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robertogreco + knowledge   311

Aporia. Writing and lesser things by Mills Baker. Objectivity and Art.
"This process is progressive: science gets better and better, even though it is purely the creation of “subjective” human conjecture —imagination— tested against reality for utility…

All of which is to say: artists are natural technologists. Historically, they’ve pursued the newest and best techniques, materials, and forms. When the methodology for achieving perspective became clear, few resisted it on the basis of a calcified iconographic style considered to be “high art,” or if some did they’ve been suitably forgotten. And had new inks, better canvases, or some unimaginable invention given superior means to the impressionists to capture washes of light and mood —like, say, film— they’d have used whatever was available. The purpose of painting isn’t paint, after all; nor is the purpose of writing a book…

Perhaps we are transitioning from artists-as-depictors and artists-as-catalyzers to artists-as-world-makers…"
théodoregéricault  alberteinstein  daviddeutsch  isaacnewton  designasart  meaningmaking  meaning  universality  hildegardofbingen  michelangelo  abbotsuger  erwinschrödinger  qualia  cilewis  temporality  virtualization  control  reality  chauvetcave  epistemology  knowledge  misconceptions  objectivity  karlpopper  philosophy  experience  huamns  human  humanexperience  progress  catalysis  making  writing  2012  worldcreating  worldbuilding  worldmaking  highart  technology  design  humans  subjectivity  glvo  perception  color  science  millsbaker  from delicious
25 days ago by robertogreco
Vittra - International and bilinguals schools in Sweden
"Vittra gives every individual the opportunity…

* to find the best approach for them: play & learn on the basis of their needs, curiosity & inclination in the best ways possible.
* to learn based on experience: learning is based on their experience which increases motivation & inspires creativity.
* to understand their own learning: equipped w/ the tools to acquire new knowledge & increase understanding of ‘How I learn’, which enables them to learn more easily & effectively in the future.
* to have faith in themselves & their abilities: become more self-aware, aware of their strengths & potential for development which means they dare & like to be challenged.
* to develop their ability to communicate & engage in respectful interaction w/ others: understand & are considerate to the needs & interests of others, can express & stand for their own views as well as take responsibility for their actions.
* to be equipped for study and work in an international environment…"

[via: http://gfbertini.wordpress.com/2012/04/08/vittra-school-system-sweden/ ]
communication  howwelearn  knowledge  play  curiosity  creativity  self-awareness  teaching  children  deschooling  unschooling  learning  education  schools  sweden  vittra  from delicious
7 weeks ago by robertogreco
Hi. My name is Anne. I make stuff with words. | Design Culture Lab
"I’m interested in words as materials for making, and in the written word as an artefact or thing that has been made. I’m also interested in why words (or the written word as distinguished from books) are generally not considered part of “Maker culture.”

Barry’s point was that Maker culture is specifically concerned with hardware, and since I think this definition is generally accepted then words-as-materials have no place there. If Making is about problem-solving, then creative writing has no place there either."

"So, does this mean that if the primary goal of (creative) writing is expression, the only way it can be incorporated into Maker culture is to use words explicitly for problem-solving, or the production of (cultural) solutions? How, exactly, does that differ from aesthetic goals–and especially if we do not distinguish between aesthetics and ethics?"

[Follow-up post here: http://www.designculturelab.org/2012/03/01/more-thoughts-on-writing-and-making/ ]
2012  peterrichardson  knowledge  discourse  glenfuller  kiostark  erinkissane  giovannitiso  tomhenderson  sallyapplin  design  materials  makerculture  makers  making  expression  comments  wordsmithing  writing  annegalloway  ethics  aesthetics 
10 weeks ago by robertogreco
DML2012 John Seely Brown Keynote on Vimeo
cheating  rigor  measurement  hierarchy  fanfiction  games  gaming  social  knowledgeecologies  self-assessment  assessment  knowledge  learningecologies  wow  literacy  reading  mobilelearning  writing  harrypotter  dianarhoten  davidtheogoldberg  networkage  scaling  scalability  scale  embodiedlearning  montessori  mariamontessori  johndewey  timel-hady  johnrendon  cambrianmoment  flow  flux  change  future  play  making  learning  entrepreneurship  technology  deschooling  unschooling  education  dml  dml2012  2012  johnseelybrown  from delicious
12 weeks ago by robertogreco
The threat to our universities | Books | The Guardian
"In talking to audiences outside universities (some of whom may be graduates), I am struck by the level of curiosity about, and enthusiasm for, ideas and the quest for greater understanding, whether in history and literature, or physics and biology, or any number of other fields…

Such audiences do not want to be told that we judge the success of a university education by how much more graduates can earn than non-graduates, any more than they want to hear how much scholarship and science may indirectly contribute to GDP. They are, rather, susceptible to the romance of ideas and the power of beauty; they want to learn about far-off times and faraway worlds; they expect to hear language used more inventively, more exactly, more evocatively than it normally is in their workaday world; they want to know that, somewhere, human understanding is being pressed to its limits, unconstrained by immediate practical outcomes."
values  knowledge  understanding  aspiration  aspirations  aspirationalselves  uk  colleges  universities  outcomes  practicality  wonder  ideas  beauty  philosophy  idealism  2012  purpose  liberalarts  curiosity  learning  highereducation  education  stefancollini  from delicious
february 2012 by robertogreco
Learning, Freedom and the Web
"Learning and the Web. Two powerful forces of change converge in a public square. Their dimensions are unpredictable, and many of the outcomes of their convergence will be unintended, but this experiment is not entirely uncontrolled. This group of scholars, hackers, and activists has calculated the likely conditions, wired in all the right connections. When lightning strikes, they’ll be ready.

You are reading the ebook version of Learning, Freedom and the Web by Anya Kamenetz, published by the Mozilla Foundation. This ebook was designed and built by faculty and students at Emily Carr University's Social + Interactive Media Centre, with the assistance of Steam Clock Software."
marksurman  knowledge  alternative  alted  change  emilycarruniversity  self-directedlearning  self-education  hackers  hacking  making  via:steelemaley  opensource  web  freedom  anyakamenetz  mozilladrumbeat  mozillafoundation  mozilla  unschooling  ebooks  deschooling  education  learning 
february 2012 by robertogreco
The Aporeticus - by Mills Baker · I have often thought that the nature of science...
"I have often thought that the nature of science would be better understood if we called theories “misconceptions” from the outset, instead of only after we have discovered their successors. Thus we could say that Einstein’s Misconception of Gravity was an improvement on Newton’s Misconception, which was an improvement on Kepler’s. The neo-Darwinian Misconception of Evolution is an improvement on Darwin’s Misconception, and his on Lamarck’s… Science claims neither infallibility nor finality."

David Deutsch…in The Beginning of Infinity…demonstrates that although we will, barring extinction, continue to refine & improve our knowledge infinitely, we will also never stop being able to improve it. Thus we will always live w/ fallible scientific understanding (& fallible moral theories, fallible aesthetic ideas, fallible philosophical notions, etc.); it is the nature of the relationship between knowledge, mind, & universe.

But it remains odd to say: everything I know is a misconception."
sensemaking  understanding  scientificunderstanding  fallibility  universe  mind  2012  millsbaker  philosophy  karlpopper  darwin  chalresdarwin  alberteinstein  theories  knowledge  whatweknow  misconception  science  daviddeutsch  philosopy 
february 2012 by robertogreco
Claire Warwick's Blog: Inaugural lecture
"One of the great assets of the digital, and what it encourages and enables is multiple voices entering into a dialogue and creating new knowledge out of conversation and discussion."

"I was lucky enough to be taught by some of the greatest international authorities yet it was never assumed that their voice in the conversation was necessarily more important than mine. Far more important than who was talking was the quality of thought expressed and the nature of knowledge that emerged from the dialogue, and I think that's quite right."

"DH is…a collaborative field. We have to learn to work together and understand the different languages that are spoken by different partners in the dialogue: geeks, humanities scholars, information professionals, technical support people & indeed the public. In that sense, therefore, the voice of the DH scholar is of use as an interpreter between different languages & cultures. But interpreters cannot, but the nature of their job, exist in isolation."
information  mediadiversity  communication  diversity  complexity  email  affordances  gender  curating  curations  digitaldiversity  publicengagement  blogging  blogs  mentorships  mentoring  community  collaboration  socialmedia  facebook  twitter  socialization  media  context  understanding  meaningmaking  meaning  makingmeaning  hierarchy  dialogue  dialog  knowledge  lectures  2012  digital  discussion  conversation  learning  digitalhumanities  ethnography  education  teaching  academia  clairewarwick  _2012  from delicious
february 2012 by robertogreco
Realizing Empathy: An Inquiry into the Meaning of Making by Slim — Kickstarter
"At the heart of it is an inquiry into the meaning of making. I am deeply interested in how making works (as a process), what it means (to make something), and why it matters (to our lives).

One of the central theme is the relationship between the act of empathizing with the act of making…

The second theme is exploring how we can design a space that facilitates the act of making, especially in the digital space…

The book is structured around a number of stories that talk about the humbling experiences I've had in art school. These are experiences that have lead to epiphanies, which changed my understanding of what it means to make something.

In response to these experiences are conversations I've had with an interdisciplinary group of friends (an animator, a programmer, a neuroscientist, a human-computer interaction researcher, and a theologian) about these epiphanies.

