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September 10 2014

Reposted bylordminxmusternamesofiaspppToshioTVshallowwizard23horstianedanielbohrer

August 05 2014

Reposted byRKcptrickn0gNorkNorkmihaicontinuum

July 11 2013

If the school curriculum was shaped by contribution to future happiness, at least half would be on relationships.
Twitter / alaindebotton: If the school curriculum was ...
Reposted bylordminx lordminx

July 09 2013

Fostering an atmosphere conducive to confidence [...] produces competence [in people].

Remind people that it’s okay to learn visibly, instead of having to pretend to be entirely competent all of the time. Everyone can learn from the mistake that anyone makes – and mistakes are caught soon after they happen, so consequences can be minimised.

In contrast, in communities where competence is valued above all else, people feel they have to hide their mistakes. In such settings we routinely observe low volunteering rates from people in marginalised groups, with low retention from beginning volunteers, because people are too scared to ask for help or too scared to admit that they don’t know how things work. It’s a habit that leads to misunderstanding, and misunderstandings lead to bugs, and it’s generally an all-round disaster, in which nobody wins.
Tech confidence vs. tech competence | Geek Feminism Blog liberally quoted
Reposted byfinvoydylem235kurofinkreghpotatoelisariot

March 28 2013

Schools don't really teach anything except how to obey orders.

Thousands of humane, caring people work as teachers and aides and administrators – but the abstract logic of the institution overwhelms their individual contributions. The school institution "schools" very well, but it does not "educate" – that's inherent in the design of the thing.

It is absurd and anti-life to be part of a system that compels you to sit in confinement with people of exactly the same age and social class, and that compels you to listen to a stranger reading poetry when you want to learn to construct buildings, or to sit with a stranger discussing the construction of buildings when you want to read poetry.

That we learn from being taught is wrong. We learn from self-teaching. There's some utility in having a coach, but nobody and no school can educate you, it's a commitment you make to yourself.

Right now we are taking all the time from our children that they need to develop self-knowledge. We have to invent school experiences that give a lot of that time back.

We need to trust children from a very early age with independent study, perhaps arranged in school but which takes place away from the institutional setting. We need to invent curriculum where each kid has a chance to develop private uniqueness and self-reliance. Independent study, community service, adventures in experience, large doses of privacy and solitude, a thousand different apprenticeships, the one day variety or longer - these are all powerful, cheap and effective ways to start a real reform of schooling.
— John Taylor Gatto Why Schools Don't Educate (1990) (cherry-picked & spliced quotes – some of the rest is weird.)
Tags: education
Reposted bymemememesoberpppForeverFailureKabriolettaeglerionmizukaexistentialmalschauen2lavieMagnolia11fubaerpowerToThePoepleRKFreeminder23ablEineFragevonStilylem235arabusohfpthorben

November 19 2012

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Reposted fromAccoun Accoun viaRK RK
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Viktor Frankl quoting Goethe: "If you don't recognize man's will to meaning and search for meaning, you make him worse, you make him dull and frustrated. If, however, you presuppose there must be a spark of search for meaning, then you will elicit it from him and make him become what he in principle is capable of becoming." (via @astrid)
Reposted byylem235foxden

September 29 2012

2010 lag der Anteil der Hochschulabsolventen an der Bevölkerung in Österreich bei 19 Prozent. Der OECD-Schnitt ist 31 Prozent. ... Die Ausgaben pro Schüler/Student lagen 33% über dem Durchschnitt. ... Der Anteil der öffentlichen Bildungsausgaben an den öffentlichen Gesamtausgaben liegt nach wie vor um 12 Prozent unter dem OECD-Schnitt. ... Die Chancen auf einen Bildungsaufstieg sind in Österreich nur gering (siebentletzte Stelle in der OECD). ... Klassengrößen sind besser als der Durchschnitt, und es gibt nur ca. halb so viele Schüler an Privatschulen.
Studie "Bildung auf einen Blick" - derStandard.at

September 20 2012

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Caine's Arcade 2: The Global Cardboard Challenge & Imagination Foundation
"One of education's main challenges: Tapping into childrens' natural powers of creativity – [Caine's Arcade demonstrates] how readily they will rise to the challenge if we give it to them. If we can make that systemic in our education systems, we'll transform the world."

September 18 2012

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Future Learning
Education as we know it came from war. It teaches suppression of natural instincts, being quiet and being submissive.
Can any teacher today say they're preparing their child for the unknowable future?
The biggest job in today's information saturated world is to give the child an armor against doctrine. The new basic skills are reading comprehension, information search and retrieval, and [critical thought].
Children can teach themselves almost anything given the internet and permission to interact with eachother. There's a blurry line between play and learning, and it should become even blurrier.
Reposted bymusternamebekassinesofiasthatsridicarus

August 18 2012

BASIC EDUCATION is the confidence to think yourself capable of understanding (self-guided, with enough effort) any given thing ever thought.
Twitter / elzr
Reposted byEineFragevonStilsinkingsunpaket

June 05 2012

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World Peace and other 4th-Grade Achievements (Extended Trailer)
Oooh, look! Education! (Inspired by Buckminster Fuller's "World Peace Game". TED talk here.) 
Reposted bycapitainedelespacebina

