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May 07 2013

January 24 2013

Inquiry HUB

"The Inquiry Hub provides grade 9-12 students an innovative, technology driven, full-time program which allows them to pursue their own learning questions by shaping their educational experience around their interests instead of structured classes."

Inquiry HUB

"The Inquiry Hub provides grade 9-12 students an innovative, technology driven, full-time program which allows them to pursue their own learning questions by shaping their educational experience around their interests instead of structured classes."

August 29 2012

La Educación Prohibida | Un proyecto audiovisual para transformar la educación…

"La Educación Prohibida es una película documental que se propone cuestionar las lógicas de la escolarización moderna y la forma de entender la educación, visibilizando experiencias educativas diferentes, no convencionales que plantean la necesidad de un nuevo paradigma educativo. La Educación Prohibida es un proyecto realizado por jóvenes que partieron desde la visión del quienes aprenden y se embarcaron en una investigación que cubre 8 países realizando entrevistas a más de 90 educadores de propuestas educativas alternativas. La película fue financiada colectivamente gracias a cientos de coproductores y tiene licencias libres que permiten y alientan su copia y reproducción. La Educación Prohibida se propone alimentar y disparar un debate reflexión social acerca de las bases que sostienen la escuela, promoviendo el desarrollo de una educación integral centrada en el amor, el respeto, la libertad y el aprendizaje." [Direct link to video: http://www.youtube.com/watch?v=-1Y9OqSJKCc ]
Reposted by02mydafsoup-01 02mydafsoup-01

August 26 2012

What does it take to become an expert at anything? - Barking up the wrong tree

"It's quantity and quality. You need tons of time spent training but it has to be the right kind of practice. Just showing up is not enough, you need to continually challenge yourself with the right kind of effort. "Deliberate Practice" is a specifically defined term. It involves goal setting, quick feedback, and countless drills to improve skills with an eye on mastery. It is not "just showing up" and, plain and simple, it's not fun." You want practice to be as close to the real challenge as possible. Want to be a boxer? Hitting the bag is not enough. You need to be in a ring, against opponents, like a real match. Don't be passive. Testing yourself is far better than reviewing. Practice is not just repetition. Be ruthlessly critical and keep trying to improve on the constituent elements of the skill. Alone time. Top experts are more likely to be introverts…"

August 23 2012

The Reykjavik Grapevine - Life, Travel and Entertainment in Iceland / School For The Rest Of Us: The Radical Summer University

"I think of the Radical Summer University (RóSu) as a way of keeping a certain spirit of radical conversation and questioning open and, most importantly, accessible to both seasoned activists and younger people who are perhaps just beginning to be critical of their social environment." "Icelandic society as a whole needs to get rid of capitalism, patriarchy, the exploitation of natural resources, xenophobia and racism. This holds for other societies too, clearly; and some of these goals can obviously not be reached except by global action." "Universities in Iceland are very docile places. Can that be changed?" [Some courses] ‘The Wire’ and Marxist social thought The Argentine economic crisis and Argentine film Radical Pedagogy Feminism, activism and the Internet Environmentalism and civil disobedience [See also: http://sumarhaskolinn.org/ AND http://www.akademia.is/ ]
Reposted by02mydafsoup-01 02mydafsoup-01

Róttæki sumarháskólinn | ReykjavíkurAkademíunni · 8.–14. ágúst 2012

"The Radical Summer University (Róttæki sumarháskólinn) is a series of open lectures that were held in Reykjavík, Iceland, on August 13-18, 2011. The stated purpose was to bring critical thought and political activism together, circling around themes such as economic justice, feminism, minority rights, and democracy. There was no registration fee and the lectures were open to everyone, regardless of prior education or activist involvement. Reading materials were distributed electronically, free of charge. All participants contributed their work on a volunteer basis. The timing of the lectures, on a weekend and in the evenings, was designed to allow people with day jobs to attend more easily." [via: http://grapevine.is/Home/ReadArticle/The-Radical-Summer-University ]

ReykjavikurAkademian [Reykjavík Academy] [See also: http://www.akademia.is/index.php/en/main-page/what-is-the-reykjavik-academy ]

"…coalition of independent scholars & an interdisciplinary research center, funded in part by the Icelandic ministry of culture & education & the City of Reykjavik, as well as individual grants from domestic and international agencies. The RA scholars represent many different areas of interest within the humanities & social sciences as they pertain to Icelandic history, culture & society. The Academy aims to be a link: Between different areas of study at the university level Between generations within the academic community Between sexes in the academic community between science & the arts between society & the ivory tower Relevance RA is managed by its members, & the needs of scholars have first priority. It is a democratic working place, independent of orders from above. Freedom of thought and behavior are the Academy's key values. The Academy is a cross-disciplinary institution where rigorous scholarship and fertile discussion meet… second largest workplace for humanities and…"