Weaving together the stories and conversations are both reflective and analytic essays that model…"
integrity  honesty  acting  knowledge  workspace  space  metaphors  trust  courage  comfort  computers  computing  safety  technology  seungchanlim  perspective  risktaking  risk  dignity  humility  meaningmaking  meaning  scale_slim  tools  howwework  openstudioproject  making  empathy  design  2012  language 
february 2012 by robertogreco
A Sharper Mind, Middle Age and Beyond - NYTimes.com
"To isolate the specific impact of schooling on mental skills, Dr. Lachman & her colleagues tried to control for other likely reasons one person might outshine another—differences in income, parental achievement, gender, physical activity & age. After all, we know that the children of affluent, educated parents have a raft of advantages that could account for greater mental heft down the road. College graduates are able to compound their advantages because they can pour more resources into their minds & bodies.

Still, when Lachman & Dr. Tun reviewed results, they were surprised to discover that into middle age and beyond, people could make up for educational disadvantages encountered earlier in life."

[This doesn't make much sense to me. Is this really the cause & effect? "[A] college degree appears to slow the brain’s aging process." Or are people inclined to go to college wired this way, or the jobs that they're likely to have after college allowing them to keep their minds sharp?]
dementia  margielachman  knowledge  genecohen  brain  intelligence  howardgardner  psychology  patriciacohen  williamosler  neuroscience  mind  minds  aging  education  age  from delicious
january 2012 by robertogreco
Socrates' nightmare - The New York Times [Not buying all of this, but liking some material within]
"At the core of Socrates' arguments lay his concerns for the young. He believed that the seeming permanence of the printed word would delude them into thinking they had accessed the heart of knowledge, rather than simply decoded it. To Socrates, only the arduous process of probing, analyzing and ultimately internalizing knowledge would enable the young to develop a lifelong approach to thinking that would lead them ultimately to wisdom, virtue and "friendship with [their] god."

To Socrates, only the examined word and the "examined life" were worth pursuing, and literacy short-circuited both…

"Perhaps no one was more eloquent about the true purpose of reading than French novelist Marcel Proust, who wrote: "that which is the end of their [the author's] wisdom is but the beginning of ours." The act of going beyond the text to think new thoughts is a developmental, learnable approach toward knowledge."

[via: http://bettyann.tumblr.com/post/16192942818 ]
edwardtenner  brain  neuroscience  text  print  knowledge  sensemaking  meaningmaking  undertsanding  digital  2007  maryannewolf  literacy  reading  criticalthinking  thinking  examinedlife  learning  socrates  proust  marcelproust 
january 2012 by robertogreco
Matthew Battles: It doesn’t take Cupertino to make textbooks interactive » Nieman Journalism Lab
"Schiller made a sentimental play to this constituency, opening his presentation with a series of excerpted interviews in which teachers sang the sad litany of challenges they face: cratering budgets, overcrowded classrooms, unprepared, disengaged students. The argument that Apple — founded by dropouts and autodidacts — is fundamentally motivated to change this set of conditions is as ludicrous as the notion that the company could ever hope actually to do any such thing…

We can never count Apple out — the company’s visions have an implacable way of turning into givens — but the future is undoubtedly more complex. There will still be overcrowded classrooms, overworked teachers, and shrinking budgets in an education world animated by Apple. But I prefer to think of teachers and students finding ways to hack knowledge and make their own beautiful stories to envisioning ranks of studens spellbound by magical tablets."
ibooksauthor  ibooks  technology  schooliness  rubrics  standardization  autodidacts  pearson  timcarmody  matthewbattles  publishing  tablets  knwoledgebowl  knowledge  interactive  textbooks  books  schools  learning  storytelling  teaching  education  2012  ipad  apple  from delicious
january 2012 by robertogreco
To Know, but Not Understand: David Weinberger on Science and Big Data - David Weinberger - Technology - The Atlantic
"Model-based knowing has many well-documented difficulties, especially when we are attempting to predict real-world events subject to the vagaries of history; a Cretaceous-era model of that eras ecology would not have included the arrival of a giant asteroid in its data, and no one expects a black swan. Nevertheless, models can have the predictive power demanded of scientific hypotheses. We have a new form of knowing.

This new knowledge requires not just giant computers but a network to connect them, to feed them, and to make their work accessible. It exists at the network level, not in the heads of individual human beings."
modeling  modelessinnovation  models  _2012  understanding  technology  epistemology  davidweinberger  knowledge  complexity  bigdata  data  science 
january 2012 by robertogreco
In Africa, the Art of Listening - NYTimes.com
"It struck me as I listened to those two men that a truer nomination for our species than Homo sapiens might be Homo narrans, the storytelling person. What differentiates us from animals is the fact that we can listen to other peopleě°˝€™s dreams, fears, joys, sorrows, desires and defeats ě°˝€” and they in turn can listen to ours.

Many people make the mistake of confusing information with knowledge. They are not the same thing. Knowledge involves the interpretation of information. Knowledge involves listening.

So if I am right that we are storytelling creatures, and as long as we permit ourselves to be quiet for a while now and then, the eternal narrative will continue."
deschooling  unschooling  learning  conversation  2011  silence  information  knowledge  henningmankell  humans  human  storytelling  society  narrative  literature  listening  africa  from delicious
december 2011 by robertogreco
A bit about Dodo in English | Dodo ry
"Dodo is an environmental organisation for urban folk which relies on the power of knowledge and argument. Dodo is about talking and doing. It organises public events, discussion groups, projects and more. Dodo brings together people from different backgrounds to exchange expertise, experiences and ideas. We work out ideas and then we work on some of them to carry out experiments that might improve things.

Dodo has a flexible and open ethos which makes it easy for talk to lead to action. Many of its important projects started out as ideas or visions developed in small discussion groups. The offspring of Dodo include the wind power company Lumituuli Ltd, Manombo Rain Forest Conservation Project and Dodona Combo Discussion Forum Project."
finland  actionminded  dodo  discussion  argument  knowledge  community  doing  events  projectideas  exchange  from delicious
december 2011 by robertogreco
Twelve Things You Were Not Taught in School About Creative Thinking | Psychology Today
"1. You are creative.
2. Creative thinking is work.
3. You must go through the motions of being creative.
4. Your brain is not a computer.
5. There is no one right answer.
6. Never stop with your first good idea.
7. Expect the experts to be negative.
8. Trust your instincts.
9. There is no such thing as failure.
10. You do not see things as they are; you see them as you are.
11. Always approach a problem on its own terms.
12. Learn to think unconventionally."
creativity  psychology  innovation  art  designthinking  2011  michaelmichalko  cv  conformity  failure  tcsnmy  toshare  openminded  negativity  defensiveness  specialists  creativegeneralists  generalists  knowledge  instinct  problemsolving  brain  thinking  experts  paradox  biases  bias  mindset  closedmindedness 
december 2011 by robertogreco
Institutional memory and reverse smuggling | wrttn
"At the end of the project someone should've been commissioned to write a book, "What This Goddamn Plant Is: And, How It Works". That book is effectively being written now, only by archaeologists."
engineering  documentation  process  archeology  knowledge  via:straup  institutionalmemory  memory  legacy  tcsnmy  lcproject  2011  via:blech  scale  scaling  bureaucracy  archaeology  reversesmuggling  institutionalarchaeology  institutions  business  reverse  culture  values  posterity  corporateespionage  reversecorporateespionage  organizations  recordkeeping  companies  management  sharing  via:tealtan 
december 2011 by robertogreco
10 Questions for Daniel Kahneman - TIME
"We are normally blind about our own blindness. We're generally overconfident in our opinions & our impressions & judgments. We exaggerate how knowable the world is."

"There are domains in which expertise is not possible. Stock picking is a good example. & in long-term political strategic forecasting, it's been shown that experts are just not better than a dice-throwing monkey."

"What psychology & behavioral economics have shown is that people don't think very carefully. They're influenced by all sorts of superficial things in their decisionmaking…procrastinate and don't read the small print. You've got to create situations so they'll make better decisions for themselves."

"When you analyze happiness, it turns out that the way you spend your time is extremely important. Decisions that affect how much time you spend with people you like are going to have a very large effect on how happy you are--not necessarily satisfied with your life but happy. So yes, I've learned things."
decisionmaking  decisions  knowing  knowledge  psychology  politics  economics  predictablity  2011  danielkahneman  procrastination  personalfinance  happiness  time  cv  glvo  behavioraleconomics  behavior  judgement  opinions  confidence 
november 2011 by robertogreco
Community as Curriculum – vol 2. The Guild/Distributed Continuum » Dave's Educational Blog
"The answer is to stop trying so hard, to stop looking for a systemic solution, and to return to a human-based knowledge plan. We need to return to community as a valid repository for knowledge, and away from a packaged view of knowledge and expertise. Knowledge can be fluid; it can be in transition, and we can still use it. We need to tap into the strength provided by communities and see the various forms of community literacy as the skills we need to acquire in order to be effective members of those communities."
davecormier  rhizomaticlearning  learning  knowledge  communities  education  guilds  lcproject  unschooling  deschooling  learningnetworks  2011  inquiry  relationships  conversation  networks  from delicious
november 2011 by robertogreco
Times Higher Education - The unseen academy
[Again, too much to quote, so just a clip.]

