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: politics of education
• Leaders of Learning
Will Higher Education Split? (Sir John Daniel & Stamenka Uvalić-Trumbić)Sir John Daniel, President and Chief Executive Officer; Stamenka Uvalić-Trumbić, Chief, Higher Education Section, UNESCO Doing research for a book on the new dynamics for the development of higher education in the poorer countries that are home to the large majority of the next generation of students is leading us to an interesting question. Will higher education split over the next decade or two into a public sector focussed on research and a for-profit sector doing most of the teaching? Exhibit One is the communiqué of UNESCO's 2009 World Conference on Higher Education which identified 'massification' (vastly increased access) as the major trend, alongside seven other trends, most of which have a link, either as cause or effect, to the growth of ODL, especially eLearning. Exhibit Two is Ben Wildavsky's very readable book The Great Brain Race: How Global Universities are Reshaping the World. Exhibit Five is Archibald and Feldman's book Why does College Cost so Much?
The Prussian (German) Educational System | Fox Enterprises Limited WeblogPosted on 11/05/1999 05:37:17 PST by majordomo original post can be found here After the defeat of the Prussians (Germans) by Napoleon at the battle of Jena in 1806, it was decided that the reason why the battle was lost was that the Prussian soldiers were thinking for themselves on the battlefield instead of following orders. The Prussian philosopher Johann Gottlieb Fichte (1762-1814), described by many as a philosopher and a transcendental idealist, wrote “Addresses to the German Nation” between 1807 and 1808, which promoted the state as a necessary instrument of social and moral progress. He taught at the University of Berlin from 1810 to his death in 1814. His concept of the state and of the ultimate moral nature of society directly influenced both Von Schelling and Hegel, who took an similarly idealistic view. The educational system was divided into three groups. This was the plan. In 1814, the first American, Edward Everett, goes to Prussian to get a PhD. Like this: Like Loading...
About Us | Unschool AdventuresWhat We Do Since 2008 Unschool Adventures has organized international and domestic adventure programs for teenagers and young adults. We’re a small company with a big mission: to help self-directed young people build new friendships, unforgettable memories, and the confidence to lead an unconventional life. Our trips typically enroll unschoolers: young people who are given large amounts of freedom and responsibility to design their lives and educations as they see fit. But you don’t have to be an unschooler to join—we’ve had high school students, traditional homeschoolers, alternative school students, and college students join us in the past. Because we only accept motivated, prepared, and conscientious young people in our programs, we ensure a high-quality experience for everyone who joins an Unschool Adventures trip. Unschool Adventures has a perfect safety record, meaning that no participant has ever been injured, assaulted, or gone to the hospital. What We Offer Online Workshops Next Up…
Self Directed LearningUniversities, higher learning and resilient educationOver the weekend, I attended “ For People and Planet : Not Profit and Self-Destruction: Can Universities make the move towards, or even lead ‘transition’?” What follows are the questions that it raised for me. I have also included a few unattributed quotes. Sustainability : Nothing is sustainable. Is sustainability meaningless? Transition : Is transition meaningless? “The future is here right now. Place : The University is a congealed space/place. Can we imagine a new form of social wealth? Curriculum in place : In the curriculum we need to reveal the revolutionary moment. How do Universities engage with the places where they produce, consume, create value, have value, look for profit? Universities and places of higher learning need to be reclaimed as sites of radical production and action. Technologies in public : How do technologies support shared histories and stories, within and against and beyond the economies of scale in the University?
W.I. Thomas: The Prussian-Polish Situation: An Experiment in AssimilationThere is a stage of social organization where solidarity of sentiment and action are more essential to the welfare of the group than ideas. This principle holds in the kinship group of primitive times, in the peasant house-community, and has its more absolute expression in animal colonies and gregarious groups. Now these are the laws of the Jungle, and many and mighty are they; But the head and the hoof of the Law and the haunch and the hump is -- Obey! The principle of primary or face-to-face relations, which Professor Cooley has made so useful to all of us, is one on which a society may best preserve its life so long as it can preserve a degree of isolation. (625) is pushing back the Prussian, the Ruthenian is pushing back the Pole in Galicia, the Lithuanian is beginning to make headway against the Pole also at another point, and the Italian in Austria is pushing back the German. Now, I believe we all recognize that there are no races in Europe, properly speaking.
About - Hive NYCLaunched in 2009 with generous support from the John D. and Catherine T. MacArthur Foundation, the Hive NYC Learning Network was stewarded by the Social Science Research Council until 2011 and by Mozilla Foundation from 2011 to 2017. Hive NYC is now hosted through 2018 by Partnership for After School Education (PASE), a nonprofit, child-focused organization that promotes and supports quality afterschool programs, particularly those serving young people from underserved communities. Hive NYC Learning Network Hive NYC Learning Network (Hive NYC) is a city-wide learning laboratory for educators, technologists, and mentors to design innovative connected educational experiences for youth. Hive NYC’s membership includes over 60 non-profit organizations, such as museums, libraries, code clubs, advocacy groups, higher education institutions, and afterschool programs. For more information and a history of Hive NYC’s development and growth, please explore our timeline. Who we are Save
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