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robertogreco + autonomy   93

Frieze Magazine | Archive | Border Control
"…Once they have identified what we should be looking at & talking about, my eye is inevitably drawn to the ‘not art’ side of the room, which often seems more alive to me, more fun. Is it possible to make things, do things, before they are categorized? Is it possible to build a life’s work as a free-range human, freely meandering and trespassing without regard for the borders?…

Children naturally operate this way, but it’s the opposite of how most formal education works. We are introduced to borders, decide which ones we want to surround ourselves with, learn what happened within them before we got there, and are then expected to perform within their narrow perimeters until we die… If I am interested in gardening, I don’t want to make work about gardens, I become a gardener…

Maybe identifying myself as one limits my freedom by implying that everything I do aspires to be art. I’m not aiming for art, I’m aiming for life, and if art gets in the way, that’s fine."

[via: http://randallszott.org/2012/05/21/border-control-fritz-haeg/ ]

Another passage from earlier on:

"In her 1979 essay ‘Sculpture in the Expanded Field’ Rosalind Krauss analyzes the slippery, evolving nature of what was being referred to at the time as sculpture by artists including Carl Andre, Walter De Maria, Michael Heizer, Robert Irwin, Sol LeWitt, Richard Long, Robert Morris, Bruce Nauman, Richard Serra and Robert Smithson. Krauss talks about sculpture, and its relationship to ‘not architecture’ and ‘not landscape’. Recently the term ‘expanded field’ has been revived to help make sense of the work of a new generation of artists (including myself), whose legacy can ironically be traced directly back to artists from the 1970s whom Krauss does not mention in her essay. These include: Ant Farm, Buckminster Fuller, Anna Halprin, Joan Jonas, Mierle Laderman Ukeles, Yayoi Kusama, Gordon Matta-Clark, Ana Mendieta, Adrian Piper and Yvonne Rainer, to name just a few personal favourites. They were working at the borders of what was known as sculpture, and some were outside what was even considered art. With our generation growing out of theirs, I would argue that the field has not expanded at all, but rather the ossified borders that previously separated it and other fields from each other are becoming more porous."
criticism  autonomy  freedom  notart  artpractice  theory  tresspassing  meandering  lcproject  deschooling  learning  generalists  multidisciplinary  interdisciplinarity  interdisciplinary  disciplines  free-rangehumans  freeranging  unschooling  living  life  making  glvo  2009  fritzhaeg  culture  unartist  community  art  borders  carlandre  walterdemaria  michaelheizer  robertirwin  sollewitt  richardlong  robertmorris  brucenauman  richardserra  robertsmithson  antfarm  buckminsterfuller  annahalprin  joanjonas  mierleladermanukeles  yayoikasuma  matta-clark  anamendieta  adrianpiper  yvonnerainer  rosalindkrauss  architecture  landscape  artists  sculpture  porosity  from delicious
9 days ago by robertogreco
Yong Zhao Interview: Will the Common Core Create World-Class Learners? - Living in Dialogue - Education Week Teacher
"This is getting silly. The world is not filled with heartless, cruel, cold individuals, and the world actually needs individuals who understand emotions and feelings. If they had read any recent studies about creative, innovative, and entrepreneurial talents or books related to multiple intelligences, they would understand the importance of emotional intelligence and the value of empathy."

"I have tackled this issue in my upcoming book World Class Learners: Educating Creative and Entrepreneurial Students, to be released by Corwin Press in mid August. My basic suggestion is that excellence comes from the individual--individual students, individual teachers, individual schools, and individual communities. A true high expectation comes from the students themselves when are allowed autonomy and rewarded for genuine contribution to the society using their talents, passion, time, and efforts."
self-assessment  autonomy  teaching  empathy  well-being  children  learning  policy  standards  standardizedtesting  standardization  2012  education  yongzhao  commoncore  from delicious
18 days ago by robertogreco
tevis thompson: Saving Zelda
"A world is more than a space, more than a place; it is something to inhabit & be inhabited by. What you infuse a space w/ to make it habitable, to make it memorable (since memory is profoundly spatial), gives the place its character, its soul…

Zelda would be better if it had no story…no plot to structure the adventure…first Zs barely had any plot…were better for it. With plot, sequence matters too much…early Zs had situations, worlds & scenarios that framed action, gaps to be filled in by player, sequences to be broken. Optimal paths & shortcuts weren’t a given; they had to be earned. Items were the most prominent plot devices, & even they were not unduly strict about order. You could be slow & steady or blast straight through with a little know-how…basic rules of the gameworld were what bound you, not some artificial necessity imposed for the sake of plot."

…a world is not for you. A world needs a substance, independence, sense that it doesn’t just disappear when you turn around."
2012  space  play  openendedness  open-ended  autonomy  exploration  memory  spatialmemory  worlds  worldbuilding  nintendo  videogames  gaming  zelda  games  gamecriticism  gamedesign  via:tealtan  tevisthompson 
february 2012 by robertogreco
Treehouses: Online community for internet // Speaker Deck
Notes here by litherland:

“The ephemerality of speech [sic] in these tools better affords intimacy.” Revisit. /

“That speech is temporal also means someone can be absent, which makes presence meaningful.” Makes a lot of assumptions; needs to rethink (or think harder about) what speech is. Or what he means by it. /

Concept of “intransient group memory.” /

Interesting thoughts about playgrounds. /

“Conversation is an iterated game, so your pseudo can be a strong identity even if it isn’t your *public commercial web face*.” [my emph] /

“Hosts use soft power to influence. The group still governs itself.” /

“Recording is corrosive to candid sharing, so a private internet space must be transient.” /
2012  markpaschal  dannyo'brien  via:litherland  heatherchamp  self-organization  openspace  hackerspaces  autonomy  richardbartle  johanhui  johanhuizinga  play  groupmemory  availabot  ephemerality  muds  space  place  alancooper  sovereignposture  secondlife  personalization  tomarmitage  animalcrossing  ambient  presence  minimumviabletreehouses  minecraft  gaming  games  clubhouses  socialmedia  darkmatter  privacy  sharing  conversation  groups  onlinetreehouses  treehouses  organizing  activism  community 
january 2012 by robertogreco
The Post-Futurist Manifesto
"4. We declare that the splendor of the world has been enriched by a new beauty: the beauty of autonomy. Each to her own rhythm; nobody must be constrained to march on a uniform pace. Cars have lost their allure of rarity and above all they can no longer perform the task they were conceived for: speed has slowed down. Cars are immobile like stupid slumbering tortoises in the city traffic. Only slowness is fast…

10. We demand that art turns into a life-changing force. We seek to abolish the separation between poetry and mass communication, to reclaim the power of media from the merchants and return it to the poets and the sages.

11. We will sing of the great crowds who can finally free themselves from the slavery of wage labour and through solidarity revolt against exploitation. We will sing of the infinite web of knowledge and invention, the immaterial technology that frees us from physical hardship. We will sing of the rebellious cognitariat who is in touch with her own body…"
futurist  politics  art  society  future  autonomy  francoberardi  theory  2009  futurism  manifesto  from delicious
january 2012 by robertogreco
Margaret J. Wheatley: Bringing Schools Back to Life
"We speak so easily these days of systems -- systems thinking, systems change, connectivity, networks. Yet in my experience, we really don't know what these terms mean, or their implications for our work. We don't yet know how to act or think about this new interconnected world of systems we've created. Those of us educated in Western culture learned to think and manage a world that was anything but systemic or interconnected. It was a world of separations and clear boundaries: boxes described jobs, lines charted relationships and accountabilities, roles and policies described the limits of what each individual did and who we wanted them to be. Western culture became very skilled at describing the world with these strange, unnatural separations."
hierarchy  deschooling  unschooling  systems  organizations  leadership  lcproject  1999  margaretwheatley  administration  tcsnmy  change  schools  education  community  rules  mindset  interdependency  charters  meaning  meaningmaking  disruption  disruptiveinnovation  behavior  management  cv  chaos  autonomy  engagement  resistance  systemschange  life  collegiality  networks  livingnetworks  from delicious
december 2011 by robertogreco
The Practice of Everyday Life - Michel de Certeau - Google Books
"In this incisive book, Michel de Certeau considers the uses to which social representation and modes of social behavior are put by individuals and groups, describing the tactics available to the common man for reclaiming his own autonomy from the all-pervasive forces of commerce, politics, and culture. In exploring the public meaning of ingeniously defended private meanings, de Certeau draws brilliantly on an immense theoretical literature to speak of an apposite use of imaginative literature."
books_toread  micheldecerteau  behavior  socialbehavior  2011  commercialism  politics  culture  autonomy 
november 2011 by robertogreco
Blackbeard Blog - Degamification
"At first we would modify them, as almost all players did – dropping the ones that weren’t fun. But eventually we abandoned the rules entirely, shifting to what used to be known as “freeform” gaming – something more like interactive storytelling…

The implication of this is that once you have people who are confident with what they’re doing and enjoy it, there may be something to be gained by degamifying their environments – handing over more responsibility and autonomy to the players, dialing down the rewards and rules structures you’ve put in place…

This is the challenge for people using engagement-based “gamification” in research, I think - particularly for idea or insight generation. If the point of the exercise is creativity, are we getting the best results by framing it in the context of rewards or competitions instead?"