"Neoliberalism is totalising: it is justified only if everyone participates in its markets, and if all human inter-relatedness becomes mercantile transactions. Hence, we get the agenda for "widening participation", but for widening participation in a market, not in a university education. In that market, the university's "product" needs its own measurements and standards. Everything is now a commodity; and anything that is not obviously a commodity is either eradicated or officially ignored: it goes underground. And the Quality Assurance Agency will measure; but it will measure and validate only that which is official or transparent, only that which it can call a commodity.

The QAA, a key driver of the Transparent-Information mythology, makes one basic error: it confounds a concern for standards (meaning quality) with a demand for standardisation (assured by quantity-measurement); and this drives the sector steadily towards homogenisation."
neoliberalism  homogeneity  highered  uk  highereducation  2011  thomasdocherty  learning  criticalthinking  standardization  standards  measurement  academia  history  control  knowledge  commoditization  transparency  information  quantification  resistance  tcsnmy  lcproject  unschooling  deschooling  objectives  outcomes  curiosity  exploration  knowledgemaking  truthseeking  bureaucracy  kis  economics  mediocrity  collaboration  martinamis  1995  1984  georgeorwell  authoritarianism  intellectualism  governance  immeasurables 
november 2011 by robertogreco
MAKE | Zen and the Art of Making
"Some of the most talented and prolific people I know have dozens of interests and hobbies. When I ask them about this, the response is usually something like “I love to learn.” I think the new discoveries and joys of learning are the crux of this beginner thing I’ve been thinking about. Sure, when you’ve mastered something it’s valuable, but then part of your journey is over — you’ve arrived, and the trick is to find something you’ll always have a sense of wonder about. I think this is why scientists and artists, who are usually experts, love what they do: there is always something new ahead. It’s possible to be an expert but still retain the mind of a beginner. It’s hard, but the best experts can do it. In making things, in art, in science, in engineering, you can always be a beginner about something you’re doing — the fields are too vast to know it all."
philliptorrone  making  learning  unschooling  curiosity  education  experts  generalists  creativegeneralists  2011  zen  knowledge  expertise  lewiscarroll  makers  electronics  art  artists  science  scientists  tinkering  tinkerers  lifelonglearning  deschooling  mindset  beginners  invention  arduino  fear  risktaking  riskaversion  teaching  lcproject  failure  stasis  yearoff  openminded  children  interestedness  specialists  motivation  intrinsicmotivation  exploration  internet  web  online  constraints  from delicious
november 2011 by robertogreco
The straws that broke this camel's back - philippa young
"I arrived at The University of Oxford last Monday morning. Arrived to read a Masters in Migration Studies. I have had a year-long public debate over whether university was a good idea or not. I have decided on the not. (At least not right now)

Primarily I'm listening to my gut, which has been screaming NO at me about once a month for the past year and a half, placated only with the heavy hand of reason that threw around cards like: "it's only 9 months" and "it's Oxford"

Then there are the voices that ask questions. Questions like, why? These are the people unfased by a name, and unfettered by debts because they had chosen not to buy into a system, or to work it to their financial advantage."
philippayoung  education  highereducation  highered  learning  unschooling  deschooling  dropouts  2011  purpose  meaning  knowledge  prestige  courage  dougaldhine  via:cervus  self-directedlearning  oxford  from delicious
october 2011 by robertogreco
2837 University questions | AGITPROP
"This past Thursday as part of the Summer Salon Series at the San Diego Museum of Art, attendees were asked at the front door to fill out cards that had one of four questions below.  The cards posted here are the cards that were turned in."
the2837university  sandiego  informal  unschooling  deschooling  education  learning  lcproject  knowledge  information  debate  universities  colleges  informallearning  davidwhite  2837university  from delicious
august 2011 by robertogreco
Orange Crate Art: Stefan Hagemann, guest writer: How to answer a professor
"Be interested in a lot of things: Some questions are designed to test your command of a set of facts, and some leave little room for interpretation. Once in awhile, a question might even permit a “yes” or “no” answer. But often you’ll be dealing with open-ended questions, ones about which there is much to say and from many angles. Recognize that most open-ended questions range across academic disciplines and areas of interest, and do your best to develop a good grasp of the world around you. Good question-answerers read widely, talk to their peers and professors, attend on-campus events such as plays and concerts, and (I’m guessing here) subscribe to PBS and NPR. Good question-answerers also listen. If you know a little bit about the world around you and make an effort to experience your immediate environment, you may be surprised by your ability to add outside knowledge to your answers. Broad experience equals (or at least increases the chance for) serendipity."
serendipity  interested  interestingness  interesting  stefanhagemann  howto  teaching  learning  education  experience  pbs  npr  knowledge  generalists  via:lukeneff  2010  noticing  connections  observation  listenting  inquiry  honesty  power  relationships  universities  colleges  highereducation  highered  from delicious
august 2011 by robertogreco
Comparing A.S. Neill to Rousseau, Appropriate? (JUAL)
"The following article explores a comparison drawn by several authors between A.S. Neill and J.-J. Rousseau. To conduct this exploration, the article first delineates a methodology that rests on the analysis of key educational themes. Then, the article contextualizes the works of both Neill and Rousseau. This contextualization clarifies the subsequent comparative analysis. This analysis examines Neill and Rousseau' stances on knowledge, learning, teaching and the nature of learners. This examination identifies evident discrepancies between the discourses of both authors. As a result, it concludes that the likening of Neill to Rousseau is largely inappropriate."<br />
<br />
[This URL is likely to break. If it does not work, check the JUAL archives for "Volume 5, Number 2 (Issue #10) - 2011."]
unschooling  deschooling  education  learning  rousseau  summerhill  asneill  teaching  knowledge  2011  giulianoreis  marc-alexandreprud'homme  from delicious
august 2011 by robertogreco
Read, Written, Resigned | Audrey Watters
"And see, that’s the thing: teaching and learning isn’t something that just happens in the classroom. The Internet has torn down the walls of the classroom, whether teachers or ed-tech companies like it or not. Ed-tech needn’t be the ghetto’d products that could never make it on the consumer market. And luddite educators just won’t cut it any longer. With the explosion of information and knowledge and data and such, “education” plus “technology” is something that all of us — technologists, writers, educators, students alike — should take seriously."
audreywatters  edtech  education  technology  learning  information  knowledge  informallearning  luddism  luddites  teaching  classrooms  2011  from delicious
july 2011 by robertogreco
You Can’t Read Everything - The Rumpus.net
“I had gone through and thought about the number of books you could conceivably read in a year, for example. And then if you extrapolate it out over your lifetime, how many can you reasonably read? And it got me thinking about how vast the world of books is, and how small what you will ever take in actually is. And it becomes a sort of overwhelming thought when you realize that no matter how hard you try, no matter how smart you are, no matter how much you love to read – as I put it in the piece, statistically speaking, you’re going to die having missed almost everything.”<br />
<br />
[via: http://jslr.tumblr.com/post/7205844487/i-had-gone-through-and-thought-about-the-number ]
reading  limits  human  scale  books  insignificance  antilibraries  life  wisdomofcrowds  statistics  lindaholmes  slow  patience  knowledge  from delicious
july 2011 by robertogreco
In Praise of Not Knowing - NYTimes.com
"I hope kids are still finding some way, despite Google and Wikipedia, of not knowing things. Learning how to transform mere ignorance into mystery, simple not knowing into wonder, is a useful skill. Because it turns out that the most important things in this life — why the universe is here instead of not, what happens to us when we die, how the people we love really feel about us — are things we’re never going to know."
learning  internet  web  google  knowledge  notknowing  wonder  wonderdeficit  wondering  mystery  timkreider  wikipedia  unschooling  deschooling  unlearning 
june 2011 by robertogreco
The University Project
"…an experiment…to create a new kind of university…large space in…London; community of itinerant thinkers & precarious scholars; & desire to create the conditions for learning & inquiry which we have found too rarely in our current institutions.
…we will experiment w/ new ways of organising & supporting cultivation of knowledge…