August 22 2012

The Hacker Ethic and Meaningful Work - Acrewoods home

"This essay begins with the following proposition: given that we spend a large proportion of our time working, a just society will provide or encourage meaningful work. I further assume that, rather than mounting a full frontal assault on the root of the problem, which I identify as capitalism and instrumental wage labour, we should instead seek out and broaden spaces where life can unfold freely (Gorz, 1994). Hackers, a group or label used in a sense unfamiliar to analytical philosophers, have created such spaces, and fit Melucci's description of individuals who "invest... in the creation of autonomous centres of action". Hackers have, to an extent, "oppose[d] the intrusion of the state and market" (quoted in Della-Porta & Diani, 2003) into their lifeworld since they first emerged as a social group in the late 1950s (Levy, 2001). I shall therefore set out to show how the Hacker Ethic, by which all hackers work, provides a promosing model both for further research into meaningful work…
Reposted by02mydafsoup-01 02mydafsoup-01

August 21 2012

#UnschoolingRules: What does the "college cost" conversation tell us about the school industry?

"We have to increasingly realize that the worst people to evaluate and shape research on schools are, in order: *Current employees of the education system, or people being indirectly but significantly funded by academic institutions. *The top 5% beneficiaries of the existing system. (I suspect there is no greater believer in academic Darwinism than President Obama.) *The people who's skill-sets line up with narrow skills actually taught at schools (such as journalists, who learned the craft of writing) *PhD's and other people who's status, even identity, correlates with the validity of the current education system. Frustratingly, many politicians who want to appear pro-education try to accomplish this by being pro-current schools.  This thinking is as flawed as trying to be pro-marketplace by being pro-current corporations."

The New Administration of a Fine Arts Education

"…a conversation series with leading individuals in contemporary art, culture & education who engage in multiple & overlapping artistic & pedagogic practices. Their exhibitions, actions, writing & artworks are at times seamless integrations of cultural production, lifestyle, studio & teaching. Some of them operate from inside or in coordination with art education institutions, challenging tradition from within. Others combine education & creative economic strategies to sustain practices in the realm of contemporary art & beyond & to realize new institutions. In all cases they are dismantling, intentionally or not, rigid definitions of what it means to be an artist, curator and educator today." "What exactly is a cultural producer? How has the portrait of the solitary artist working in the studio been reshaped as the artist simultaneously making objects, writing, curating and teaching? What are the challenges posed by these interchangeable and expanding identities and platforms?"

August 19 2012

Against School - John Taylor Gatto

"Once you understand the logic behind modern schooling, its tricks & traps & fairly easy to avoid. School trains children to be employees & consumers; teach your own to be leaders & adventurers. School trains children to obey reflexively; teach your own to think critically & independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored. Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology - all the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone, & they seek constant companionship through the TV, the computer, the cell phone, & through shallow friendships quickly acquired & quickly abandoned. Your children should have a more meaningful life, & they can."

August 17 2012

Being and Becoming - Trailer on Vimeo
"Being and Becoming explores the concept and ultimately the choice of not schooling children, but of trusting and letting them learn freely what they are truly passionate about. The filmmaker's journey of discovery takes us through the US, Germany (where it's illegal not to go to school), France and the UK. This film is a quest for truth about the innate desire to learn." [See also: http://beingandbecomingfilm.com/ AND http://www.imdb.com/title/tt2261311/ AND http://www.clarabellar.com/ ]
Reposted by02mydafsoup-01 02mydafsoup-01

August 16 2012

Charlie Kaufman: Screenwriters Lecture | BAFTA Guru

"we try to be experts because we’re scared; we don’t want to feel foolish or worthless; we want power because power is a great disguise." "Don’t allow yourself to be tricked into thinking that the way things are is the way the world must work and that in the end selling is what everyone must do. Try not to." "This is from E. E. Cummings: ‘To be nobody but yourself in a world which is doing its best night and day to make you everybody else means to fight the hardest battle which any human being can fight, and never stop fighting.’ The world needs you. It doesn’t need you at a party having read a book about how to appear smart at parties – these books exist, and they’re tempting – but resist falling into that trap. The world needs you at the party starting real conversations, saying, ‘I don’t know,’ and being kind." [Giving up, too much to quote.]