[via: http://liftlab.com/think/nova/2011/11/13/degamification-as-a-design-tactic/ ]
tumblr  tumblarity  gaming  gamification  dungeonsanddragons  2011  degamification  motivation  rules  creativity  autonomy  storytelling  control  engagement  intrinsicmotivation  extrinsicmotivation  learning  lcproject  tcsnmy  rewards  competition  freeform  unschooling  deschooling  schooliness  structure  from delicious
november 2011 by robertogreco
Pasta&Vinegar; » Blog Archive » “degamification” as a design tactic
"The idea of “degamification” as a design tactic is interesting and the author presents it in a compelling way. What I find important here is that the removal of certain external rewards can be relevant for participants over time, “handing over more responsibility and autonomy” as said in this blogpost."
gamification  degamification  rules  freeform  gaming  play  storytelling  creativity  2011  nicolasnova  motivation  intrinsicmotivation  extrinsicmotivation  autonomy  freedom  responsibility  design  from delicious
november 2011 by robertogreco
OpenSpaceWorld: AboutOpenSpace
"Open Space Technology is one way to enable all kinds of people, in any kind of organization, to create inspired meetings and events. Over the last 20+ years, it has also become clear that opening space, as an intentional leadership practice, can create inspired organizations, where ordinary people work together to create extraordinary results with regularity.<br />
<br />
In Open Space meetings, events & organizations, participants create & manage their own agenda of parallel working sessions around a central theme of strategic importance, such as: What is the strategy, group, organization or community that all stakeholders can support and work together to create?<br />
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With groups of 5 to 2000+ people—working in one-day workshops, 3-day conferences, or the regular weekly staff meeting—the common result is a powerful, effective connecting & strengthening of what's already happening in the organization: planning & action, learning & doing, passion & responsibility, participation & performance."
openspacetechnology  unconferences  autonomy  work  meetings  conferences  intentionalleadership  leadership  tcsnmy  lcproject  administration  management  parallelworking  learning  doing  from delicious
august 2011 by robertogreco
Customized Learning - The Slideshow | Education Rethink
Great set of slides from John T Spencer. Notes are forthcoming, but the slides should speak for themselves. These were for his Reform Symposium presentation in 2011. (I missed it, so I'm glad it put them online.)
johnspencer  teaching  learning  tcsnmy  differentiatedlearning  customization  self-directedlearning  student-centered  studentdirected  pedagogy  unschooling  deschooling  standards  mastery  presentations  classideas  networking  hierarchy  freedom  autonomy  projectbasedlearning  science  socialstudies  reading  writing  flexibility  choice  dialogue  relationships  conversation  assessment  metaphor  ownership  empowerment  fear  from delicious
july 2011 by robertogreco
New Ways of Designing the Modern Workspace - NYTimes.com
"Adjustable desks, foldout benches & louvered shades have their place but…furniture is not the problem…But in the same way that bamboo floors, hybrid SUVs and eco-couture haven’t done much to curb carbon emissions, designing (& buying) more stuff for offices, no matter how sleek or sustainable it is, likely won’t help reset the culture of work.<br />
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Design itself is the problem because it is being used to solve the wrong ones…has to expand beyond noodling with the cubicle. I’m willing to bet that almost any office worker would happily swap Webcam lighting…for solutions to more pressing work issues like…burnout or fear of losing health coverage…<br />
<br />
Two other factors often undervalued (and often ignored) in the workplace? Family and time…<br />
<br />
We shouldn’t be rethinking the cubicle or corner office but rather rethinking all aspects of work…"
psychology  work  design  officedesign  allisonarieff  cubicles  classrooms  schooldesign  sustainability  productivity  life  families  parenting  time  workplace  workspace  nathanshedroff  furniture  homes  housing  babysitting  childcare  flexibility  coworking  efficiency  yiconglu  serbanionescu  jimdreilein  justinsmith  theminerandmajorproject  architecture  interiors  interiordesign  environmentaldesign  environment  broodwork  florianidenburg  jingliu  commonground  eames  froebel  kindergarten  andrewberardini  larrysummers  rachelbotsman  creativity  innovation  2011  autonomy  learning  from delicious
july 2011 by robertogreco
Concrete Classroom: Personalized, passionate learning
michaelkaechele  teaching  education  cv  classrooms  schools  projectbasedlearning  student-centered  emergentcurriculum  curriculum  essentialquestions  sosmarch  policy  passion  passion-based  learning  unschooling  deschooling  autonomy  trust  2011  personalization  from delicious
july 2011 by robertogreco
The Learning Generalist: Social Media in Learning and Social Learning are just not the same thing
"…true social learning has a few important characteristics…this is where the 'new' social learning is different from old…non-negotiable criteria to dub any learning as social:<br />
<br />
1. Democratic: To me the classic example of social interaction is gossip at a watercooler. Gossip emerges from the ground up…doesn't need someone to lead…crowd decides the agenda…the conversation…Learning is truly social when individuals can decide what they want to learn & how they wish to collaborate on it.<br />
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2. Autonomous: …it moves by itself & is not controlled by a facilitator…facilitator can help make the flow of the interaction smoother, but in no way does the facilitator become responsible for the direction of these interactions…<br />
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3. Embedded: …it's about life in general…not a separate exercise…'just in time' learning.<br />
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4. Emergent: …structure emerges from the natural interactions of a participating group. A big problem w/ enterprise social learning is the desire to structure before you start…"
education  sociallearning  networkedlearning  tcsnmy  lcproject  cv  learning  learningnetworks  deschooling  unschooling  emergent  emergentcurriculum  autonomy  hierarchy  wirearchy  social  democratic  democraticschools  grassroots  embedded  reallife  meaningmaking  engagement  justintime  justinintimelearning  2011  sumeetmoghe  structure  from delicious
july 2011 by robertogreco
The Hope Survey
"Background: Research shows students engagement & motivation decreases as they progress through secondary school. This disengagement & lack of motivation is a key concern for educators. In searching for an explanation for this decline, educational researchers have examined the nature of school environment & determined school environments can exert influences on student motivations & engagement through their support or lack of support for students’ developmental needs. These needs include autonomy, belongingness & competence (measured by goal orientation).<br />
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"Purpose: The Hope Survey is a unique tool, which enables schools to assess their school environment through the eyes of their students by measuring student perceptions of autonomy, belongingness & goal orientations as well as their resulting engagement in learning & disposition twd achievement. The Hope Survey can diagnose whether a school culture has the components that encourage higher levels of engagement in learning."
via:steelemaley  thehopesurvey  schools  education  assessment  engagement  autonomy  democracy  democraticschools  belonging  measurement  surveys  students  tcsnmy  lcproject  unschooling  deschooling  from delicious
july 2011 by robertogreco
Drive - by Daniel Pink | Derek Sivers
"Your best approach is to have already established the conditions of a genuinely motivating environment. The baseline rewards must be sufficient. That is, the team’s basic compensation must be adequate and fair - particularly compared with people doing similar work for similar organizations. Your nonprofit must be a congenial place to work. And the people on your team must have autonomy, they must have ample opportunity to pursue mastery, and their daily duties must relate to a larger purpose. If these elements are in place, the best strategy is to provide a sense of urgency and significance - and then get out of the talent’s way.

Any extrinsic reward should be unexpected and offered only after the task is complete. Holding out a prize at the beginning of a project - and offering it as a contingency - will inevitably focus people’s attention on obtaining the reward rather than on attacking the problem."

[via: http://gaiwan.tumblr.com/post/7206114293 ]
books  drive  danielpink  motivation  extrinsicmotivation  teams  teamwork  autonomy  nonprofit  urgency  significance  talent  work  management  administration  congeniality  howwework  from delicious
july 2011 by robertogreco
Permanent Autonomous Zone - Wikipedia
"A Permanent autonomous zone (or a PAZ) is a community that is autonomous from the generally recognized government or authority structure in which it is embedded. PAZs are not controlled by any government (as recognized by other governments) or by any religious authority.<br />
<br />
The phrase permanent autonomous zone has been applied to groups such as:*An autonomous, collectively run community center*A community living space: communes, squats, self-sustaining villages, treehouses*Independent schools &/or free schools, self-education centers*A community garden or greenspace, efforts to preserve nature*A non-authoritarian news organization, publisher, low power or pirate radio station, infoshop, internet service provider, or other non-profit group that provides a service to the community*Collectively run organizations or networks that promote non-hierarchical principles and localized autonomy…"
slow  simplicity  anarchism  cooperative  co-ops  freeschools  communitygardens  burningman  zapatistas  autonomy  communities  from delicious
june 2011 by robertogreco
It’s Not About You - NYTimes.com
"…many ways in which this year’s graduating class has been ill served by their elders…enter a bad job market…hangover from decades of excessive borrowing…inherit a ruinous federal debt.<br />
…their lives have been perversely structured…members of the most supervised generation in US history. Through their childhoods & teenage years, they have been monitored, tutored, coached & honed to an unprecedented degree.<br />
Yet upon graduation they will enter a world that is unprecedentedly wide open and unstructured."<br />
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"No one would design a system of extreme supervision to prepare people for a decade of extreme openness. But this is exactly what has emerged in modern America…<br />
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…cultural climate that preaches the self as the center of a life. But…they’ll discover that the tasks of a life are at the center. Fulfillment is a byproduct of how people engage their tasks, & can’t be pursued directly…The purpose in life is not to find yourself. It’s to lose yourself."
education  learning  culture  society  life  generations  davidbrooks  economics  policy  boomers  generationy  geny  babyboomers  parenting  supervision  unstructured  structure  tcsnmy  unschooling  deschooling  jobs  2011  freedom  autonomy  disconnect  fulfillment  from delicious
june 2011 by robertogreco
Temporary Autonomous Zone - Wikipedia
"T.A.Z.: The Temporary Autonomous Zone, Ontological Anarchy, Poetic Terrorism is a book by anarchist writer Hakim Bey published in 1991 by Autonomedia… composed of 3 sections, "Chaos: The Broadsheets of Ontological Anarchism," "Communiques of the Association for Ontological Anarchy," & "The Temporary Autonomous Zone."