…spaces of learning which are open to whoever values them, not only those who can pay.
…conditions under which deep thinking, careful scholarship & new ideas can flourish.
…space of reflection & exploration, not a production line for units of knowledge.
…to bring our whole selves…
…to treat material & economic conditions of university as a ground for research, experimentation, learning & play — rather than necessary evil we have to deal w/ every now & then.
…university in which we learn how to make a life for ourselves, not just how to market our skills to employers.
…share what we learn freely…
…learning in atmosphere of collaboration & friendship."
education  collaboration  universities  diy  participatory  dougaldhine  inquiry  learning  ekstitutions  freeschools  reallyfreeschool  london  uk  anarchism  open  sharing  knowledge  unschooling  deschooling  the2837university  reflection  exploration  play 
june 2011 by robertogreco
Liberate Knowledge
"Liberating knowledge. Knowledge is currently used as both a commodity and a weapon. It is bought and sold in universities, by corporations, and more – while kept in the hands of a private few to advance their own interests, rather than for the public good. Knowledge is also wielded by institutions, corporations, and governments to advance the prevailing order of dominant and subordinate classes; of a oppressed majority and ruling few. But knowledge, once freed and shared equitably, can forever change the way individuals and groups interact and impact their communities and planet."<br />
<br />
"Democratizing education. In order to democratize our economy, and thus our society, we must democratize our forms education, teaching, and learning."<br />
<br />
"This blog is dedicated to those efforts currently being made  (as well as those that should exist) to democratize education and liberate knowledge in order to realize a better world. (In addition to any other worthwhile and semi-related rants)."
lcproject  learning  education  schools  teaching  pedagogy  freedom  unschooling  deschooling  power  society  liberation  activism  brianvanslyke  economics  control  history  hierarchy  knowledge  highereducation  highered  corporateinterests  corporateculture  from delicious
june 2011 by robertogreco
Children of Troy « Snarkmarket
"This little correspondence cracked like lightning in my head. I mean, it’s no big deal; it’s a small thing, it’s a letter, they were both in Michigan, it makes perfect sense. And yet, and yet: Clifton Wharton, president of Michigan State University, and Marguerite Hart, librarian of Troy—a tangible thread connected them. And as soon as you realize that, you can’t help but imagine the other threads, the other connections, that all together make a net, woven before you were born, before you were even dreamed of—a net to catch you, support you, lift you up. Libraries and universities, books and free spaces—all for us, all of us, the children of Troy everywhere.<br />
<br />
What fortune. Born at the right time."<br />
<br />
[…]<br />
<br />
"And it’s not the librarian laughing and crying at the same time here; it’s me. Every time I’ve read these letters, it’s me."
snarkmarket  robinsloan  libraries  troy  cityoftroy  books  memories  memory  childhood  reading  librarians  connections  knowledge  freespaces  letters  universities  michigan  michiganstate  ebwhite  isaacasimov  cliftonwharton  margueritehart  johnburns  1971  2011  publiclibraries  education  learning  experience  comments  from delicious
june 2011 by robertogreco
cloudhead - school
"Subjects and textbooks are just fences<br />
arbitrary boundaries that corral learners <br />
and keep them from wandering off into other territory.<br />
A plot of land in exchange for a horizon.<br />
Exploration replaced with Epcot Center. <br />
<br />
Outside of school<br />
science stumbles into art which tumbles into economics.<br />
which is one click away from Picasso <br />
which is right next to the photo you just posted on facebook.<br />
<br />
Knowledge divided into subjects divided into classrooms <br />
divided into textbooks divided into chapters<br />
makes no sense <br />
when everything touches everything."
cloudhead  headmine  unschooling  deschooling  education  learning  crossdisciplinary  interdisciplinary  crosspollination  messiness  glvo  cv  lcproject  poetry  science  art  boundaries  cityasclassroom  realworld  knowledge  curriculum  curriculumisdead  teaching  schools  schooliness  shiftctrlesc  from delicious
june 2011 by robertogreco
Leigh Blackall: A summary of Chet Bowers, The false promises of constructivist theories of learning: a global and ecological critique
"The globalization of West’s view of economic & technological development is now being accompanied by aggressive promotion of Western values & ways of thinking—through TV & Hollywood films, & by Western universities that have established in public’s mind what constitutes high & low-status knowledge. High-status knowledge, which is represented as basis of modernization, includes the assumption that the individual is the basic social unit, the source of intelligence & moral judgment; that literacy & other abstract forms of representation for encoding and communicating knowledge lead to a more rational & progressive mode of being; that change is the expression of progress; that Western science & tech are both culturally neutral & at same time the highest expression of rational thought; that cultural development is governed by laws of natural selection…; & that the major challenge is to bring nature under human control & to exploit it in ways that help to expand economic markets."
pedagogy  constructivism  critique  leighblackall  chetbowers  neo-colonialism  colonialism  johndewey  paulofreire  jeanpiaget  culture  democracy  ecology  ideology  education  teaching  conviviality  ivanillich  commons  culturalimperialism  knowledge  progress  economics  growth  sustainability  literacy  from delicious
may 2011 by robertogreco
YouTube - Taiaiake Alfred -- From Noble Savage to Righteous Warrior
"It might surprise you that introverts travel differently than extroverts, particularly because most travel magazines, guidebooks, and TV shows are produced by and for extroverts.<br />
<br />
"I don't seek people out, I am terrible at striking up conversations with strangers and I am happy exploring a strange city alone. I don't seek out political discourse with opinionated cab drivers or boozy bonding with locals over beers into the wee hours. By the time the hours get wee, I'm usually in bed in my hotel room, appreciating local color TV. (So sue me, but I contend that television is a valid reflection of a society.)"<br />
<br />
I almost broke my neck extensively nodding in agreement while reading this article. The author also has some tips for the introverted traveler. And if you haven't read it, Jonathan Rauch's Caring for Your Introvert remains one of my favorite things that I've ever featured on kottke.org."
taiaiakealfred  culture  media  anthropology  indigenous  via:steelemaley  activism  knowledge  knowledgeexchange  knowledgeecologies  governance  politics  education  criticaleducation  firstnations  indigeneity  culturalanthropology  academia  nativeamericans  change  process  2010  colonization  decolonization  teaching  learning  colonialmind  power  extrainstitutional  deschooling  unschooling  economics  leisurearts  psychology  identity  authenticity  nobelsavage  history  righteouswarrior  from delicious
may 2011 by robertogreco
Frank Chimero - Reading Readiness—A Little Bit on A Lot
"…the student seeks out the master & their tutelage. More than tips, tricks, & practices, the understanding is that the thing of enduring value that is being transmitted is knowledge & wisdom, which opens a way to method. The student arrives & the master questions their abilities. Often, the student gets turned away. The purpose of the master turning away the student or questioning their intentions is to underline the importance of readiness."

"The lesson of the master is that if one isn’t ready to face a large task (say, a wall of text), they should not even try. “Go away,” the master usually says. Come back later, when you have more presence and mindfulness, Frank. Readiness may be in 20 minutes, later in the week, in a few months, possibly never."

"We should allow ourselves to leave behind the things we are not ready for; we may come back to it later. Instead, we should read hard on the things to which we are ready. It is then that we may be better students."
teaching  learning  justinintimelearning  writing  wisdom  reading  attention  blogs  blogging  readiness  life  knowledge  apprenticeships  unschooling  deschooling  timing  education  students  tcsnmy  lcproject  meaning  sensemaking  audiencesofone  frankchimero  from delicious
may 2011 by robertogreco
The Routledge International Handbook of Critical Education (Hardback) - Routledge
"first authoritative reference work to provide an international analysis of the relationship btwn power, knowledge, education & schooling. Rather than focusing solely on questions of how we teach efficiently & effectively, contributors to this volume push further to also think critically about education's relationship to economic, political, & cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic & practical histories, tensions & resources that have established critical education as one of the most vital & growing movements w/in field of education, including topics such as:<br />
<br />
social movements & pedagogic work<br />
critical research methods for critical education<br />
politics of practice & recreation of theory<br />
Freirian legacy<br />
<br />
…this Handbook provides the definitive statement on the state of critical education and on its possibilities for the future."
criticaleducation  criticalthinking  lcproject  unschooling  deschooling  michaelapple  wayneau  luisarmandogandin  routledgeinternational  books  toread  via:steelemaley  activism  democracy  socialmovements  politics  proactive  pedagogy  teaching  learning  education  schools  power  control  authority  economics  marxism  anarchism  anarchy  knowledge  reference  culture  history  paulofreire  tcsnmy  from delicious
april 2011 by robertogreco
Critical pedagogy - Wikipedia
"Critical pedagogy is a philosophy of education described by Henry Giroux as an "educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action."[1]<br />
<br />
Based in Marxist theory, critical pedagogy draws on radical democracy, anarchism, feminism, and other movements that strive for what they describe as social justice. Critical pedagogue Ira Shor defines critical pedagogy as:<br />
<br />
"Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse." (Empowering Education, 129)"
criticalpedagogy  education  pedagogy  criticaleducation  democracy  philosophy  henrygiroux  authoritarianism  authority  freedom  knowledge  teaching  learning  schools  power  control  lcproject  unschooling  deschooling  activism  marxism  anarchism  anarchy  feminism  socialjustice  justice  iraschor  habitsofmind  habitsofthought  reading  writing  literacy  depth  tcsnmy  wisdom  personalconsequences  socialcontext  empowerment  process  experience  depthoverbreadth  politics  paulofreire  michaelapple  howardzinn  jonathankozol  johnholt  johntaylorgatto  matthern  foucault  from delicious
april 2011 by robertogreco
How 'Radiolab' Is Transforming the Airwaves - NYTimes.com
"they seem to share is a blend of curiosity & skepticism, willingness to be convinced—& delight in convincing."

“Normally reporter goes out & learns something, writes it down & speaks from knowledge…Jokes & glitches puncture illusion of all-knowing authority, who no longer commands much respect these days anyway. It’s more honest to “let audience hear & know that you are manufacturing a version of events…

“It’s consciously letting people see outside frame…those moments are really powerful. What it’s saying to listener is: ‘Look, we all know what’s happening here. I’m telling you a story, I’m trying to sort of dupe you in some cosmic way.’ We all know it’s happening—& in a sense we all want it to happen.”

