Tag Archives: educators

Why School is Bad for you

I’ve now crossed the threshold from the Innovator’s Dilemma to being able to confidently be like the flight attendant that gestures and says, “This way please to the exit……stay calm but hurry up.”

Hey, nothing to worry about. It’s just the Plane of Education System crashing. No need to hurry. Take your time.theelemetbook They’ve still got fuel (government spending) even though both engines are out. There aren’t going to be enough parachutes for everyone but that’s OK….stay buckled in your seat, like how schools have taught you to just sit down and be a good little boy or girl.

I’m filing this under Thomas Frey’s Future of Education because I plan to bring everything I am coming across which supports the ideas outlined in his paper under one theme.

I hope I have convinced you to get your copy and make at least 5 other people get it too! (I have 2 at least count.) And if you do, please tell me about it so we can share the experience together.

Here are excerpts taken from Ken Robinson’s THE ELEMENT – HOW FINDING YOUR PASSION CHANGES EVERYTHING. Picture for illustration only. Continue reading

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Introduction to my series of posts on Future of Education based on Thomas Frey’s paper.

Not long after I decided to vent my frustration at the amateurs who are going to give e-learning a bad name, I came across Thomas Frey’s  blog on Future Education. Well, actually, I wouldn’t be able to come across it had I not been so frustrated about my lack of ability to come up with a solid and grounded infrastructure to flesh-out an ideal I had set out on a year before. Thomas Frey’s paper was the most conclusive article on the Future of Education I could find out there. Or maybe it was just the most aligned to my conceptions of what I wanted the future of education to look like for me.

Two years ago I set-up a small ESL learning center to serve as a sort of incubator center for me to continue observing the language and cognitive processes of young people at the threshold of young adulthood. What would happen if I could work outside the constraints of the education system? What if I could control as many variables as possible? Could I achieve a lot more with a lot less?

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Part 1 – The 8 driving forces changing education from the outside.

(1) If you haven’t yet, watch Sir Ken Robinson’s video, – Do Schools Kill Creativity to understand why school did it.

(2) Open your eyes to the world – we keep talking about creativity and innovation. If schools killed it, what happens to you when you leave?

(3) Now read this levelled-down version of Futurist Thomas Frey’s piece on The Future of Education.

INTRODUCTION

Within two years a radical shift will begin to occur in the world of education.

While many people are making predictions about the direction that education systems are headed, they have found the best predictors to be hidden in the participative viral systems springing to life in the online world, such as iTunes and Amazon.

These bottom-up approaches (organic!) are quick to develop, participant-driven systems that are closely aligned to the demands of the marketplace.

Futurist Thomas Frey and the members and associated research teams of DaVinci Institute collaborated on this research study. In this paper they focussed on the key missing elements that will cause the disruptive next generation education systems to emerge.

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We, the last of the 20th century parents and teachers.

“We, the last of the 20th Century”

……….is the first part of a story I’m writing to try and make sense of a world where parents and teachers don’t listen to and trust the people who will shape the next generation. Their actions will cause millions of young people born between 1988 and 2005 to fall into the lower end of the M-society first proposed by Japanese business strategist and writer Kenichi Ohmae in 2006.

Dear children,

We are the last generation of teachers and parents of the 20th century. Most of us were born between 1955 and 1975 here in Asia. During that time Asia was still reeling from the shackles of their colonial masters and the domain at the heart of our economy was agriculture.  We were born right after World War II and never quite understood how history happened; we just knew we were living in a world where everyone was racing to build, build and build and there was this hunger to acquire things, more things, improve our status in life. Continue reading

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Mashup – Economics, Marketing, Advertising, Design, Communication & Education

I’ve been doing quite a lot of catching-up in the last couple of  months. Doing all of that in a backward little ancient city island like Penang kept me dangerously complacent about the rapid changes happening between 2000 – 2009. Web 1.0 (1989-1999) was nothing to shout about but I left the big city when Web2.0 turned many things on their head.

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Synchronicity, coincidence or near misses?

When I was a child, I wanted to grow up and save the world. I got a bit older and I started liking the idea of writing and communicating my thoughts and desires – I was impressed by Fidel Castro and Che Guevera; I was sold on their charisma and cult following.  I understood that words can have real power if you could get the aura surrounding the delivery down to a pat. What a shame I was born a girl, I would’ve loved to be a public speaker if I were a man. Continue reading

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Filed under Context : the thoughts behind the blog., Education 2.0 for 2020, Future of Education

If I had my own school

Organic Learning

If I had my own school, every child will be free to bloom in their own time without interference, without the agenda of any adult, authority, getting in the way. We simply need to prepare optimum soil conditions and allow them to bring to bear the DNA that’s in their seed, for them to bring to bear their purpose in coming to this world, in designing the world.

I would not press upon children traditions and regulations and adult beliefs, which, I believe, is the cause of the brokeness in our world today. It is because of our faulty reasoning and beliefs and our insistance of passing them down generation upon generation, and disallowing examination, that is the root of our degeneration. I will allow each child the time and space to access the voice of God in them to ascertain for themselves and separete between incomplete thought, false ideas or Truth. If God made children, who are we to interfere with God’s work?

I, as well as all the teachers, will let learning happen the way Nature intended it to be : Organic. Organic learning means to provide optimum conditions based on how each organism is supposed to grow and develop. We will not mechanise things by setting ‘curriculum’. We will not try to speed growth up or employ artificial means as short-cuts to yield ‘results’. In other words, we will not assume to tamper with Nature’s Hand.

As a farmer, I must learn how each type of plant grows and observe how it interacts with nature to pollinate, grow or thrive. My job is not to force it to grow but to listen to the needs of the Land they are planted in (the environment or society a child is in) and to be sensitive enough to tend to the plant in ways that is helpful to its growth. The things I would need to cultivate in myself is simply a sensitivity to Life and an ability to examine and observe intelligently. From intelligent examination and reflections, I will develop more experience which I can then share with other farmers, about the organic process of Nature’s Work.

I will not try and cram children in small spaces like dairy-cows in their pens. I will not drill and exhaust them the way machines milk cows to their deaths. I will not push them to produce more eggs or milk the way schools push children to produce results. I will not burn their beaks with a solder in order to reduce the aggression and violence I have bred in them by conditioning them to the inhumane conditions which is a transit for the slaugterhouse. I will not treat children like ‘meat’ and ‘milk’ to serve the needs of Mass Economy Corporations.

Not that I’m equating children to vegetables and animals but biologically, Humans bear more resemblance to organic forms than the mineral/mechanical existence Industrialists and Feudal Lords tend to equate us to.

I’d let what the Earth can Grow to decide what the Market can demand as a need, instead of allowing Consumption to demand from Mother Earth, Her resources to produce for our greed. I will not subject children to experiments and be modified or turned into fighting beasts and working zombies. I will not let children become pawns to a world controlled by 1% of people who see everyone else in no other role except of Consumers and Human Resources.

So instead of forcing children to adapt to a marketplace, I’d let these Children grow up to design and create a world market that is just, fair and able to solve all human needs.

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