…describes socio-political tactic of creating temporary spaces that elude formal structures of control. The essay uses various examples from history & philosophy, all of which suggest best way to create a non-hierarchical system of social relationships is to concentrate on the present & on releasing one's own mind from the controlling mechanisms that have been imposed on it.

In the formation of a TAZ, Bey argues, information becomes a key tool that sneaks into the cracks of formal procedures. A new territory of the moment is created that is on the boundary line of established regions."
culture  art  politics  history  books  toread  temporary  temporaryspaces  popupschools  temporaryautnomouszones  permanentautonomouszones  anarchism  autonomedia  anarchy  hakimbey  1991  taz  autonomy  deschooling  unschooling  control  hierarchy  authority  pop-ups  from delicious
june 2011 by robertogreco
Valence Theory of Organization / FrontPage
"In a nutshell, my research finds that [Bureaucratic, Administratively controlled, & Hierarchical] organizations…replace the complexity of human dynamics in social systems with the complication of machine-analogous procedures that enable individual independence, responsibility, and accountability. In contrast, [Ubiquitously Connected & Pervasively Proximate] organizations encourage and enable processes of continual emergence by valuing and promoting complex interactions even though doing so necessitates ceding legitimated control in an environment of individual autonomy and agency, collective responsibility, and mutual accountability. The consequential differences in how each type of organization operates day-to-day are like comparing the societies of Ancient Greece, the medieval Church, the Industrial Age, and today's contemporary reality of Ubiquitous Connectivity and Pervasive Proximity."

[via: https://twitter.com/bopuc/status/71130524705492992 ]
complexity  hierarchy  bureaucracy  organizations  tcsnmy  leadership  management  administration  lcproject  learning  networkedlearning  networkculture  autonomy  agency  howwework  howwelearn  organization  accountability  innovation  valencetheory  toread  markfederman  emergentcurriculum  emergent  society  industrial  ubiquitousconnectivity  ubiquitouslearning  relationships  responsibility  independence  freedom  from delicious
may 2011 by robertogreco
The future is podular « Dachis Group Collaboratory
"Pods don’t answer every business problem. Like any other strategic decision, choice to go podular involves inherent risks & tradeoffs. A podular system is certainly not the most efficient or consistent way to conduct business. There is more redundancy in this kind of system, which usually means greater cost. When units are autonomous, activity will also be more variable, which means it will be less consistent.<br />
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The bet you are making with a podular strategy is that the increase in value to customers, paired w/ increased resiliency in your operations, will more than offset the increases in costs. It’s a fundamental tradeoff & thus a design decision: the more flexible and adaptive you are, the less consistent your behavior will be. The benefit, though, is that you unleash people to bring more of their intelligence, passion, creative energy & expertise to their work. If you’re in an industry where these things matter (& who isn’t), then you should take a look at podular design."
management  socialbusiness  hierarchy  mesh  meshnetworks  autonomy  redundancy  motivation  flexibility  tcsnmy  administration  leadership  organization  organizations  passion  creativity  nodes  networks  networkedlearning  networkculture  decisionmaking  connectivism  connections  efficiency  chains  empowerment  democracy  business  dachisgroup  podular  2011  from delicious
may 2011 by robertogreco
Breaking Free From the Iron Cage: Business in the Connected Age : peterme.com
"So, if strategy & planning are manageable, it again begs the question, why are so many experiences so bad? & as you dig further, you realize the problem is with the organization itself. Strategies, plans, & execution are all outputs of organizational behavior. & if your organization is broken, if its values are ill-defined, vision unclear, & goals too restrictive, this will inevitably lead to mindless strategies, ill-considered plans, and sub-par execution.<br />
So you need to address the extremely challenging aspects of organizational dynamics, interpersonal relationships, and all manner of, well, people stuff. And when you do that, you realize most corporations still operate under the mechanistic and bureaucratic practices of the 19th and 20th centuries, born of railroad functions and mass manufacturing. These bureaucratic approaches are inherently dehumanizing, and so these organizations struggle with the key characteristic of delivering great experiences–human engagement."
business  connectivism  learning  values  organizations  petermerholz  tcsnmy  lcproject  bureaucracy  hierarchy  relationships  flow  isolation  play  work  workplace  deschooling  unschooling  autonomy  control  industrialage  generative  services  social  society  change  human  humans  management  administration  leadership  experience  2011  from delicious
april 2011 by robertogreco
HORT [See also: http://vimeo.com/20949186 ]
"HORT began its inhabitance back in 1994, under the previous stage name of EIKES GRAFISCHER HORT. Who the hell is Eike? Eike is the creator of HORT. HORT - a direct translation of the studio's mission. A creative playground. A place where 'work and play' can be said in the same sentence. An unconventional working environment. Once a household name in the music industry. Now, a multi-disciplinary creative hub. Not just a studio space, but an institution devoted to making ideas come to life. A place to learn, a place to grow, and a place that is still growing. Not a client execution tool. HORT has been known to draw inspiration from things other than design.

It is encouraged that you don't see the work displayed on this website as a library of ideas and visual styles to pick and choose from, but a showcase of our capabilities and achievements. HORT are willing to give most things a go. I mean how are you supposed to learn if you don't try. Right?"
hort  design  lcproject  learning  tcsnmy  studios  studioclassroom  learningenvironments  illustration  germany  berlin  creativity  curiosity  play  eikekönig  cv  multidisciplinary  crossdisciplinary  interdisciplinary  collaboration  children  safety  work  howwework  sharing  systems  education  unschooling  deschooling  growing  uncertainty  failure  risk  risktaking  schooldesign  freedom  autonomy  revolution  from delicious
april 2011 by robertogreco
Freedom, Autonomy, and Happiness
"Why haven’t Americans become much happier even though they became much richer? I really think there’s something to the idea that the way we’ve lived and worked as we’ve  become richer hasn’t had much payoff in an increased sense of autonomy. There’s a left-wing version of this argument that stresses a sort of enslavement by false consumer desire, an imagined loss of worker’s rights, and so forth. There’s something to this. But I’m stewing up version of the argument that stresses barriers to self-employment, the debt loads and like-it-or-not rootedness encouraged by the American cult of homeownership, that sort of thing. Consider this a preview."
williwilkinson  davidbrooks  thesocialanimal  happiness  autonomy  left  self-employment  homeownership  workers  enslavement  dept  wealth  rootedness  freedom  commitment  cv  ratrace  racetonowhere  wageslavery  from delicious
april 2011 by robertogreco
David Brooks on Freedom and Commitment - Will Wilkinson - Prefrontal Nudity - Forbes
"Chapter 12 of The Social Animal, “Freedom and Commitment,” contains Brooks’ attempt to draw on contemporary research in the psychological and social sciences to adjudicate between what he sees as two fundamentally incompatible forms of life: the life of freedom and the life of commitment. Brooks thinks happiness studies and other bodies of research vindicate the superiority of the life of commitment on empirical grounds. But Brooks’ grasp of the relevant research appears to be precarious and incomplete.

