Four Intellectual Traps for Understanding Learning
In trying to rebuild our capability to capture and develop knowledge and wisdom, we have to back away from some of our sacred constructs. Here are four of my own observations:
1. School is not a useful model for learning. But learning to ride a bike or a foreign language is. Schools are only good for teaching people how to be students, and maybe teachers.
2. Books, magazines, and movies are not a sufficiently useful model for capturing wisdom. Would you learn leadership or innovation that way?
3. Professional (or other highly structured) sports are not a useful ideal for play. But pick-up games are. Professional sports are a better model for work.
4. Computer games are not a useful ideal for play, any more than white bread and candy are good models for food.
I will be delving into these in more detail in the weeks to come.
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6 comment(s):
I find it intriguing that you mention language learning as a learning model. School is not a useful model for learning. But learning to ride a bike or a foreign language is. Why language learning?
Great question. Language learning ultimately is both immersive and experiential. It is also specifically a learning-to-do activity. People who learn languages reflect upon the "trauma" of it, the waves of frustration and then resolution, that are quite extreme.
Your Intellectual trap #1, "School is not a useful model for learning", leaves me wondering how you are defining "school"?
Do you mean the physical context of school;building, classroom, desks or the model of learning that currently takes place in school (progressive education, direct instruction etc)
Virtual schools are opening nationwide which challenge the "physical" concept of school. A recent article from IBM, "Education for a Smarter Planet: The Future of Learning", describes a new paradigm of learning called the "education continuum".
Here's an excerpt from the article describing the education continuum:
"This continuum will further dissolve the traditional boundaries between academic segments, education providers, and economic development initiatives to create a single view of learning, skills development, and workforce training. The educational continuum creates a smarter way of achieving national objectives."
Marian,
The point of my post is that, ideally, we should not compare technology enabled approaches to those used by the industrial education complex, such as through the lens of, how well do they new techniques match up to, meet the same success criteria of, or augment or make easier or even make more accessible the school model.
Having said that, I agree that is too Utopian a perspective, and your points, about distributing school and increasing options are critical.
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