- monthly subscription or
- one time payment
- cancelable any time
"Tell the chef, the beer is on me."
“ Travel may be as important as math and science in changing the world for the better. Travel is cheap education. ”— Travel is so important for youth that it should be subsidized. – Kevin Kelly
“ Fostering an atmosphere conducive to confidence [...] produces competence [in people].— Tech confidence vs. tech competence | Geek Feminism Blog liberally quoted
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. ”
“ Schools don't really teach anything except how to obey orders.— John Taylor Gatto Why Schools Don't Educate (1990) (cherry-picked & spliced quotes – some of the rest is weird.)
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. ”
“ 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
“ 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
“ 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
“ 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
“ 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. ...— Khan Academy discussion @ Hacker News
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]. ”
“ 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.— Twenty terrible reasons for lecturing (via @fin)
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. ”
"Tell the chef, the beer is on me."
"Basically the price of a night on the town!"
"I'd love to help kickstart continued development! And 0 EUR/month really does make fiscal sense too... maybe I'll even get a shirt?" (there will be limited edition shirts for two and other goodies for each supporter as soon as we sold the 200)