[…]

If Harold feels he needs more community, connection, and interpenetration, then he probably does (the “affective forecasting” literature notwithstanding.) But that doesn’t mean individualism, self-fulfillment, and personal liberation aren’t equally important. In my forthcoming post on freedom, autonomy, and happiness, I’ll show not only that Mark could end up having it damn good, but that freedom and commitment are false alternatives."
happiness  marriage  freedom  commitment  davidbrooks  thesocialanimal  willwilkinson  autonomy  criticism  from delicious
april 2011 by robertogreco
You can call yourself an Entrepreneur when… Altucher Confidential
"Its not really such a great thing to be an entrepreneur. There’s no real “freedom” in it. People think that starting your own business gives you freedom. It doesn’t. When you work a corporate job where you only, realistically, work for 1-2 hours a day and you can leave your work at the office, then you have freedom.<br />
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Entrepreneurship == slavery. You are a slave to employees, partners, investors, a board, clients, potential buyers, reporters, landlords, random people off the street who try to come into your office and rob you, etc<br />
<br />
On quora recently someone asked “When can I call myself an entrepreneur”. I’m happy to share some general guidelines:"
entrepreneurship  startups  cv  freedom  autonomy  misconceptions  jamesalthucher  happiness  stress  from delicious
march 2011 by robertogreco
Happiness, Freedom, and Autonomy - Will Wilkinson - Prefrontal Nudity - Forbes
"When offered the chance to get out, to choose our own communities, to choose our own friends, to relate to our families on our own terms, to get out from under inherited obligations of status and obedience, many of us choose to get out. But this is not to eschew commitment. This is not to give up on happiness. Few of us can live happily wholly unencumbered by commitment. To know freedom from the life of the tribe is to demand more from our lovers and our friends because we have chosen them; they are really ours. The flip-side is that we owe more, too. It’s true that commitments of choice are more tenuous than commitments of fate… Some of us are very lucky and would freely affirm, again and again, the bonds we fell into as children, or at birth. But some of us, the weirdos especially, are less lucky and fall mostly into loneliness when young…" [via: http://ayjay.tumblr.com/post/4055442956/when-offered-the-chance-to-get-out-to-choose-our ]
happiness  economics  psychology  policy  willwilkinson  autonomy  freedom  relationships  community  communities  toshare  davidbrooks  cv  control  loneliness  life  well-being  thesocialanimal  self-employment  entrepreneurship  satisfaction  hierarchy  work  self-directedlearning  self-directed  from delicious
march 2011 by robertogreco
Salottobuono > projects > KINDERGARTEN
"Instead of a large building for childhood we propose a children’s city. A micro-urbanization made by solid and empty spaces, enclosed and open air areas in the nature…<br />
Fragmentation: The total surface required is distributed in single pavilions. These tiny units better relate to the dimension of the first small form of society that the child finds in the section. Instead of gravitating around a central enclosed space of distribution, the pavilions institute delicate relationships of proximity and distance, mitigating the impact of the building through a recognizable urban form…<br />
<br />
Every class is an autonomous section, provided with all the equipment to be a self-sufficient pavillion. It hosts all the necessary facilities for a small community of 30 children and their assistants"
kindergarten  schooldesign  autonomy  classroom  classrooms  education  lcproject  schools  tcsnmy  saluttobuono  from delicious
march 2011 by robertogreco
Don’t tell me what you’re passionate about « Re-educate Seattle
"School can help facilitate this process. One of the best things we can do is to give kids autonomy in how they spend their time, including time in which they’re not required to do anything in particular.

As educators we can stand back & observe how they spend that time. Students will fill those unscheduled slots w/ activities that give them joy. (This is the part that many people have a hard time believing. They think kids are lazy & unless they’re told what to do, they’ll just sit around…not true.) Then we don’t have to ask them what they want to be when they grow up. Instead, we can say things like, “I’ve noticed you’re spending a lot of time drawing superhero characters. Would you like to meet a professional illustrator?”

The way traditional schools are structured causes kids miss out on these opportunities. They spend their days sitting through required classes, then it’s home to decompress from the stress of school w/ video games or YouTube videos, then it’s homework time…"
openstudio  unschooling  deschooling  stevemiranda  pscs  pugetsoundcommunityschool  progressive  democratic  freeschools  autonomy  motivation  choice  entrepreneurship  identity  self  productivity  google20%  education  schools  schooliness  trust  learning  teaching  passion  unstructuredtime  from delicious
february 2011 by robertogreco
The Routledge International Handbook of the Sociology of Education (Hardback) - Routledge
"brings together many of the world’s leading sociologists of education to explore and address key issues and concerns within the discipline. The 37 newly commissioned chapters draw upon theory & research to provide new accounts of contemporary educational processes, global trends, & changing & enduring forms of social conflict & social inequality.<br />
<br />
The research, conducted by leading international scholars in the field, indicates that 2 complexly interrelated agendas are discernible in the heat & noise of educational change over the past 25 years. 1st rests on a clear articulation by the state of its requirements of education. 2nd promotes at least the appearance of greater autonomy on the part of educational institutions in the delivery of those requirements…examines the ways in which sociology of education has responded to these 2 political agendas, addressing a range of issues which cover:<br />
<br />
perspectives & theories<br />
social processes & practices<br />
inequalities & resistances."
via:steelemaley  education  unschooling  deschooling  sociology  networkedlearning  michaelapple  stephenball  luisarmando  inequality  autonomy  change  policy  politics  trends  conflict  social  reform  routledgeinternational  books  toread  from delicious
february 2011 by robertogreco
for the love of learning: Mistrust drives manipulation
"Superiors are there to support you not dictate you.<br />
<br />
Seth Godin writes about turning the traditional top-down power structure up-side down:<br />
<br />
"I always took the position that my boss (when I had a job) worked for me. My job was to do the thing I was hired to do, and my boss had assets that could help me do the job better. His job, then, was to figure out how best give me access to the people, systems and resources that would allow me to do my job the best possible way.<br />
<br />
Of course, that also means that the people I hire are in charge as well. My job isn't to tell them what to do, my job is for them to tell me what to do to allow them to keep their promise of delivering great work.<br />
If you go into work on Monday with a list of things for your boss to do for you (she works for you, remember?) what would it say? What happens if you say to the people you hired, "I work for you, what's next on my agenda to support you and help make your [learning] go up?""
teaching  education  deschooling  control  leadership  hierarchy  management  administration  tcsnmy  learning  work  support  freedom  autonomy  manipulation  deprofessionalization  democracy  from delicious
february 2011 by robertogreco
Florian Schneider, (Extended) Footnotes On Education / Journal / e-flux
"Networked environments or what could be called “ekstitutions” are based on exactly the opposite principle: they promise to provide instant access to knowledge. Ek-stitutions exist: their main purpose is to come into being. They exist outside the institutional framework, & instead of infinite progress, they are based on a certain temporality."

"The challenge that ekstitutions permanently face is the question of organizing, while in institutional contexts the challenge is, on the contrary, the question of unorganizing. How can they become ever more flexible, lean, dynamic, efficient, & innovative? In contrast, ekstitutions struggle w/ task of bare survival. What rules may be necessary in order to render possible the mere existence of an ekstitution?"