April 16 2012

Es hat ja noch gar keiner unter wirtschaftlichen Gesichtspunkten ausgerechnet, was das später einmal alles kostet, wenn ein einzelner, mutlos gewordener Mathematiklehrer es fertigbringt, jedes Jahr zwanzig Schülern die Lust an Mathe zu versauen. ... Da ist auf einmal etwas kaputtgegangen, was möglicherweise die gesamte Karriere und Entwicklung eines Kindes belastet. Wenn man diese Kosten alle zusammenrechnet, könnte herauskommen, dass es besser wäre, diesen betreffenden Lehrer bei vollen Bezügen nach Hause zu schicken, als ihn noch einen Tag länger diesen Schaden stiften zu lassen.
Gerald Hüther - derStandard.at › Bildung
Reposted bybekassinemusternamefinkreghdeinneuerfreundTechnofrikuscygenb0ckrunnerletowsertutencha02mydafsoup-01wonkoKryptoniteiloyanlauraarualDeadmanwalkingelundrilauthmillenonDUrbanL337hiumreturn13lordminxnobodylikesyouulexpsyentistRKSpinNE555iconoclasttreehuggersozialdilettantenhttrterroroberesaZaphodBdeletemeeromanofskinicapicellabigbear3001loichlablwoifmondkroetedermobbbdarandoomgladdndarksideofthemoonFrauJulebesencoolekuhhexxeZaubertrankfrittatensuppekernrotraindancerfritzoidEineFragevonStilvolldostdamnniceawesometerreptikantifuchscheboothenausnerllankrugabrieluntermbettWiesengrundturionretardedanimalbabyfritzronker
Im Hirn passiert immer erst dann etwas, wenn derjenige, der lernt, das für sich selbst als wichtig beurteilt. ... Es ist ein großes Missverständnis, zu denken, indem man dem anderen sagt, wie er's machen soll, könne man bei ihm im Hirn irgendeine Veränderung auslösen. So geht das nicht. ... [Unsere] Schule produziert lustlose Pflichterfüller.
Gerald Hüther - derStandard.at › Bildung
Reposted bydeepthoughtdeinneuerfreund02mydafsoup-01wonkoiloyanRekrut-KauthmillenonL337hiumZaubertrankSpinNE555RKnoirfaerysresasofiassicksinYarrickmakrosllankruszaracoloredgrayscalekissalonecomplexSchlaubergsmoodingenscudasschorstianeapfelstrudlBadukBoJimjohnRKmemememefafnirscavemorbidjaggertohuwabohuMadariapaket

March 18 2012

Most people are doomed in childhood by accepting the axiom that work = pain. Those who escape this are nearly all lured onto the rocks by prestige or money. How many even discover something they love to work on? A few hundred thousand, perhaps, out of billions.
Paul Graham: How to Do What You Love
Reposted byfaselsobercremehagisjaweFrauJulevoisardwonkokasessitan0gRedDrag0nastridtowserbrightbyteyouamtimecodegingergluenibbleriggydatenwolfcudariotcptrickunbillszora-mhf4m8sofiasterreptikiloyanszora-mhMerari

March 03 2012

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What teachers make.
Reposted byRKInte

February 06 2012

Self-esteem is central to learning: How you react to failure and your own progress (or lack thereof) defines the way you learn. Kids who are afraid of looking stupid, of being compared to their peers, and of having to work hard without the promise of success are the ones who are branded as lazy, unimaginative, or just 'stupid', when in fact they are just afraid of trying hard. ...

Most of my students had no idea that math, like weightlifting, is supposed to hurt a bit. They thought that heavy, stretching sensation you get when you learn new concepts meant they were stupid, that they couldn't do math. They didn't realize that everyone feels that, if only briefly. If you're in the bottom third of the distribution, and a third of people are, you never get to the other side of that feeling before the class moves on.

The answer isn't magic teachers. It's for kids to learn that learning is possible. ...
[This is one of the advantages of] Khan Academy, [with] the ability for the student to replay the lesson over and over [on their own terms].
Khan Academy discussion @ Hacker News
Reposted byEcholichtmynniamusternamefizzygoodastridsofiaslevinwonko02mydafsoup-01RKn0gmondkroetekrannixsileniushairinmyzweisatzbrightbytedesimkhllolleszora-mhiloyankonradsoberotsananowherextohideazia

December 25 2011

Im Informationszeitalter ist nicht mehr Wissen Macht, sondern Zeit zu haben sich Wissen anzueignen.
Reposted fromschlipsnerd schlipsnerd

December 08 2011

There is no simple relationship between what is taught and what is learnt. Meaning cannot simply be transferred to students. Students make their own meaning. ... What students manage to construct out of a lecture will depend on what they already know and can bring to bear in constructing new knowledge, and with what they are trying to do.

Lectur[es are] just about the least flexible resource students have. The lecturer cannot easily adjust to individuals' existing ways of seeing things, in the content, pace or manner of treatment of the content of the lecture. There is simply too little scope for the negotiation and construction of meaning for much development of understanding to take place.
Twenty terrible reasons for lecturing (via @fin)
Reposted by02mydafsoup-01stonerriloyan

November 22 2011

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Alex Peake (as seen at 27) at Open Science Summit on some of humanity's worst investment decisions and how game coding is a gateway into hacking, hackerspaces, making and activism. He them demoes his project Code Hero, which seems to be coming along nicely!
Reposted byfinalphabeticonoclastsciphexmadgyverboredandextremelydangerousleyrernerdbeere2kpaketxaon
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