By Lyn Lesch
Studying now not education: Reimagining the aim of schooling examines how either the interest and the initiative of scholars of their youth may be motivated by means of partnering neighborhood faculties with the area of grownup paintings services. This tactic addresses a number of the concerns that appear to repeatedly plague us, similar to the best way to support scholars study extra successfully within the smooth age, or how you can extra absolutely deal with a number of the perpetual inequities among assorted socioeconomic groupings. Drawing on his reviews from founding and directing a personal institution for college kids age six to 14, Lyn Lesch provides a brand new version for schooling within which studying for college kids more and more happens on this planet of grownup services, with lecture room lecturers taking up the function of conduits that not just organize scholars to profit from execs operating in a variety of fields but in addition help them in soaking up the complex info and data they are going to be buying.
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Additional resources for Learning Not Schooling: Reimagining the Purpose of Education
Her teacher begins explaining to her and her classmates how a credit card works, how you can get a credit card from most banks, how the student’s mother has to pay later for the things which she buys with her card, and that there is a limit to how much she can purchase with her card until she pays what she already owes, and so forth. Yet, at the same time, the students begin to grow confused simply because it is very difficult for them to understand the relationship between money and credit when they don’t comprehend how our banking system works.
That is essentially because the main concern of experts acquainting themselves with a specific area is not how they can impart its particulars to others in a manner which increasingly narrows it. Their main concern is how they can employ those particulars to further explore the entire area and then to work with that knowledge for some utilitarian purpose. Therefore, the actual expert will often be in a better position to pique the interests of young learners than someone who does not possess a similar level of expertise and whose main concern with a subject area is to merely teach it to someone else by simplifying it.
Yet, before one can do that, the nature of the relationship between subject matter and knowledge probably needs to be also thoroughly considered. That is, is subject matter concerning some area of human endeavor the same thing as knowledge about it, or are the two separate entities that tend to function differently? And how exactly is subject 26 Chapter Three matter currently used in our schools in order to facilitate a greater acquaintance with a certain area of knowledge? Subject matter as it is currently conceived in the curricula of most schools is essentially a narrowing process.
Learning Not Schooling: Reimagining the Purpose of Education by Lyn Lesch