"It is crucial to acknowledge that institutions and ekstitutions cannot mix—there is no option of hybridity or of simultaneously being both, although this may very often be demanded by rather naïve third parties."
education  universities  crisis  labor  critique  agitpropproject  florianschneider  ekstitutions  institutions  learning  unschooling  deschooling  situationist  gillesdeleuze  deleuze  collaboration  lcproject  autodidacts  autonomy  connectivism  connectedness  networkedlearning  networkculture  virtualstudio  highereducation  highered  organization  organizing  unorganizing  capitalism  latecapitalism  commercialism  commoditization  marxism  anarchism  money  management  the2837university  from delicious
february 2011 by robertogreco
The Myth of eLearning: There Is No 'There' There -- Campus Technology
"Many institutions are already moving toward more authentic learning & assessment; many faculty members adopting problem-based learning & experiential learning. More major programs …are demanding internships. The move is already underway toward using campus resources more fully, making students' learning experiences more holistic & pertinent to needs of employment patterns…<br />
<br />
…gradual shift is toward using full resources of campus & away from classroom-centric thinking…away from learning autonomously to learning collaboratively…all courses requiring more writing.…students addressing problems or cases or field studies or experiments that are not scaffolded by teachers.<br />
Now that we have left behind simplistic 1-dimensional, & kind of depressing, specter of "delivering content" as idea of learning, & have management tools to release learning from classroom-centricity, higher ed will continue to thrive. The US higher ed enterprise is unequalled in the world…and…getting even better."
education  highereducation  highered  learning  experiential  experientiallearning  problemsolving  problem-basedlearning  assessment  authenticity  holistic  autonomy  deschooling  unschooling  lcproject  tcsnmy  from delicious
january 2011 by robertogreco
Thoughts on Google’s 20% time « Scott Berkun
Google’s 20% time is more of an attitude and culture than a rule…It’s worth noting that people at Google work very hard on their 80% time. It’s not as if every Friday is 20% day and work shuts down on all existing projects so people can do their 20% things…The 20% time concept isn’t new. 3M developed a 15% time rule in the 1950s with the same exact intentions and basic philosophy. Masking tape and Post-it notes are two notable products that were concieved and developed by individual engineers working without formal budgets, plans or management support…the Google founders mention at their talk at TED that Montessori school philosophy influenced their ideas on 20% time…Google’s culture has a resistance, or even distrust, of hierarchy – they often use voting, peer review, and debate to make decisions or decide which new projects and features to add."
google  innovation  management  productivity  culture  google20%  tcsnmy  openstudio  lcproject  freedom  autonomy  authority  montessori  3m  work  philosophy  creativity  unschooling  unstructuredtime  via:rushtheiceberg  from delicious
january 2011 by robertogreco
Myths Related to Learning in Schools
"This chapter focuses on the intellectual stultification of learners, the first of three fundamental problems that limit the quality of thinking and efficacy of the educational experience. Students in increasingly lower grades and educators at increasingly earlier points in their careers lose their joy for their work. They become jaded by the limitations on their imaginations, frustrated by the questions they are not allowed to pursue, and depressed by the more experienced peers around them who seem uninterested in their ideas. Somewhere along the way, we—educators, parents, and students alike—decided that schooling was supposed to feel this way, that the drudgery of school was necessary in order for learning to happen. We are all culpable for perpetuating this reality."
unschooling  deschooling  schooliness  learning  schools  education  via:hrheingold  drudgery  pedagogy  teaching  lcproject  tcsnmy  criticalthinking  curiosity  engagement  boredom  coping  wastedtime  attention  homework  superficiality  myths  grades  grading  motivation  speed  slowlearning  slowness  slowpedagogy  slow  intelligence  pace  risk  riskaversion  treadmill  treadmilleducation  racetonowhere  sageonthestage  hierarchy  freedom  autonomy  burnout  creativity  curriculum  from delicious
december 2010 by robertogreco
geek.teacher » Blog Archive » What #edcamp has to teach us about PD: A letter to administrators
"Edcamp only exists because we as teachers were compelled to take our professional development into our own hands. You see, we have a problem: most professional development stinks. It’s one of the many running jokes of being a teacher."
via:cervus  teachereducation  edcamp  blog4reform  2010  professionaldevelopment  learning  freedom  autonomy  choice  purpose  from delicious
december 2010 by robertogreco
Lessons to Be Learned From Paulo Freire as Education Is Being Taken Over by the Mega Rich
"Education and learning are, first of all, a matter sense: people wants to live in a world which makes sense to them, and students learn immediately what makes sense in their lives -- anything you say in a classroom that connects with one's effort to make sense of her/his life will be remembered for a long time.<br />
<br />
Freire noticed and formalized this, while interested in helping people to be autonomous individuals, and not just labor-force for a world order which makes sense just for others. <br />
<br />
In my modest opinion, one of the main challenges we have in this intense times we're living, is to build a world which is meaningful and makes sense in the most plural way for everybody. I doubt this is what's going on. But anyway, education and knowledge are certainly a matter of sense and not of neurons." [related: http://permalink.gmane.org/gmane.culture.media.idc/1947]
paulofreire  education  knowledge  unschooling  deschooling  sensemaking  context  learning  autonomy  labor  mening  from delicious
november 2010 by robertogreco
Autonomia - The MIT Press
"Semiotext(e) is reissuing in book form its legendary magazine issue Autonomia: Post-Political Politics, originally published in New York in 1980. Edited by Sylvère Lotringer & Christian Marazzi with the direct participation of the main leaders and theorists of the Autonomist movement, this volume is the only first-hand document & contemporaneous analysis that exists of the most innovative post-'68 radical movement in the West. The movement itself was broken when Autonomia members were falsely accused of (and prosecuted for) being the intellectual masterminds of the Red Brigades; but even after the end of Autonomia, this book remains a crucial testimony of the way this creative, futuristic, neo-anarchistic, postideological, & nonrepresentative political movement of young workers & intellectuals anticipated issues that are now confronting us in the wake of Empire."
autnomia  autonomism  politics  italy  antonionegri  history  semiotext(e)  books  situationist  post-marxism  activism  anarchism  autonomy  potlatch  philosophy  left  marxism  neo-anarchism  postideology  from delicious
november 2010 by robertogreco
Autonomism - Wikipedia [related: http://en.wikipedia.org/wiki/Autonomia_Operaia]
"Autonomism refers to a set of left-wing political and social movements and theories close to the socialist movement. As an identifiable theoretical system it first emerged in Italy in the 1960s from workerist (operaismo) communism. Later, post-Marxist and anarchist tendencies became significant after influence from the Situationists, the failure of Italian far-left movements in the 1970s, and the emergence of a number of important theorists including Antonio Negri, who had contributed to the 1969 founding of Potere Operaio, Mario Tronti, Paolo Virno, etc.<br />
<br />
It influenced the German and Dutch Autonomen, the worldwide Social Centre movement, and today is influential in Italy, France, and to a lesser extent the English-speaking countries. Those who describe themselves as autonomists now vary from Marxists to post-structuralists and anarchists."
activism  anarchism  autonomy  italy  potlatch  philosophy  politics  left  autonomism  situationist  marxism  post-marxism  from delicious
november 2010 by robertogreco
elearnspace › Questions I’m no Longer Asking
"I’m firmly convinced of the following:<br />
1. Learners should be in control of their own learning. Autonomy is key. Educators can initiate, curate, and guide. But meaningful learning requires learner-driven activity<br />
2. Learners need to experience confusion and chaos in the learning process. Clarifying this chaos is the heart of learning.<br />
3. Openness of content and interaction increases the prospect of the random connections that drive innovation<br />
4. Learning requires time, depth of focus, critical thinking, and reflection. Ingesting new information requires time for digestion. Too many people digitally gorge without digestion time.<br />
5. Learning is network formation. Knowledge is distributed.<br />
6. Creation is vital. Learners have to create artifacts to share with others and to aid in re-centering exploration beyond the artifacts the educator has provided.<br />
7. Making sense of complexity requires social and technological systems. We do the former better than the latter." [Read on...]
georgesiemens  education  connectivism  learning  timewasted  wastedtime  do  doing  autonomy  unschooling  deschooling  theendlessdebate  lcproject  community  networks  student-centered  student-led  messiness  chaos  process  serendipity  criticalthinking  reflection  information  cv  complexity  technology  from delicious
november 2010 by robertogreco
Half an Hour: What Is Democracy In Education [Four Principles]
"Autonomy: …Wherever possible, learners should be guided, and able to guide themselves, according to their own goals, purposes, objectives or values…<br />
<br />
Diversity: …The intent and design of such a system should not be to in some way make everybody the same, but rather to foster creativity and diversity among its members, so that each person in a society instantiates, and represents, a unique perspective, based on personal experience and insight, constituting a valuable contribution to the whole.<br />
<br />
Openness: …People should be able to freely enter and leave the system, and there ought to be a free flow of ideas and artifacts within the system…<br />
<br />
Interactivity: …This is a recognition both that learning results from a process of immersion in a community or society, and second that the knowledge of that community or society, even that resulting from individual insight, is a product of the cumulative interactions of the society as a whole…"
autonomy  diversity  interactivity  openness  stephendownes  education  systems  unschooling  deschooling  learning  democracy  democratic  society  power  freedom  compulsory  relationships  communication  motivation  pedagogy  lcproject  tcsnmy  from delicious
november 2010 by robertogreco
Pasta&Vinegar » My (quick) notes from Playful10, London
"what's wrong w/ gameification: 1: games are not fun because they are games, they are fun because they are well designed! Sturgeon’s Law “90% of everything is crap” 2: rewards are not achievements, this is just bad psychology. Vendors who sell this have a Pavlovian model in mind. “it’s so 1940″ as Deterding said…exemplified by showing game on which there’s big button called “earn 1,000,000,000,000 $” you can click & win. Based on the reward model, this would be the best game. As described by Raph Koster, “fun in games arises from mastery”. 3: competition is not for everyone!

…problem is also that gameification has side-effects: creates unintended behavior, people game the system & it messes w/ implicit social norms.

When people take gameification too directly, they generally miss that games are about: fictions, make believe, talk, & freedom to play (”whoever plays plays freely, whoever must play cannot play!“). Playing = “as if” & playing is fun because of the autonomy."
games  gaming  motivation  sebastiandeterding  tommuller  paulbennun  naomialderman  tobybarnes  nicolasnova  hgwells  raphkoster  playful10  pavlov  bertrandduplat  competition  badges  psychology  autonomy  play  mastery  social  gamedesign  experience  gamification  from delicious
september 2010 by robertogreco
How to Create Nonreaders
"The best teachers, I find, spend at least some of their evenings smacking themselves on the forehead – figuratively, at least – as they reflect on something that happened during the day. “Why did I decide that, when I could have asked the kids?” &, thinking about some feature of the course yet to come: “Is this a choice I should be making for the students rather than w/ them?” One Washington, DC creative writing teacher was pleased w/ himself for announcing to students that it was up to them to decide how to create a literary magazine – until he realized later that he had incrementally reasserted control. “I had taken a potentially empowering project & turned it into a showcase of what [I] could do.” It takes insight & guts to catch oneself at what amounts to an exercise in pseudodemocracy. Keeping hold of power – overtly for traditionalists, perhaps more subtly for those of us who think of ourselves as enlightened progressives – is a hell of a lot easier than giving it away."
pseudodemocracy  alfiekohn  democracy  education  learning  motivation  reading  research  teaching  topost  toshare  tcsnmy  progressive  schools  writing  coercion  deomcratic  student-centered  studentdirected  student-led  unschooling  deschooling  2010  majoritarianism  compromise  consensus  decisionmaking  rewards  punishment  assessment  autonomy  from delicious
september 2010 by robertogreco
Turning Children into Data
"<br />
<br />
While some education conferences are genuinely inspiring, others serve mostly to demonstrate how even intelligent educators can be remarkably credulous, nodding agreeably at descriptions of programs that ought to elicit fury or laughter, avidly copying down hollow phrases from a consultant’s PowerPoint presentation, awed by anything that’s borrowed from the business world or involves digital technology.<br />
<br />
Many companies and consultants thrive on this credulity, and also on teachers’ isolation, fatalism, and fear (of demands by clueless officials to raise test scores at any cost). With a good dose of critical thinking and courage, a willingness to say “This is bad for kids and we won’t have any part of it,” we could drive these outfits out of business -- and begin to take back our schools."
alfiekohn  assessment  children  education  testing  innovation  change  reform  2010  tcsnmy  lcproject  discovery  learning  teaching  autonomy  crapdetection  accountability  measurement  data  curriculum  meaning  achievement  purpose  from delicious
august 2010 by robertogreco
What Is It About 20-Somethings? - NYTimes.com [This piece has popped up everywhere.]
"KENISTON CALLED IT youth, Arnett calls it emerging adulthood; whatever it’s called, the delayed transition has been observed for years. …“It’s somewhat terrifying,” writes a 25-year-old…“to think about all the things I’m supposed to be doing in order to ‘get somewhere’ successful: ‘Follow your passions, live your dreams, take risks, network w/ the right people, find mentors, be financially responsible, volunteer, work, think about or go to grad school, fall in love & maintain personal well-being, mental health & nutrition.’ When is there time to just be & enjoy?” Adds a 24-year-old: “…It’s almost as if having a range of limited options would be easier.”