This is how “Radiolab” addresses tension btwn authenticity & artifice: capturing raw, off-the-cuff moments…& editing them in gripping pastiche…hope…is to preserve sense of excitement & discovery that often drains away in authoritative accounts of traditional journalism."
via:lukeneff  radiolab  radio  npr  robertkrulwich  jadabumrad  2011  storytelling  science  journalism  classideas  authority  authenticity  humility  humor  fun  artifice  attention  engagement  curiosity  skepticism  convincing  knowledge  honesty  uncertainty  perspective  teaching  knowing  understanding  transparency  from delicious
april 2011 by robertogreco
Gödel, Escher, Bach - Wikipedia
"Through illustration & analysis, the book discusses how self-reference & formal rules allow systems to acquire meaning despite being made of "meaningless" elements. It also discusses what it means to communicate, how knowledge can be represented & stored, the methods & limitations of symbolic representation, & even the fundamental notion of "meaning" itself."<br />
<br />
"The book is filled with puzzles. An example…the chapter titled "Contracrostipunctus", which combines the words acrostic & contrapunctus (counterpoint). In a dialogue btwn Achilles & the Tortoise, the author hints that there is a contrapuntal acrostic in the chapter that refers both to the author (Hofstadter) & Bach. This can be found by taking the first word of each paragraph, to reveal: Hofstadter's Contracrostipunctus Acrostically Backwards Spells "J. S. Bach". This is only the acrostic. The counterpoint acrostic is found by taking first letters of the acrostic (in bold) & reading them backwards to get "J. S. Bach""
books  philosophy  science  douglashofstaster  puzzles  meaning  self-reference  self  systems  systemsthinking  communication  knowledge  from delicious
april 2011 by robertogreco
Reimagine : Ed
"We are exploring the future of learning in K-12 education by identifying ideas, places, and professional roles that would benefit from new perspectives. <br />
<br />
Using a virtual learning community and an annual three-day summit, we bring together diverse voices and use the design process to develop shared understandings and action steps for change. <br />
<br />
Reimagine : Ed is a partnership between The Lovett School and Be Playful"<br />
<br />
"The initial focus of Reimagine : Ed will be to explore the role of the library and its potential as a center of learning and engagement in our communities. <br />
In an age of information abundance, rapid technological change, social-construction of knowledge, and a debate on the definition of literacy, the library has an unprecedented opportunity to lead our communities."
beplayful  christianlong  lovettschool  atlanta  future  learning  schools  teaching  education  tcsnmy  libraries  reimagine  technology  community  knowledge  abundance  literacy  susanbooth  helenebowers  lucygray  buffyhamilton  davidjakes  randallkirsch  trungle  sarahmalin  andreasaveri  jeffsharpe  jedsimmons  davidstaley  ethanbodnar  davidbill  nais  virtual  from delicious
april 2011 by robertogreco
New Essay on “Therapeutic Cities” | Anthony Townsend
"The seed for this forecast perspective was planted the day my daughter was born in Feb 2008. After the delivery, I put my wife & baby to bed for a much-needed rest & wandered down to the cafeteria at Mount Sinai Hospital in New York. Over a revolting cheeseburger and some stale coffee, I sat fascinated listening to the conversation at the table I shared – a deeply experienced master cardiac surgeon in a post-op debriefing with a team of doctors visiting from, judging by their accents, Eastern Europe. Having spent so much of my adult life thinking about how innovation and learning happens in technology clusters, I was intrigued by the intense face-to-face exchange of medical and scientific knowledge I was witnessing. Knowing that like our own obstetrician, these people were all practitioners as well as researchers and educators, I became fascinated by the dynamics of life in a major urban research hospital. The “therapeutic cities” idea was born the same day as my daughter."
hospitals  cities  anthonytownsend  therapeuticcities  sharing  knowledge  urban  urbanism  health  healthcare  research  education  medicine  practice  conversation  from delicious
february 2011 by robertogreco
Let’s Tie the Digital Knot : The Daily Papert [Agree with Papert, but not to be confused with what I say: "Technology should serve the learning [not curriculum], not dictate it." meaning not to use technology for technology's sake.]
"It takes intellectual chutzpah to be serious about replacing “using technology to improve education” by a similar sounding statement with a very different meaning: “inventing new visions of education in the context of a digital world.” And it takes personal chutzpah to face down members of the Education Establishment when they sneer (or worse, smile) at the idea of technology significantly influencing the content of education. “It is just a tool,” they say; “technology should serve the curriculum, not dictate it.”<br />
<br />
It is lack of chutzpah that prevents many of our colleagues from looking the would-be humanist in the eye and saying: “No, Doctor Professor, the boot is on the other foot. It is your established curriculum and your concept of School that were dictated by technology—the pre-twentieth century technology of writing, printing, and calculating. The real offer of digital technology is liberation from the consequences of having been restricted by these primitive tools!”"
seymourpapert  technology  unschooling  deschooling  constructivism  learning  teaching  education  change  gamechanging  schools  tcsnmy  paradigmshifts  agesegregation  beyondtheclassroom  curriculumisdead  curriculum  knowledge  differentiation  student-centered  studentdirected  johndewey  from delicious
february 2011 by robertogreco
Embarrassingly pimping (Phil Gyford’s website)
"I give very few talks about anything. I am terrible at knowing what I know. I assume that most people in the audience of any conference I attend will know more than me about anything I could talk about. For similar reasons, I’m no good at thinking of things I could write about for magazines. You all know what I know.

It turns out that I need to run a website on a very specialised topic for eight years before I’m in a position to feel confident talking about it. This may be a little extreme."