August 07 2012

fvck school by fat xxx

"Drop out of school or study english. That’s how you win at javascript." "In his first lecture, “Artists in Colleges,” he posits that a successful integration of art into academic policy would be one which promotes unifying different branches of study into a “whole” culture. Here diverse fields like physics or mathematics would come within the purview of the painter and the physicist/mathematician would be encouraged to fully embrace nonmeasurable and extremely chaotic human elements which we commonly associate with things like poetry and art. On the basis then of several fairly extensive observations he goes on to offer three major blocks to the development of such a culture, and to the artist’s continuing to produce serious works within the “university situation.” Dilettantism … The Fear of Creativity itself … The Romantic Misconception of “The Artist” …"

August 05 2012

Crazy Smart: When A Rocker Designs A Mars Lander : NPR

"Steltzner's path to becoming team leader for this new Mars lander was hardly direct. Unlike many successful engineers, he struggled at school. An elementary school principal told him he wasn't very bright. His high school experience seemed to confirm that. "I passed my geometry class the second time with an F plus, because the teacher just didn't want to see me again," he says. His father told him he'd never amount to anything but a ditch digger, a remark he still carries with him years later. Maybe that's because school wasn't a priority, particularly with the distractions of the flower-power era in the Bay Area. "I was sort of studying sex, drugs and rock and roll in high school," says Steltzner. It wasn't just the long hair. "I liked to wear this strange Air Force jump suit. And my first car was a '69 Cadillac hearse. I put a bed in the back." After high school, the plan was to be a rock star. … played bass guitar in Bay Area bands… But then something happened."

August 02 2012

Now You See It // The Blog of Author Cathy N. Davidson » New post on DMLcentral: Standardizing Human Ability

"Here’s a list (in no particular order) of some of the changes in U.S. education, from kindergarten to professional school, either invented or finalized in the Taylorist era (the same era that produced the assembly line, statistics, standard deviation, spreadsheets, blueprints, punch clocks): mandatory public secondary schooling, research universities, majors, minors, divisions, certification, graduate school, collegiate law school, nursing school, graduate school of education, collegiate business school, degree requirements, grades, required courses, electives, distribution requirements, IQ tests, multiple choice tests, item response college entrance exams (SAT), school rankings, class rankings. And learning disabilities. … these are invented things. … Like statistics and the assembly line, the system of education we have inherited is not “timeless.” It is an industrial age invention."
Reposted by02mydafsoup-01 02mydafsoup-01

August 01 2012

The Believer - Interview with Agnès Varda

"Sometimes I say, If I had seen some masterpieces, maybe I wouldn’t have dared start. I started very—not innocent, but naïve in a way. So that’s a big freedom, you know? I didn’t go to school. I didn’t go to film school. I was never an assistant or trainee on a film. I had not seen all those cameras. So I think it gave me a lot of freedom. I see all these students, and I admire them—they’re trying to learn something, they go to school, they do film school, they go on shoots, they help. I’m sure they learn a lot, and some of them, it makes them aware of what they wish to do. I was—that’s the way I was—autodidact."
Reposted by02mydafsoup-01 02mydafsoup-01

July 19 2012

All power to the free universities of the future! [The Copenhagen Free University]

"The Copenhagen Free University was an attempt to reinvigorate the emancipatory aspect of research and learning, in the midst of an ongoing economisation of all knowledge production in society. Seeing how education and research were being subsumed into an industry structured by a corporate way of thinking, we intended to bring the idea of the university back to life. By life, we mean the messy life people live within the contradictions of capitalism. We wanted to reconnect knowledge production, learning and skill sharing to the everyday within a self-organised institutional framework of a free university. Our intention was multi-layered and was of course partly utopian, but also practical and experimental. We turned our flat in Copenhagen into a university by the very simple act of declaring 'this is a university'. By this transformative speech act the domestic setting of our flat became a university. It didn't take any alterations to the architecture other than the small things…"

February 11 2012

How One Kitchen Table in Brooklyn Became a School for Coders - Steven Heller - Technology - The Atlantic

""We modeled it after our ideal teaching environment," Pitaru says about the genesis, "which means we only take as many students as can fit around our kitchen table (a maximum of five, because the small number is ideal for group-thinking). The seating arrangement is important, as we all get to talk and look at each other rather than face a big projection on a wall."… Participants are FIFO or first-come-first-serve. As for instructors "We love having guest instructors mainly because it allows us to become students and learn something new," Pitaru says… Pitaru was recently contacted by someone who wants to open a Kitchen-Table-Coders in London. "Trademarking doesn't worry me," he says. "I'll be flattered if due to our efforts, more kitchen tables are used for learning code, and happy to help anyone who wishes to do so.""
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