While the complaints of these young people are heartfelt, they are also the complaints of the privileged.

The fact that emerging adulthood is not universal is one of the strongest arguments against Arnett’s claim that it is a new developmental stage. If emerging adulthood is so important, why is it even possible to skip it?"
babyboomers  change  culture  education  future  millennials  greatrecession  generationy  adulthood  2010  life  maturation  society  parenting  parenthood  growingup  adolescence  prolongedadolescence  childlaborlaws  sociology  psychology  us  generation  youth  generations  marriage  careers  highereducation  gradschool  intimacy  isolation  possibility  jobs  work  neuroscience  brain  cognition  puberty  helicopterparents  developmentalpsychology  emergingadulthood  self  autonomy  independence  schooling  schooliness  decisionmaking  uncertainty  from delicious
august 2010 by robertogreco
kung fu grippe: Episode 27: Missionless Statements
"In this special episode, Dan Benjamin talks with two of his heroes, Merlin Mann & Jeff Veen about independence, free thinking, email, productivity, & changing your game."

[There is more here (on shared values, innovation, organizations, management, entreprenuership, change, etc.) than my notes reflect—all worth the listen.]

[Video also at: http://5by5.tv/conversation/27 ]
dunbar  dunbarnumber  groupsize  classsize  productivity  management  administration  tcsnmy  lcproject  jeffreyzeen  merlinmann  danbenjamin  email  communication  leadership  problemsolving  technology  enterprise  independence  freethinking  gamechanging  time  small  slow  ambientintimacy  relationships  understanding  efficiency  human  humanconnection  campfire  offhtheshelfsoftware  values  organizations  groups  sharedvalues  culture  failure  innovation  cv  risktaking  risk  freelancing  motivation  danielpink  meaning  autonomy  drive  missionstatement  vision 
july 2010 by robertogreco
The Answer Sheet - Primer for ed reformers (or, it’s the curriculum, stupid!)
"*Learning, real learning—trying to make more sense of what’s happening—is as natural & satisfying as breathing. If your big reform idea requires laws, mandates, penalties, bribes, or other kinds of external pressure to make it work, it won’t. You can lead the horse to water, & you can force it to look like it’s drinking, but you can’t make it drink."

[via: http://stevemiranda.wordpress.com/2010/07/22/the-most-comprehensive-awesome-189-words-ever-written-about-school/ ]
curriculum  reform  criticalthinking  policy  education  learning  tcsnmy  progressive  standards  standardizedtesting  testing  rttt  nclb  motivation  elibroad  billgates  malcolmgladwell  wealth  influence  money  collaboration  understanding  humans  lcproject  deschooling  unschooling  teaching  commoncore  accountability  autonomy  righthererightnow  hereandnow  sensemaking  bighere  longnow  toshare  topost  interdisciplinary  marionbrady 
july 2010 by robertogreco
The Staged Self-Directed Learning Model ~ Stephen's Web
"This presentation on Gerald Grow's staged self-directed learning model came up during today's Critical Literacies online discussion. It "proposes a way teachers can be vigorously influential while empowering students towards greater autonomy." The ideas is to map teaching methods to the learner's stage of self-direction. Grow describes four stages: dependent, interested, involved, self-directed. Of course, the model depends on getting the trajectory toward self-directed learning right. It does not account for multiple dimensions (and hence, multiple possible routes) to autonomy. But we saw today, in Paul Bouchard, that there can be as many as four dimensions of autonomy: conative, algorithmic, semiotic, and economic."
paulbouchard  stephendownes  geraldgrow  barbarastokes  self-directedlearning  self-directed  tcsnmy  autonomy  teaching  empowerment  dependent  interested 
july 2010 by robertogreco
Don't Run for Trains
"Snub your destiny. I have taught myself to resist running to keep on schedule. This may seem a very small piece of advice, but it registered. In refusing to run to catch trains, I have felt the true value of elegance and aesthetics in behaviour, a sense of being in control of my time, my schedule, and my life. Missing a train is only painful if you run after it! Likewise, not matching the idea of success others expect from you is only painful if that’s what you are seeking.
nassimtaleb  ratrace  autonomy  yearoff  selfdetermination  schedules  success  measurment  choice  control  cv  authority  peckingorder  hierarchy  trains  stress  blackswans 
july 2010 by robertogreco
News Desk: The Velluvial Matrix : The New Yorker
"When you are sick, this is what you want from medicine. When you are a taxpayer, this is what you want from medicine. And when you are a doctor or a medical scientist this is the work you want to do. It is work with a different set of values from the ones that medicine traditionally has had: values of teamwork instead of individual autonomy, ambition for the right process rather than the right technology, and, perhaps above all, humility—for we need the humility to recognize that, under conditions of complexity, no technology will be infallible. No individual will be, either. There is always a velluvial matrix to know about."
atulgawande  collaboration  complexity  medicine  healthcare  education  commencement  systems  newyorker  learning  knowledge  tcsnmy  humility  infallibility  autonomy  interdependence  teamwork  toshare  topost  history  health  science 
july 2010 by robertogreco
Edwin H. Land - Wikiquote [Found while searching for this quote: http://www.keepcalmgallery.com/artists/douglas_wilson/dwpol-polaroid.htm found via: http://twitter.com/fchimero/status/17430069103]
"An essential aspect of creativity is not being afraid to fail."
edwinhland  greatness  quotes  change  work  tcsnmy  projects  glvo  impossibilty  problemsolving  problems  freedom  autonomy  teaching  learning  organizations  evolution  significance 
july 2010 by robertogreco
Facebook and the Enterprise: Part 9a: Meandering around with ecosystems – confused of calcutta
"An ecosystem is a system whose members benefit from each other's participation via symbiotic relationships (positive sum relationships). It is a term that originated from biology, & refers to self-sustaining systems...
community  tcsnmy  transparency  freedom  autonomy  crossdisciplinary  crosspollination  interdisciplinary  jprangaswami  facebook  relationships  conversation  sharing  ecosystems 
july 2010 by robertogreco
Alfie Kohn Interview 2/1/2010 - Dr. Ross Greene2 | Internet Radio | Blog Talk Radio
"In this program, Dr. Greene had the pleasure of talking with Alfie Kohn, author of Punished by Rewards, Beyond Discipline, and many other critical books. This was a fun and enlightening discussion about a variety of school-related topics, including school discipline, socially healthy classrooms, high-stakes testing...the whole gamut." [via: http://twitter.com/joe_bower/status/17543978978 quoting "When you put autonomy and community together you get democracy."]
autonomy  topost  democracy  community  alfiekohn  education  progresive  tcsnmy  discipline  schools  teaching  learning  structure  responsiveclassroom  responsibility  trust  democratic  progressive  interviews  hierarchy  management  leadership  administration  coercion  learningcommunities  compliance  compulsory  authority  timeouts  punishment  classroommanagement  classroom  safety  comfort  care  culture  ethics  citizenship  caringcommunities  caring 
july 2010 by robertogreco
Palomar5 Parallel process collaboration
"We had a phrase at Palomar 5 marked by a grave – “concensus killed my idea”, parallel process collaboration arose from this thinking on how to proceed without concensus. The answer is just to proceed, with people addressing the issues in the manner they think is most
consensus  palomar5  collaboration  tcsnmy  teams  teamwork  autonomy  sharedvalues  parallelprocess  learning  goals  classideas  direction  administration  management 
june 2010 by robertogreco
correct me if i’m wrong: » The Paradox of Self-Education
The paradox of self-education is that there are intellectually stimulating endeavors which don’t have a direct impact in the job market or in school. While learning is generally a valued skill, and the knowledge attained by it sought after, there is a limitation of the desire to learn (and by extension, produce) due to these systematic social constructs...
education  self-education  society  learning  paradox  genius  renaissancemen  generalists  unschooling  deschooling  life  work  livetowork  worktolive  cv  knowledge  crossdisciplinary  crosspollination  capitalism  infooverload  storyofmylife  retirement  sabbaticals  yearoff  via:cervus  frugality  simplicity  culture  peace  mindset  counterculture  interdisciplinary  multidisciplinary  autodidacts  autodidactism  autonomy 
june 2010 by robertogreco
The Pursuit of Knowledge
[Response to: http://www.adambossy.com/blog/2009/02/19/the-paradox-of-self-education/ ] [Very close to my concept of taking retirement every few years as creative sabbaticals rather than in a lump sum at the end of my career.]