[via: http://magicalnihilism.com/2011/02/21/phil-gyford-on-knowing-what-youre-talking-about/ ]
philgyford  speaking  conferences  knowing  experts  confidence  cv  writing  knowledge  sharing  from delicious
february 2011 by robertogreco
Think Thank Thunk » Barthes Remix: The Death of the Teacher-Professor
"I have students that come to me with fully formed ideas about the content of my courses before I even link to the syllabus. Tell me then that the teacher is not dead? Tell me that the teacher is not at least prying loose like silver skin from a roast. Tell me that my roll is not changing…<br />
<br />
This is thrilling…I am no longer the information maven…the sole progenitor of facts & figures.<br />
<br />
We are free to teach in an environment without fear that someone might “miss something.” Seat time is meaningless, and I love it.<br />
<br />
[Examples here.]<br />
<br />
And when I am dead, this student will use this information freely, still.<br />
<br />
So, should we be preparing our students to be dependent on classroom instruction, sending the anachronistic null-space message that all other learning is somehow second-rate? Or, should we be preparing our students to use classroom time as a crucible for this learning they’re doing at nearly all hours of the day with little care for the original source of the knowledge?"
teaching  change  reform  information  pedagogy  via:lukeneff  schools  teacherasmasterlearner  teacherascollaborator  unschooling  deschooling  knowledge  technology  independence  student-centered  student-led  studentdirected  tcsnmy  policy  2011  instruction  sageonthestage  seattime  atemporality  from delicious
february 2011 by robertogreco
How and why a commons-based society is growing in the womb of capitalism | commons knowledge alliance
"Contemporary forms of capitalist production and accumulation, in fact, despite their continuing drive to privatize resources and wealth, paradoxically make possible and even require expansions of the common... In the newly dominant forms of production that involve information, codes, knowledge, images, and affects, for example, producers increasingly require a high degree of freedom as well as open access to the common, especially in its social forms, such as communication networks, information banks, and cultural circuits. Innovation in Internet technologies, for example, depends directly on access to common code and information resources as well as the ability to connect and interact with others in unrestricted networks... The transition is already in process: contemporary capitalist production by addressing its own needs is opening up the possibility of and creating the bases for a social and economic order grounded in the common."
commons  capitalism  via:hrheingold  society  paradox  production  information  codes  knowledge  freedom  social  networks  innovation  internet  resources  economics  from delicious
february 2011 by robertogreco
On why, or the magic of coffee - Bobulate
"A question of why<br />
<br />
Why is a six-year old so curious? Partly practical. Because she is not tall enough to know all the answers, she must ask good questions. To see over the edge of the cup would be to see the answer. As this isn’t possible, observation and questioning are her only tool.<br />
<br />
Access less<br />
<br />
Access can take away why. More practical is less practical sometimes, and being tall and connected and well-read and traveled can dull the edges of a good question. If questions aren’t coming easily, make yourself less so. Take something away. Give something away. Be less tall. Remove the excess, and you might find what remains is a good question.<br />
<br />
And that is magic."
lizdanzico  curiosity  children  magic  imagination  questions  access  knowledge  practical  excess  information  wonder  wonderdeficit  from delicious
january 2011 by robertogreco
YouTube - Rethinking Education
"This video was produced as a contribution to the EDUCAUSE book, The Tower and the Cloud: Higher Education in the Age of Cloud Computing, edited by Richard Katz and available as an e-Book at http://www.educause.edu/thetowerandth... or commercially at http://www.amazon.com/gp/product/0967... Produced in 2007 as a conversation starter in small groups. Released in 2011 as a conversation starter online."
education  digital  learning  teaching  universities  colleges  michaelwesch  internet  technology  web  online  highereducation  highered  web2.0  yochaibenkler  peer-production  software  publishing  textbooks  wikipedia  marshallmcluhan  knowledge  google  books  accessibility  agitpropproject  the2837university  access  from delicious
january 2011 by robertogreco
YouTube - Isaac Asimov on Bill Moyers World of Ideas pt 2
"1988 Interview with Isaac Asimov by Bill Moyers - about learning, computers, religion, population growth, the universe.." [via: http://twitter.com/#!/SirKenRobinson/status/28877941173657601 ]
internet  learning  education  isaacasimov  self-directedlearning  self-directed  edtech  interestdriven  compulsory  standardization  schools  schooling  billmoyers  humans  individualization  tcsnmy  personalization  tutors  tutoring  unschooling  deschooling  gamechanging  web  online  curriculum  curriculumisdead  teaching  culture  1to1  networks  networkedlearning  access  knowledge  libraries  computers  computing  depthoverbreadth  interests  plp  toshare  lifelonglearning  prisonschools  coercion  ritesofpassage  from delicious
january 2011 by robertogreco
YouTube - Symphony of Science - The Poetry of Reality (An Anthem for Science)
"The Poetry of Reality is the fifth installment in the Symphony of Science music video series. It features 12 scientists and science enthusiasts, including Michael Shermer, Jacob Bronowski, Carl Sagan, Neil deGrasse Tyson, Richard Dawkins, Jill Tarter, Lawrence Krauss, Richard Feynman, Brian Greene, Stephen Hawking, Carolyn Porco, and PZ Myers, promoting science through words of wisdom."
carlsagan  jilltarter  richarddawkins  jacobbronowski  stephenhawking  carolynporco  pzmyers  briangreene  lawrencekrauss  richardfeynman  neildegrassetyson  michaelshermer  wisdom  science  music  skepticism  knowledge  criticalthinking  collaboration  human  evidence  insight  discovery  unknown  from delicious
december 2010 by robertogreco
mini. Quiet Babylon | In which the clever choosing of words and dates...
"In which the clever choosing of words and dates causes the creation of an Ngram appearing to editorialize on the quality of analysis afforded by tools such as the Ngram Viewer and other conditions of contemporary life. Google Ngram Viewer"
wisdom  knowledge  ngramviewer  time  timmaly  quietbabylon  information  ngram  googlengramviewer  from delicious
december 2010 by robertogreco
Pedagogical Promiscuity and "Assessment for Learning" - Artichoke
"What kind of “assessment for learning” is appropriate in the age of Google and Wikipedia? Facebook and You Tube? Smart phones and text messaging? Twitter and blogging? (after Manovich on Soft Cinema).…<br />
<br />
It seems that exposure to the multiliteracies most advantage those who are already advantaged.<br />
<br />
There is a lot more thinking needed here – but it seems plausible that thinking critically about what kind of “assessment for learning” is appropriate in the age of [insert your preferred descriptor] is useful thinking. It may protect us (and our students) from futurist induced pedagogical promiscuity next year – by preventing the indiscriminate adoption of too many different pedagogical approaches."
assessment  learning  education  openeducation  openphd  artichoke  affluence  wealth  disparity  schools  literacy  literacies  technology  knowledge  curriculum  future  policy  digital  digitallearning  blogs  blogging  commenting  peerreview  peer-assessment  newmedia  charlesleadbeater  twitter  usergenerated  content  from delicious
december 2010 by robertogreco
more than 95 theses — Very important essay by Stanley Fish
"There are of course some people — some blessed few — who have the judgment to pursue their own educational path. But in my experience there are far more people who think they have that discernment than actually possess it. I have had too many former students come back to tell me how little they knew in comparison to what they thought they knew; and again and again I see people following career paths (and personal paths) that they never could have imagined in those days when they were perfectly sure that they knew where they were going. A key task of liberal education is to give people intellectual tools that they can use on any path they happen to travel."
liberalarts  education  alanjacobs  stanleyfish  youth  knowledge  wisdom  colleges  universities  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
The Opposition to DIY Education - By Reihan Salam - The Agenda - National Review Online
"The only way to restore the concept of higher education as a public good is to reinvent it as a truly public good: not subject to antiquated notions of scarcity and hierarchical expertise, but adapted to the current reality of free, open, and immediate sharing of knowledge."
anyakamenetz  highered  highereducation  publicgood  education  policy  economics  hierarchy  sharing  knowledge  expertise  scarcity  reihansalam  from delicious
november 2010 by robertogreco
Text Patterns: making connections
"We need some faculty who are irresponsible to their disciplines & responsible first to integrating & connecting knowledge. This is a precise & concise summation of what I’ve tried to do for many years now. There’s a price to be paid for this kind of thing, of course: expanded interests do not yield expanded time. The day’s number of hours remain constant…So the more I explore topics, themes, books, films — whatever — outside the usual boundaries of my official specialization, the less likely it is that I will read every new article, or even every new book, in “my field."…Is the unswerving focus on a specifically bounded area of specialization the sine qua non of scholarship? Is it even intrinsic to scholarship? Is there not another model of scholarship whose primary activity is “integrating and connecting knowledge”?

I think there is such a model…I’ll be looking for new and interesting connections for the rest of my life. That’s how my mind works…"
academia  scholarship  interdisciplinary  multidisciplinary  generalists  knowledge  specialists  crossdisciplinary  connections  from delicious
november 2010 by robertogreco
LRB · Slavoj Žižek · Nobody has to be vile
"Being smart means being dynamic and nomadic, and against centralized bureaucracy; believing in dialogue and co-operation as against central authority; in flexibility as against routine; culture and knowledge as against industrial production; in spontaneous interaction as against fixed hierarchy."
zizek  communism  journalism  hierarchy  nomads  nomadic  neo-nomads  bureaucracy  anarchism  flexibility  routine  culture  knowledge  spontaneity  spontaneous  interaction  dialogue  cooperation  decentralization  from delicious
november 2010 by robertogreco
The Glass Bead Game - Wikipedia [via: http://lebbeuswoods.wordpress.com/2010/08/08/eight-diagrams-of-the-future/]
"The Glass Bead Game takes place at an unspecified date, centuries into the future. Hesse suggested that he imagined the book's narrator writing around the start of the 25th century. The setting is a fictional province of central Europe called Castalia, reserved by political decision for the life of the mind; technology and economic life are kept to a strict minimum. Castalia is home to an austere order of intellectuals with a twofold mission: to run boarding schools for boys, and to nurture & play the Glass Bead Game, whose exact nature remains elusive & whose devotees occupy a special school within Castalia known as Waldzell. The rules of the game are only alluded to, and are so sophisticated that they are not easy to imagine. Playing the game well requires years of hard study of music, mathematics, & cultural history. Essentially the game is an abstract synthesis of all arts and sciences. It proceeds by players making deep connections between seemingly unrelated topics."
existentialism  fiction  gamedesign  literature  philosophy  lifeofthemind  hermanhesse  german  knowledge  informatics  ideas  books  history  from delicious
november 2010 by robertogreco
Twitter and the Dunbar Number - Rob's posterous
"As a reminder - Here are the Lego Blocks of the science of human groups. From these precise grouping you build the best performing organizations.<br />
<br />
As with Lego, there is nothing random about how best to organize human beings. All well functioning organizations use these groups and they avoid the "Dip" - you will see the "Dip" below.<br />
<br />
8 The Circle of Intimacy (The section): where you intuitively communicate as a great sports team will - 15 the dangerous nowhere group that you must either go back to 8 or rush to 34 from - 34 the ideal compound group (The platoon) - 89 the ideal large team - 144 The maximum unit where all can know each other to use trust rather than rules."
twitter  robertpatterson  communities  organizations  socialmedia  groupsize  dunbar  community  psychology  learning  knowledge  business  capacity  sociology  social  hr  leadership  administration  management  tcsnmy  lcproject  classsize  dunbarnumber  from delicious
october 2010 by robertogreco
We are not Waiting for Superman, We are Empowering Superheroes | Startl [via: http://weblogg-ed.com/2010/the-wrong-conversations/]
"Our vision of technologically enabled learning is not one of the lone child sitting at her desktop (or laptop) passively consuming PDFs or browsing Web pages. We believe the potential of technology for learning is much greater. We believe its power resides in its ability to deliver active and interactive experiences where a learner participates in the very construction of knowledge by crafting and curating, mixing and re-mixing information with digital tools, a process which can be and should be greatly augmented by online and offline social interactions between friends, in a community of peers, or an extended network of people (both professional and amateur) who share her interests.<br />
<br />
Technology is just a tool. Its effects ultimately depend on the people who use them, how and where. Thus, technology does not negate the role of people or place in learning, but it does change their definitions and their dynamics."
education  change  waitingforsuperman  technology  learning  tcsnmy  relationships  teaching  schools  children  libraries  crisis  reform  lcproject  networks  knowledge  social  from delicious
october 2010 by robertogreco
12 Things Really Educated People Know
"1. Establish an individual set of values but recognize those of the surrounding community and of the various cultures of the world.

