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Deschooling Society

Deschooling Society
Contents Introduction xix 1 Why We Must Disestablish School 1 2 Phenomenology of School 25 3 Ritualization of Progress 34 4 Institutional Spectrum 52 5 Irrational Consistencies 65 6 Learning Webs 72 7 Rebirth of Epimethean Man 105 Introduction I owe my interest in public education to Everett Reimer. Since 1967 Reimer and I have met regularly at the Center for Intercultural Documentation (CIDOC) in Cuernavaca, Mexico. Universal education through schooling is not feasible. xx DESCHOOLING SOCIETY and caring. On Wednesday mornings, during the spring and summer of 1970, I submitted the various parts of this book to the participants in our CIDOC programs in Cuernavaca. Reimer and I have decided to publish separate views of our joint research. Cuernavaca, Mexico November, 1970 Related:  `test 1016

Why schools used to be better It’s one of the ironies of education reform that despite wave after wave, schools are seen by many as in worse shape as before all the changes. Here’s a look at why from Marion Brady, who was a classroom teacher for years, has written history and world culture textbooks (Prentice-Hall), professional books, numerous nationally distributed columns (many are available here), and courses of study. His 2011 book “What’s Worth Learning” asks and answer this question: What knowledge is absolutely essential for every learner? His course of study for secondary-level students, called Connections: Investigating Reality, is free for downloading here. Brady’s website is www.marionbrady.com. By Marion Brady You enter a checkout lane at Walmart, Target, or other big-box store and put your purchases on the counter. Those in Washington now shaping education policy are certain that what data tracking does for business it can do for education. But there’s a problem. United States: 61,361 Germany: 31,122

the 7-lesson schoolteacher John Taylor Gatto The 7-Lesson Schoolteacher by John Taylor Gatto New Society Publishers, 1992 Call me Mr. Gatto, please. Twenty-six years ago, having nothing better to do at the time, I tried my hand at schoolteaching. The license I hold certifies that I am an instructor of English language and English literature, but that isn't what I do at all. I don't teach English, I teach school -- and I win awards doing it. Doing More Time in School: A Cruel Non-Solution to Our Educational Problems School doesn’t work very well, so let’s make kids do more of it! That seems to be the policy enthusiastically supported by President Obama, by his education secretary Arne Duncan, by many teachers’ unions (as long as the teachers are well paid for the extra time), and by many education policy makers in and out of academia. Kids aren’t learning much in school, so let’s make them start school when they are younger; let’s make them stay more hours in school each day and more days each year; and let’s not allow them to leave until they are at least 18 years old. As I read and listen to the arguments for more forced schooling, what disturbs me most is the complete disregard for the opinions of students. A few days ago I forced myself, for the sake of science, to listen to a local program [ here ] on the argument for a longer school day. Most students in this system are bussed, so, depending on the schedule, a student might have to get on a bus at 6 a.m. and then not get home until 6 p.m.

Announcing Edutopia's Project-Based Learning Camp | Edutopia Group Discussions by and for Educators Join us for a month-long, online project-based learning workshop, facilitated Suzie Boss, Edutopia blogger and co-author of Reinventing Project-Based Learning. Participants will work together to brainstorm on the design of a project that challenges students to respond to the Gulf of Mexico oil spill. By the end of the four weeks, you will have developed a project plan, including time lines and assessments. More importantly, you will have explored a variety of resources and met a community of others who are interested in using PBL to develop students' problem-solving skills. Likely outcomes? We plan to organize camp conversations around the oil spill topic, but expect discussions will branch off in a variety of directions as participants focus on particular content areas or grade levels. Project-Based Learning Camp Schedule Week 2: Digging into Projects (July 19-25) Project research: As we explore resources together, what ideas do you see that you want to borrow or adapt?

Project-Based Learning Made Easy "Project-based learning is great but it is too hard for teachers to do well." I have heard this belief stated more times than I can count. Is PBL really so difficult that only a select number of masterful teachers, innovative schools, and dynamic school leaders can pull off high quality projects? I don't think so. In the service of inspiring educators to embrace a performance-based approach to teaching, learning and assessment by highlighting great projects, I am worried that we actually dissuade teachers and leaders from using this approach. As learners we need to be presented with challenging yet attainable tasks in order to gain our full engagement. To dramatically increase the number of students and teachers engaging in project-based learning and performance assessment we need to highlight examples that are attainable. Academic Rigor -- Ask a Question In addition to mapping from state content standards, we use inquiry as driver for almost all projects, units and lessons.

Projektové vyučování PBL + Edmodo = Awesome Tagged with: Bianca HewesFeatured BloggerPBL Friday with Bianca! I find myself sitting in a lecture by philosopher David Chalmers (it’s titled ‘The Singularity: A Philosophical Analysis’) and realise that once again I am behind in writing my weekly post for edmodo – where do the hours go?! The layout of the room (a university lecture theatre) contradicts the focus of this post. David Chalmers is a very clever guy who uses very impressive logical/mathematical formulas to present his ideas about artificial intelligence and the relationship between consciousness and technology. PBL + edmodo = Awesome This formula has been proven in my class over the last 6 months. To make this post as user-friendly as possible, I’m just going to give you my ‘Top 5 reasons why PBL + edmodo = awesome’: PBL is about collaboration: Students work in small groups to conduct investigations and complete products.

Skeleton's high-power Superbattery is more interesting than we thought We got it wrong, folks. Working from a scant press release we'd now view as borderline misleading, we looked at the Superbattery from Estonia's Skeleton Technologies and assumed the company was talking about a hybrid power system combining lithium batteries with ultracapacitors – similar to other such arrangements we've written about in the past. And we covered it speculating as such, saying the company's carefully-worded 15-second EV charging claims came across as "possibly a bit disingenuous." Skeleton got in touch to say no, this is not a hybrid battery/capacitor system, it's "a completely novel energy storage technology on a cell level", and offered us the chance to chat with Dr. Sebastian Pohlmann, the company's VP of innovation. We had a very interesting chat with Dr. Strap in for some battery geekery. Batteries vs Ultracapacitors: a quick primer Skeleton's current first-generation product offering is high-end ultracapacitors. Skeleton Technologies What's "curved graphene?"

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