"My goal now is to live frugally so I can set aside big enough bucket of money to get me through year w/out work. Then...I’ll spend a year learning something of interest, possibly making small amounts of money on side. When needed, I’ll start working & hopefully keep repeating this process. If something I do makes me tons of money, great. If not…well it’s not about money.
education  self-education  society  learning  paradox  genius  renaissancemen  generalists  unschooling  deschooling  work  livetowork  worktolive  cv  life  knowledge  crossdisciplinary  crosspollination  capitalism  infooverload  storyofmylife  retirement  sabbaticals  yearoff  via:cervus  frugality  simplicity  culture  peace  mindset  counterculture  interdisciplinary  multidisciplinary  autodidacts  autodidactism  autonomy 
june 2010 by robertogreco
Derrick Jensen: Walking on Water
"Walking on Water is a startling and provocative look at teaching, writing, creativity, and life by a writer increasingly recognized for his passionate and articulate critique of modern civilization. This time Derrick Jensen brings us into his classroom -- whether University or maximum security prison -- where he teaches writing. He reveals how schools are central to perpetuating the great illusion of our culture, that happiness lies outside of ourselves and that learning to please and submit to those in power makes us all into life-long clock-watchers. As a writing teacher Jensen guides his students out of the confines of traditional education to find their own voices, freedom, and creativity."

[See also: http://books.google.com/books?id=zL2qiCE59NcC AND http://en.wikipedia.org/wiki/Derrick_Jensen AND http://www.amazon.com/Walking-Water-Reading-Writing-Revolution/dp/1931498482 ]