2. Explore their own ancestry, culture, and place.

3. Are comfortable being alone, yet understand dynamics between people and form healthy relationships.

4. Accept mortality, knowing that every choice affects the generations to come.

5. Create new things and find new experiences.

6. Think for themselves; observe, analyze, and discover truth without relying on the opinions of others.

7. Favor love, curiosity, reverence, and empathy rather than material wealth.

8. Choose a vocation that contributes to the common good.

9. Enjoy a variety of new places and experiences but identify and cherish a place to call home.

10. Express their own voice with confidence.

11. Add value to every encounter and every group of which they are a part.

12. Always ask: “Who am I? Where are my limits? What are my possibilities?”"
johntaylorgatto  education  learning  unschooling  deschooling  tcsnmy  lcproject  community  self  identity  purpose  glvo  values  culture  personhood  relationships  mortality  creativity  make  making  experience  wisdom  criticalthinking  truth  curiosity  love  reverance  empathy  wealth  well-being  vocation  selflessness  homes  home  confidence  voice  participation  teaching  principles  philosophy  knowledge  life  advice  from delicious
september 2010 by robertogreco
Does the Digital Classroom Enfeeble the Mind? - NYTimes.com [Some great stuff in here, including his definition of education.]
"The deeper concern, for me, is the philosophy conveyed by a technological design. Some of the top digital designs of the moment, both in school and in the rest of life, embed the underlying message that we understand the brain and its workings. That is false. We don’t know how information is represented in the brain. We don’t know how reason is accomplished by neurons. There are some vaguely cool ideas floating around, and we might know a lot more about these things any moment now, but at this moment, we don’t.<br />
<br />
You could spend all day reading literature about educational technology without being reminded that this frontier of ignorance lies before us. We are tempted by the demons of commercial and professional ambition to pretend we know more than we do. This hypnotic idea of omniscience could kill the magic of teaching, because of the intimacy with which we let computers guide our brains."
jaronlanier  toshare  topost  tcsnmy  unschooling  deschooling  education  schools  teaching  learning  self-directedlearning  policy  technology  computers  computing  information  informationliteracy  lcproject  knowledge  culture  from delicious
september 2010 by robertogreco
LIBESKIND’S MACHINES « LEBBEUS WOODS [via http://twitter.com/javierest/status/22408866350 AND http://greg.org/archive/2010/08/28/do_daniel_libeskinds_awesome_machines_mean_i_have_to_stop_hating_his_work.html
"Their use of analogy to inform the field of architecture is a potent tool for exploring much-needed new ideas of space and its human purposes than are afforded by the ordinary design process based on history and accepted building typologies. In the past, architects such as Mies found architectural inspiration in works of art (see the post Art to Architecture), while Le Corbusier produced his own paintings and sculptures to work out complex aesthetic problems in his architecture. Libeskind’s machines are in this tradition, though the problems are different. More architects today could benefit from such an analogous method, if they set for themselves problems not already solved. This method, like the machines themselves, opens architecture to a wide range of knowledge coming from different fields of thought and work, which is sorely needed in a time such as the present, characterized by increasing diversity in the human situation."
architecture  design  machines  robots  sculpture  daniellibeskind  lebbeuswoods  interdisciplinary  diversity  human  multidisciplinary  crossdisciplinary  knowledge  problemsolving  2009  reading  writing  memory  drawings  history  1979  architecture-as-text  text  post-structuralism  process  fabrication  from delicious
august 2010 by robertogreco
Angela Ritchie's Ace Camps - Why We Travel - Pico Iyer
"We travel…to lose ourselves…to find ourselves…to open our hearts & eyes & learn more…to bring what little we can, in our ignorance & knowledge, to those parts of the globe whose riches are differently dispersed…to become young fools again—to slow time down & get taken in, & fall in love once more…

…travel…is just a quick way to keeping our minds mobile & awake. As Santayana…wrote, “There is wisdom in turning as often as possible from the familiar to the unfamiliar; it keeps the mind nimble; it kills prejudice, & it fosters humor.” Romantic poets inaugurated an era of travel because they were the great apostles of open eyes. Buddhist monks are often vagabonds, in part because they believe in wakefulness. And if travel is like love, it is, in the end, mostly because it’s a heightened state of awareness, in which we are mindful, receptive, undimmed by familiarity and ready to be transformed. That is why the best trips, like the best love affairs, never really end."
picoiyer  travel  learning  identity  glvo  self  knowledge  tcsnmy  ignorance  slow  time  love  santayana  thoreau  ralphwaldoemerson  wakefulness  awareness  noticing  observation  familiarity  transformationcompassion  empathy  work  life  freedom  proust  language  camus  fear  disruption  odyssey  grahamgreene  dhlawrence  vsnaipaul  brucechatwin  samuelbutler  paultheroux  oliversacks  petermatthiessen  from delicious
august 2010 by robertogreco
Learning from the Extremes - Charlie Leadbeater & Annika Wong [.pdf] [also referenced: http://www.core77.com/blog/education/_learning_from_the_extremes_-_charlie_leadbeater_annika_wong_15823.asp]
"Leadbeater makes further point about increasing relative ignorance that is highly significant for teaching & learning. It is that we can & must put ignorance to work–to make it useful–to provide opportunities for ourselves & others to live innovative & creative lives. “What holds people back from taking risks, is often as not…their knowledge, not their ignorancel.” Useful ignorance becomes a space of pedagogical possibility rather than base that needs to be covered. ‘Not knowing’ needs to be put to work w/out shame or bluster…Our highest educational achievers may well be aligned w/ teachers in knowing what to do if & when they have script. But…this sort of certain & tidy knowing is out of alignment w/ script-less & fluid social world. Out best learners will be those who can make ‘not knowing’ useful, do not need blueprint, template, map, to make new kind of sense. This is one new disposition that academics as teachers need to acquire fast–disposition to be usefully ignorant."
charlesleadbeater  teaching  ignorance  usefulignorance  learning  lcproject  tcsnmy  schools  risk  risktaking  pedagogy  annikawong  knowledge  education  academics  unschooling  deschooling  gamechanging  disruption  informallearning  informal  olpc  sugatamitra  holeinthewall  outdoctrination  kenya  brasil  india  developingworld  development  technology  filetype:pdf  media:document  from delicious
august 2010 by robertogreco
Unlearning How to Teach [via: http://weblogg-ed.com/2010/unlearning-teaching/]
"Rather than teachers delivering an information product to be ‘consumed’ and fed back by the student, co-creating value would see the teacher and student mutually involved in assembling and dissembling cultural products. As co-creators, both would add value to the capacity building work being done through the invitation to ‘meddle’ and to make errors. The teacher is in there experimenting and learning from the instructive complications of her errors alongside her students, rather than moving from desk to desk or chat room to chat room, watching over her flock."
creativity  education  teaching  unlearning  knowledge  tcsnmy  lcproject  unschooling  deschooling  schooliness  learning  toshare  topost  belesshelpful  intervention  lifelonglearning  ericamcwilliam  zigmuntbauman  sageonthestage  guideontheside  teacherasmasterlearner  from delicious
august 2010 by robertogreco
Jonathan Harris . Clouds and coins [Read the whole thing.]
"[I]t was the best class I ever had anywhere at any age. It was basically a grab bag of things that people should know, but things that people often never end up learning… The class was a crash course in things that are usually picked up slowly and by accident, like lost coins, over the course of your life. This class was so memorable because it was so little like school, and so much like life. School is basically a way of keeping people occupied — a theatrical set piece designed to take up time and spit out consenting consumers.<br />
<br />
Any adult knows that what he really knows he did not learn in school. The gradual accumulation of experience is really how we learn. But unlike school, life is unpredictable, so it would be dangerous to leave the teaching of life to life. Just think how much would get left out of the curriculum, and how hard it would be to standardize tests!"
jonathanharris  education  learning  life  wisdom  unschooling  topost  toshare  tcsnmy  videogames  metaphor  standardizedtesting  schools  schooling  teaching  parenting  east  west  westernworld  easternworld  passivity  accepance  lcproject  understanding  experience  experientiallearning  emptiness  heroes  identity  knowledge  mortality  replacability  children  making  seeing  building  unpredictability  curriculum  from delicious
august 2010 by robertogreco
The best five books on everything | FiveBooks [via: http://www.septivium.com/b/2010/08/13/five-books/]
"Become an instant expert. Every day an eminent writer, thinker, commentator, politician, academic chooses five books on their specialist subject. From Einstein to Keynes, Iraq to the Andes, Communism to Empire. Share in the knowledge and buy the books."
aggregator  recommendations  books  economics  education  information  literature  toread  reading  publishing  politics  learning  expertise  encyclopedia  knowledge  readinglist  fivebooks  from delicious
august 2010 by robertogreco
YouTube - Consider Denmark - Education & Innovation
education  denmark  learning  lcproject  tcsnmy  rote  projectbasedlearning  play  criticalthinking  intrinsicmotivation  schools  universities  colleges  innovation  creativity  collaboration  arts  teamwork  invention  user-centered  business  economics  knowledge  design  designthinking  from delicious
august 2010 by robertogreco
Right on Cue - Culture - The Atlantic [via: http://kottke.org/10/08/digging-in-the-crates-or-why-my-generation-is-into-history]
"What I do know is that, like Rooney, I couldn't name a Lady Gaga song if I heard one right now. But I also know that my son knows more of my music than I know of his. He can recognize Nas, but I can't recognize, say, Drake. In other words, you'd do a lot better banking on my ignorance than his.<br />
<br />
Age, like all power constructs, (race, gender, class) encourages it's own ignorance. To not know is a luxury of power. You don't have to know Their Eyes Were Watching God. But I damn sure better know The Scarlet Letter. (It's bad enough I'm slipping on Twain.) Age turns ignorance into a luxury, and worse, if you don't recognize it as a luxury you start to think everyone is as clueless as you. And of course you're clueless that any of this is even going on. It's just a bad look all around."
ta-nehisicoates  age  aging  media  music  ignorance  andyrooney  knowledge  awareness  generations  wisdom  from delicious
august 2010 by robertogreco
About Flow: Doors of Perception 7 on Flow
"But an equally important use of information is much more vague. It’s why we read newspapers every day, exchange idle gossip or attend conferences. It’s why we suffer an education. We’re not seeking a specific piece of information. We’re accumulating a semi-random collection of data, ideas and gut feelings which have no immediate or apparent use.

