is that institutionalized schooling is used as a tool for the engineering of an ignorant, conformist working class through constant schedules and prearranged time blocks and one-size-fits-all teaching methods. Practical alternatives arising in place of institutionalized learning have been free schools, unschooling at home and forming networks with other deschooling families and individuals. Practice References External links
National College online network On 1 April, the National College merged with the Teaching Agency to become the National College for Teaching and Leadership. The new agency has two key aims: improving the quality of the workforce; and helping schools to help each other to improve. Find out more about the new agency. We can help you to develop as a leader and achieve your career goals. We also offer professional development for chairs of governors and school business managers. Professional development opportunities One of the most powerful ways of achieving improvement is through collaboration and we offer many opportunities for school and early years leaders to provide and receive support. Find out about becoming a teaching school or being designated as a national, local or specialist leader of education. Support for schools and early years Find out about our work with international organisations, such as education ministries, universities and the private sector overseas and in Scotland, Ireland and Wales.
Education reform Education reform is the name given to a demand with the goal of improving education. Small improvements in education theoretically have large social returns in health, wealth and well-being. Historically, reforms have taken different forms because the motivations of reformers have differed. A stated motivation has been to reduce cost to students and society. Related reforms attempted to develop similar classical results by concentrating on "why", and "which" questions neglected by classical education. Many reformers focused on reforming society by reforming education on more scientific, humanistic, pragmatic or democratic principles. The reform has taken many forms and directions. History Early history Classical times Modern reforms In the modern world, economic growth and the spread of democracy have raised the value of education and increased the importance of ensuring that all children and adults have access to high quality and effective education. H. Dewey
TED and Reddit asked Sir Ken Robinson anything — and he answered For the first in a new series of community-driven Q&As, TED and Reddit joined forces to ask creativity expert Sir Ken Robinson any question. TED fans converged on this article on Reddit to post their questions, and to vote on questions posed by others. Today, we asked Sir Ken the 10 questions with the most votes. Here are his answers: submitted by kn0thingWhat specific actions do you recommend taking to overhaul, say, public education to maximize how we identify and nurture creativity? Sir Ken: The basis of my argument is: creativity isn’t a specific activity; it’s a quality of things we do. And that really has a couple of implications. And I think it’s true in many areas of creative thinking that people can be helped by learning techniques and processes. So that’s the first thing: Creativity can be facilitated in any sort of activity. I did a big report for the British government called All Our Futures: Creativity, Culture and Education. I imagine this is how most people learn.
Diane Ravitch Website Access All On 1 April, the National College merged with the Teaching Agency to become the National College for Teaching and Leadership. The new agency has two key aims: improving the quality of the workforce; and helping schools to help each other to improve. Find out more about the new agency. We can help you to develop as a leader and achieve your career goals. Whether you're taking on your first leadership role or are an experienced and successful school or children's centre leader, we have something for you. We also offer professional development for chairs of governors and school business managers. Professional development opportunities One of the most powerful ways of achieving improvement is through collaboration and we offer many opportunities for school and early years leaders to provide and receive support. Find out about becoming a teaching school or being designated as a national, local or specialist leader of education. Support for schools and early years
The California Department of Education says you have a right to a bad education | Melissa Griffin click to enlarge S.F. Examiner file photo What kind of education is meaningful? Straight from the “careful how you defend yourself” file is this insight from the California Department of Education, which recently defended itself from allegations that our kids are receiving a substandard education by arguing that, “There is no constitutional right to a ‘meaningful’ education.” In May, lawyers representing eight children sued the state of California, the California Department of Education and several school districts. The constitutional right to an education requires more than a brick-and-mortar schoolhouse, plaintiffs say. Students have a right to a “meaningful education” that allows them “basic tools necessary to compete in the economic marketplace or to participate as a citizen in our democracy.” In response, the state tried to get the case thrown out for several reasons, including the grounds that a “meaningful education” is too vague to define.
CITE Journal Article Volume 1, Issue 1 ISSN 1528-5804 Print Version Commentaries Submit A Commentary Carroll, T. G. (2000). If we didn't have the schools we have today, would we create the schools we have today? If We Didn’t Have the Schools We Have Today, Would We Create the Schools We Have Today? Thomas G. We have a unique opportunity in education today. The investment of resources on this scale is comparable to the space program. When the Wright brothers were going to make the first flight, there was no flight school to prepare them. “If We Didn’t Have Today’s Schools, Would We Create Today’s Schools?” The question in the title of this article is a trick question, because I want readers to really think about it. If a surgeon from the 1800s walked into an operating room today where arthroscopic surgery was being performed, could that surgeon step in and perform the surgery? But if a teacher from the 1800s walked into a classroom today, could he or she substitute as a teacher? Networked Learning Communities
Crash course in learning theory « If pets could design user experiences... | Main | Crash Course in Learning Summary » Crash course in learning theory One formula (of many) for a successful blog is to create a "learning blog". A blog that shares what you know, to help others. Even--or especially--if that means giving away your "secrets". Teaching people to do what you do is one of the best ways we know to grow an audience--an audience of users you want to help. It's what I try to do here because--let's face it--you're just not that into me ; ) But I assume (since you're reading this blog) that you ARE into helping your users kick ass. So, as promised in an earlier post, here's a crash course on some of our favorite learning techniques gleaned from cognitive science, learning theory, neuroscience, psychology, and entertainment (including game design). This is not a comprehensive look at the state of learning theory today, but it does include almost everything we think about in creating our books. The long version...
Chicago's teachers could strike a blow for organised labour globally | Richard Seymour Last month, approximately 90% of Chicago Teachers Union (CTU) members voted for strike action. Only 1.82% voted against. This was a shock to the local administration. Not only is this the heart of Obama country, where unions are expected to play ball with the Democrats in an election year. It is also a city where, thanks to Mayor Rahm Emanuel, teachers are not allowed to strike unless more than 75% of union members vote for it. Yet it is not just the local establishment that will be unsettled here. The basis of this dispute is what is innocuously termed "school reform". Chicago intends to open 60 new privatised, non-union "charter" schools in the next five years. But the final provocation was when the "reformers" increased teachers' working hours by 20%, while cutting a promised 4% pay rise in half. In fact, the victory of these "rookies", from the Caucus of Rank-and-File Educators (CORE), demonstrated two things. But this is just one aspect of a general problem facing the union.
Deborah Meier Homepage BBC Education (bbceducation)