[via: http://www.kerismith.com/blog/archives/000716.html ]
derrickjensen  creativity  unschooling  deschooling  tcsnmy  lcproject  learning  change  gamechanging  humanconstructs  teaching  writing  life  glvo  autodidacts  autonomy  society  civilization  culture  human  happiness  well-being 
may 2010 by robertogreco
YouTube - RSA Animate - Drive
"Drive: The surprising truth about what motivates us... This lively RSA Animate, adapted from Dan Pink's talk at the RSA, illustrates the hidden truths behind what really motivates us at home and in the workplace."
rsa  autonomy  designthinking  drive  economics  engagement  motivation  psychology  danielpink  rewards  intrinsicmotivation  extrinsicmotivation  understanding  conceptualunderstanding  self-directedlearning  self-direction  hr  wikipedia  linux  problemsolving  criticalthinking  work  learning  unschooling  deschooling  tcsnmy  lcproject 
may 2010 by robertogreco
Lessons we can learn from the positive psychology movement « Re-educate
"In schools, we...pathologize kids by making them do things that don’t make sense to them, then giving them grades so they have a record of all the ways in which they’re deficient. The academic program serves as a way to make all kids “normal” by pushing them towards a predetermined minimum standard."
stevemiranda  tcsnmy  lcproject  pscs  pugetsoundcommunityschool  learning  grading  grades  assessment  autonomy  deschooling  unschooling  positivepsychology  psychology 
may 2010 by robertogreco
Motivating Students to Get Behind the Counter
"The clarifying metaphor that strikes me, however, is that autonomy, mastery, and purpose — which are really the core ingredients of generative thinking — can be made available to students if we can get our young people out of the single-file line that has formed in front of the counter and motivate them to grab an apron and explore what’s behind the counter."
teaching  learning  autonomy  motivation  danielpink  carriezuberbuhlerkennedy  mastery  purpose  inquiry  relevance  tcsnmy  generativethinking  thinking  unschooling  deschooling  independent  caroldweck  flow  intrinsicmotivation  inquiry-basedlearning  mihalycsikszentmihalyi  choices  studentdirected  student-led  student-centered  assessment  grades  grading  effort  risktaking 
april 2010 by robertogreco
Otto Scharmer's Blog: split between 2.0 system and 3.0 reality [similar problems in Austria + I'm not fond of the numbering/version nomenclature]
"there is a deep split between the real practitioners of innovation in education on the one hand and the national political discourse on education on the other hand. most key innovation practitioners basically agree about what needed to change:
education  change  innovation  learning  austria  specialinterests  autonomy  politics  teaching  student-centered  relationships  localcontrol 
april 2010 by robertogreco
The Possibly Fantastic Notion of 'A School for Everyone' - GOOD Education - GOOD [video here: http://www.youtube.com/watch?v=FFG6O3hgT7w]
"I think the thing that slipped under the guard of most of us, many of us, is the role of what we call self-directedness or autonomous learning. I heard a quote the other day … from a CEO in a large corporation in America, who said: "I can no longer afford to employ somebody who isn't self-regulated. I don't have the time if I have to manage them." And yet our young people are in little blocks and little time frames and little bells are ringing. Are we really preparing them for that environment? ... We want reflective learners. We want to know about these young people beyond a simple learning style. We want to discover their learning DNA."
education  learning  lcproject  unschooling  deschooling  tcsnmy  self-directedlearning  self-directed  gamechanging  autonomy  autodidacts  brucedixon  aschoolforeveryone  pedagogy  rubrics  assessment  math  creativity  reflection  collectivelearning  repository  ples  sharing  content  learningstyles  eportfolio 
march 2010 by robertogreco
Education for Well-being » The Perfect Storm
"The total control that schools exert over task, technique, team and time ends up creating a compliant individual, ill-equipped to step into non-routine, creative tasks which require exploration, self-direction and leadership. Having had few opportunities for self-selected, authentic inquiry, these passive learners enter the work force without the skills needed for figuring things out, for dealing with ambiguity, for managing their own learning. Their learning experiences—routine tasks in highly controlled environments with specific instructions—are exactly the kind of tasks that are easily exported, commoditized, and turned into algorithms for machines to perform."
danielpink  motivation  intrinsicmotivation  control  schools  schooling  pedagogy  tcsnmy  unschooling  deschooling  management  administration  leadership  teaching  learning  routine  self-directed  self-directedlearning  autodidacts  autonomy  lcproject  creativity  inquiry  inquiry-basedlearning 
march 2010 by robertogreco
Holyrood Magazine: Finnish lessons
"Finland bucks a number of global education trends. Not least of these is the shift towards central control and accountability. Indeed the term ‘accountability’ is not even within the Finnish vocabulary, Sahlberg says. Contrary to the increasing checks and inspections common in many countries – not least south of the border where a teacher ‘MOT’ is being introduced – Finnish teachers enjoy a high level of professional autonomy. There is no national inspectorate and no external teacher assessment. ... come to Finland and ask about accountability in the context of education people will be puzzled because they don’t know what you’re talking about ... Pupils start compulsory education at seven and follow a broad cross-curricular approach during the primary years. ...Finland has always accepted the fact that teachers are the most important element in fulfilling all these dreams [of being a top performing education system] and there have been no mistakes in this understanding"
finland  education  accountability  local  tcsnmy  teaching  learning  schools  unschooling  deschooling  lcproject  depthoverbreadth  autonomy  leadership  policy  administration  management 
february 2010 by robertogreco
Puget Sound Community School: PSCS spotlighted in Dan Pink's new book | Facebook
"Puget Sound Community School. Like Sudbury and Big Picture, this tiny independent school in Seattle gives its students a radical dose of autonomy, turning the 'one-size-fits-all' approach of conventional schools on its head. Each student has an advisor who acts as her personal coach, helping her come up with her own learning goals. "School" consists of a mixture of class time and self-created independent study projects, along with community service devised by the students. Since youngsters are often away from campus, they gain a clear sense that their learning has a real world purpose. And rather than chase after grades, they receive frequent, informal feedback from advisers, teachers, and peers. For more information, go to www.pscs.org."
danielpink  pugetsoundcommunityschool  pscs  progressive  motivation  intrinsicmotivation  tcsnmy  grades  grading  assessment  evaluation  lcproject  unschooling  deschooling  drive  sudburyschools  bigpictureschools  autonomy 
january 2010 by robertogreco
Motivation « Re-educate
"Instead of discussing raising standards, we should be arguing the relative merits of imposing standards...Dan Pink...argues persuasively that there are 3 elements to true motivation: autonomy, mastery, & purpose. By imposing standards on kids, we’re undermining their feelings of autonomy; they’re being forced to play our game by our rules...less likely that they’ll achieve true mastery, because the standards we’ve imposed represent a minimum. Once they reach the minimum standard of competence, their work is done. & it’s hard to imagine how kids could find authentic purpose in filling in answers to a standardized test. Instead, they become cynical, viewing school as a series of banal tasks that must be endured...in 15 years of working with teenagers, I’ve never met a kid who didn’t agree that learning how to read is a good thing. Imposing standards—trying to force kids to learn to read—could be doing more harm than good. Instead, we might re-examine how we motivate students."
standardizedtesting  standards  progressive  education  deschooling  compulsory  motivation  danielpink  cynicism  lcproject  tcsnmy  mastery  purpose  reading  autonomy  self-directedlearning 
january 2010 by robertogreco
Meandering around something idea-shaped but not quite touching it | Dangerous Precedent
"It’s not a battlesuit, because this isn’t a battle. Much as 1 might want to be Bourne or Batman or dude from Mission: Impossible...none of us are. The layers of modern life aren’t grand missions to vanquish evil or preparation for the time that we’ll be called to action, activated by the Global Frequency. Instead our cities are made of & our lives build up, layers & layers of soft actions. We’re already massively networked. We can already read city’s data, it’s just that it’s encoded in patina, in fashion, accents, flirting. Why is this important to remember? Because if we want to predict the future by inventing it, we’d (i.e. us 30-something white male post-digital types) might want to remember everyone else–people who don’t have a theme tune running in their head when they run out of the tube station. As Alex Deschamps-Sonsino wrote, it’s about"…things about this, that makes me feel like I’m not included in the city experience in the same way as my more testosterone-driven peers"
culture  architecture  future  politics  cities  community  environment  life  urbanism  autonomy  precarity  criticism  mobility  modernity  practice  networkculture  networkedurbanism  mattjones  benhammersley 
october 2009 by robertogreco
Dan Pink on the surprising science of motivation | Video on TED.com
"Career analyst Dan Pink examines the puzzle of motivation, starting with a fact that social scientists know but most managers don't: Traditional rewards aren't always as effective as we think. Listen for illuminating stories -- and maybe, a way forward."
danielpink  google  motivation  psychology  rewards  autonomy  management  leadership  innovation  work  education  science  economics  incentives  purpose  creativity  business  meetings  productivity  mastery  tcsnmy  grading  grades  behavior 
august 2009 by robertogreco
On systems, and what they do « Adam Greenfield’s Speedbird
"remember that pushers of “death panel” shibboleth, like all those who came before them & all who will follow...are playing a different game. & feeling the imminent threat to their bottom line, they’re playing for keeps. If we want to regain control of the national discourse – if we feel & believe in bottom of our souls that every American deserves to live free from fear that an unexpected injury or illness will bankrupt them + damage their health, just like citizens of every other developed nation on the planet –we can’t simply huff indignantly. The “At long last, sir, have you left no sense of decency?” card worked once, but it was played in a different context & century...Stafford Beer famously said that “the purpose of a system is what it does.”...the purpose of the American system is what we’re taught it is: to safeguard each citizen’s inalienable right to life, liberty & pursuit of happiness. But that is not nearly what the system is doing right now...it’s up to us to fix it."
adamgreenfield  us  healthcare  systems  cybersyn  chile  policy  staffordbeer  salvadorallende  networks  data  poverty  culture  politics  control  information  health  autonomy  agency  medicine  2009  barackobama 
august 2009 by robertogreco
Reference Guide on our Freedom & Responsibility Culture [from Netfilx] [see also views, many negative, from employees: http://www.glassdoor.com/Reviews/Netflix-Reviews-E11891.htm]
"This slide deck is our current best thinking about maximizing our likelihood of continuous success." {Some highlights: slides 10-19, 38-39, 56, 66, 71, 77, 114-117] [via: http://creativegeneralist.blogspot.com/2009/08/netflix-culture-manifesto.html AND http://www.kottke.org/09/08/how-to-build-a-long-lived-culture-of-excellence AND http://www.techcrunch.com/2009/08/05/other-companies-should-have-to-read-this-internal-netflix-presentation/
netflix  culture  leadership  management  work  business  advice  productivity  policy  hiring  values  careers  corporateculture  talent  salaries  jobs  hr  tcsnmy  freedom  missionstatements  ethics  responsibility  honesty  innovation  judgement  communication  courage  passion  curiosity  impact  selflessness  process  performance  chaos  complexity  simplicity  autonomy  strategy  context  transparency  control  hierarchy  efficiency  benefits  pay  professionaldevelopment  learning  teamwork  complacency  cv 
august 2009 by robertogreco
renegadeparent.net | For leaders. Not followers. [as seen commenting here: http://education.change.org/blog/view/standardized_incoherence]
"RenegadeParent is for anyone who values autonomy, personal responsibility and informed choice. It's for those who will not be contained by the false boundaries created by others. It's for those who refuse to pass those false boundaries on to their children."
blogs  parenting  education  uk  policy  change  self-directedlearning  autonomy  society  learning  schools  homeschool  unschooling  deschooling  autodidacts  tcsnmy  lcproject  lisaamphlett 
february 2009 by robertogreco
Malcolm Gladwell on meaningful work and curiosity - (37signals)
"Gladwell: Meaningful work is one of the most important things we can impart to children. Meaningful work is work that is autonomous. Work that is complex, that occupies your mind. And work where there is a relationship between effort and reward — for everything you put in, you get something out…
malcolmgladwell  charlierose  37signals  collaboration  leadership  management  administration  mission  meaning  life  work  cv  teaching  parenting  autonomy  mind  effort  reward  curiosity 
january 2009 by robertogreco
The High-Res Society
"trend to bet on seems to be networks of small, autonomous groups whose performance is measured individually...Part of the reason—possibly the main reason—that startups have not spread as broadly as the Industrial Revolution did is their social disruptiveness. Though it brought many social changes, the Industrial Revolution was not fighting the principle that bigger is better...The new industrial companies adapted the customs of existing large organizations ...military & civil service...resulting hybrid worked well. "Captains of industry" issued orders to "armies of workers"...Startups seem to go more against the grain, socially. It's hard for them to flourish in societies that value hierarchy and stability, just as it was hard for industrialization to flourish in societies ruled by people who stole at will from the merchant class. But there were already a handful of countries past that stage when the Industrial Revolution happened. There do not seem to be that many ready this time."
paulgraham  industrialization  industrialrevolution  startup  disruption  business  future  society  small  leadership  management  administration  change  gamechanging  accountability  lcproject  organizations  hierarchy  autonomy  flexibility  wealth  technology  money  culture  entrepreneurship  startups 
december 2008 by robertogreco
Tuttle SVC: The Phrase that Pays
"I'm reading a lot about paying and firing teachers like professionals, but what's often going unsaid is at the same time the trendlines run strongly against teachers being treated like professionals in their practice. In short, it is a lousy deal to be held accountable for student achievement if you have no rights to determine what you teach, how you teach it, what the disciplinary policies are in your school, what the schedule looks like, what resources are allocated to your classroom, etc., etc., etc. What is a professional teacher supposed to do when he is mandated to begin using a curriculum which he believes will result in lower scores for his kids and lower pay for himself? What is he supposed to do after the first year he loses his bonus because of it?"
teaching  schools  policy  pay  control  autonomy  professionals  professionalism  education  meritpay 
september 2008 by robertogreco
Running Schools Like a Business [trust your employees to use their intelligence...if only] [via: http://www.downes.ca/cgi-bin/page.cgi?post=45820 who makes a good point]
"Google employees have goals that they are expected to reach, but they are given lots of freedom in getting there. “Ironically, the hardest thing to copy at Google is not the free food or massages or parking, which anyone can do,” says Pfeffer. “The hardest thing to copy and for corporate leaders to get in their heads is that if you hire intelligent people you actually let them use their intelligence.” “If you give them freedom, they will amaze you,” says Bock. “They’ll surprise you with what they come up with.”
google  administration  management  leadership  freedom  schools  teaching  autonomy 
september 2008 by robertogreco
How Freedom Can Depress Students: More from Happiness Studies | Beyond School
"1. Students given some control over the content and demonstration of their learning are happier. 2. The basic structure of schools - prescribed course selection, prescribed schedules and durations, prescribed timetables for learning and moving on - are innately “depressing” for students. 3. If not the norm in schools, student experience of autonomous learning under one teacher may do more harm than good."
clayburell  danielgilbert  psychology  control  learning  deschooling  schooling  education  depression  happiness  freedom  research  autonomy  scheduling  self-directed 
august 2008 by robertogreco
George Dyson (science historian) - Wikipedia, the free encyclopedia
"When he was sixteen he went to live in British Columbia in Canada to pursue his interest in canoeing and escape his father's shadow. While there he lived in a treehouse at a height of 30 metres."
georgedyson  freemandyson  learning  education  freedom  autodidacts  passion  immersion  alternative  autonomy  unschooling  deschooling 
august 2008 by robertogreco
RConversation: Silicon Valley's benevolent dictatorship - ""Power over our communications and identities is much too concentrated in the hands of people who are more accountable...
"...to v.c.'s and shareholders wanting profits than to users who want their rights and interests protected. We need to have more choices - which should include plenty of non-proprietary, grassroots, open alternatives."
via:preoccupations  internet  business  freedom  privacy  government  future  openness  technology  censorship  china  rebeccamackinnon  siliconvalley  power  policy  politics  ethics  surveillance  rights  telecommunications  vc  autonomy  money  capitalism  world  joiito  larrylessig 
july 2008 by robertogreco
Skunk Works - Wikipedia, the free encyclopedia
"term first coined in 1943 by Lockheed, currently trademarked by Lockheed Martin and widely used in business, engineering, and technical fields to describe a group within an organization given a high degree of autonomy and unhampered by bureaucracy, taske
innovation  skunkworks  engineering  design  definitions  language  management  administration  change  learning  experiments  development  productivity  organization  leadership  research  autonomy 
june 2008 by robertogreco
contents @ the informal education homepage: exploring informal education, lifelong learning and social action
education  informal  teaching  learning  lcproject  deschooling  homeschool  unschooling  schools  informaleducation  informallearning  autonomy  alternative  activism 
june 2008 by robertogreco
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