We build up this semi-random cloud of mental stuff to equip ourselves with a continually updated ‘feel’ for events—so that, when in the hazy future a need or opportunity arises, facts and intuitions will hopefully fuse into patterns that allow us to take actions appropriate to their context. We also hope that, while wandering and wondering in this space, we might stumble across valuable facts or ideas which, had we sought them, might not have been found. Let’s call this imaginary cloud ‘a space for half-formed thoughts’."

[via: http://plsj.tumblr.com/post/938736809/a-space-for-half-formed-thoughts]
creativity  cyberculture  cyberspace  media  technology  theory  flow  williamgibson  sensemaking  patterns  patternrecognition  information  memory  generalists  crosspollination  crossdisciplinary  interdisciplinary  multidisciplinary  alberteinstein  philliptabor  2002  half-formedthoughts  thinking  knowledge  data  retrieval  context  words  logic  play  expression  understanding  invention  design  psychology  imagination  space  substance  robertomatta  matta-clark  spacial  vagueness  fluidity  from delicious
august 2010 by robertogreco
Sticking the world together with words | Tim Parks | Books | guardian.co.uk [via: http://plsj.tumblr.com/post/833198983/sticking-the-world-together-with-words]
"what if language & literature were as much a part of the problem as the solution? Consider. Invented, not part of nature, words are thrust upon us the moment we emerge from the womb. Heads stuffed with them, we start to imitate. The right sounds in the right sequences get us what we want. Soon these patterns of sound seem as natural as breathing. For stream of consciousness, read stream of words…<br />
<br />
Predictably, society prefers writers who don't meddle with the word sequences we all know and on which our identities depend, who treat syntax & grammar as if they were natural & inevitable, as if from birth the brain was made up of words, English words.…<br />
<br />
Foreign languages are unsettling. They remind us how arbitrary the mental world we live in is. Silence is worse. When we try to imagine consciousness without words, when we think of a day, even an hour, without any words in the head, we are overcome by a kind of vertigo. As when we think of death…"
timparks  words  conciousness  classideas  language  english  languages  culture  humanity  storytelling  literature  knowledge  stories  power  books  wisdom  from delicious
august 2010 by robertogreco
Frank Chimero - Your blog sucks. And your work. And probably mine too.
"we “visual” people need to get off of our asses & write. Sounds painful, but I’m not talking about standardized-test/public-school, 5-paragraph-format, “This-leads-me-to-conclude” writing. I’m talking about real writing that communicates. Intended outcomes are labeled, process is documented, & you say why something was made into being. Tell me why.

I want more writing like Liz Danzico’s or Jason Santa Maria’s. I want thoughtful documentation of what it’s like to make stuff. Marco Arment, developer of Tumblr & Instapaper, does that exceedingly well. He lets us into the process, explains decisions & keeps us posted on his thoughts about his work & the things corollary to his development concerns. So, based on that, I ask you this: are we trying to keep design a mysterious black box? Because if that’s what you want, you’re doing a damn good job of it…

To do meaningful curation, it requires knowledge in multiple areas…Great designers are prone to have a wide base of knowledge."
frankchimero  writing  classideas  communication  process  criticism  curation  blogs  blogging  design  glvo  generalists  knowledge  bandwagons  enthusiasm  marcoarment  lizdanzico  jasonsantamaria  realwriting  tcsnmy  toshare  topost  thewhy  thinking  sharing  value  curating  from delicious
august 2010 by robertogreco
The Itch of Curiosity | Wired Science | Wired.com
"The fact that curiosity increases with uncertainty (up to a point), suggests that a small amount of knowledge can pique curiosity and prime the hunger for knowledge, much as an olfactory or visual stimulus can prime a hunger for food, which might suggest ways for educators to ignite the wick in the candle of learning."
jonahlehrer  uncertainty  certainty  education  learning  humans  curiosity  unschooling  deschooling  tcsnmy  howwelearn  belesshelpful  teaching  knowledge  humannature  instinct  brain  neuroscience  creativity  imagination  psychology  evolution  science  behavior  academia  from delicious
august 2010 by robertogreco
Jonah Lehrer and The Fourth Culture « Snarkmarket
Lehrer: "[4th cul­ture] seeks to dis­cover rela­tion­ships btwn human­i­ties & sci­ences…will ignore arbi­trary intel­lec­tual bound­aries, seek­ing instead to blur lines that sep­a­rate…freely trans­plant knowl­edge btwn sci­ences & human­i­ties, & focus on con­nect­ing reduc­tion­ist fact to our actual expe­ri­ence…take prag­matic view of truth &…judge truth not by its ori­gins but by its use­ful­ness…While sci­ence will always be our pri­mary method of inves­ti­gat­ing the uni­verse, it is naïve to think that sci­ence alone can solve every­thing itself, or that every­thing can even be solved…When we ven­ture beyond edge of our knowl­edge, all we have is art…No knowl­edge has a monop­oly on knowledge."
knowledge  timcarmody  snarkmarket  media  interdisciplinary  humanities  science  art  crossdisciplinary  multidisciplinary  jonahleherer  stevenpinker  proustwasaneuroscientist  books  jeffreyjcohen  truth  learning  relativism  absolutism  brain  language  languages  culture  history  society  messiness  fourthculture  jonahlehrer 
august 2010 by robertogreco
Doors of Perception weblog: Traditional knowledge: the dilemmas of sharing
"traditional and tacit knowledge does not lend itself to being codified, organized by knowledge managers, and put into an encyclopedia. It is is socially-owned and used. Like flowers that wilt when cut and put in a vase, indigenous knowledge tends to degrade quickly when removed from its context...
johnthackara  curation  knowledge  libraries  skills  context  knowledgeecologies  taxonomy  categorization  expertise  sharing 
august 2010 by robertogreco
Why Dunbar's Number is Irrelevant | Social Media Today
"I recently finished reading Morten Hansen's fantastic book on Collaboration in which he states that the real value of collaboration and of networks doesn't come from strong relationships and networks but from weak one's. In fact one of Morten's network rules is actually “build weak ties, not strong ones.” According to Morten:

“But research shows that weak ties can prove much more helpful in networking, because they form bridges to worlds we do not walk within. Strong ties, on the other hand, tend to be worlds we already know; a good friends often knows many of the same people and things we know. They are not the best when it comes to searching for new jobs, ideas, experts, and knowledge. Weak ties re also good because they take less time. It's less time consuming to talk to someone once a month (weak tie) than twice a week (a strong tie). People can keep up quite a few weak ties without them being a burden.”"
dunbar  dunbarnumber  collaboration  socialmedia  sociology  networks  weakties  strongties  relationships  pln  knowledge  sharing  networking  mortenhansen 
july 2010 by robertogreco
Why Dunbar's Number is Irrelevant | Social Media Today
"I recently finished reading Morten Hansen's fantastic book on Collaboration in which he states that the real value of collaboration and of networks doesn't come from strong relationships and networks but from weak one's. In fact one of Morten's network rules is actually “build weak ties, not strong ones.” According to Morten:
dunbar  dunbarnumber  collaboration  socialmedia  sociology  networks  weakties  strongties  relationships  pln  knowledge  sharing  networking  mortenhansen 
july 2010 by robertogreco
Ethan Zuckerman: Listening to global voices | Video on TED.com [script here: http://www.ethanzuckerman.com/blog/2010/07/14/a-wider-world-a-wider-web-my-tedglobal-2010-talk/]
"Sure, the web connects the globe, but most of us end up hearing mainly from people just like ourselves. Blogger and technologist Ethan Zuckerman wants to help share the stories of the whole wide world. He talks about clever strategies to open up your Twitter world and read the news in languages you don't even know."
infrastructure  bilingualism  blogging  blogs  globalization  global  ted  world  curation  ethanzuckerman  filterbubble  tcsnmy  classideas  toshare  topost  news  media  language  socialmedia  translation  internet  xenophily  xenophiles  perspective  globalvoices  languages  googlechrome  nicholasnegroponte  imaginarycosmipolitans  education  learning  understanding  flocks  GDPbias  gdp  newscoverage  tedglobal  brazil  technology  globalvillage  listening  globalism  communication  knowledge  twitter  collaboration 
july 2010 by robertogreco
…My heart’s in Accra » A wider world, a wider web: my TEDGlobal 2010 talk [video here: http://blog.ted.com/2010/07/listening_to_gl.php]
"world is much wider than we generally perceive it....Tools like twitter can trap us in...“filter bubbles”–internet is too big to understand, so we get picture of it that’s similar to what our friends see...wider world is click away, but we’re usually filtering it out...wasn’t how it was supposed to work...in 1970s, 35-40% of average nightly newscast focused on international stories...now 12-15%...same phenomenon in quality US newspapers...pays far closer attention to wealthy nations than poor ones...Most media show this GDP bias...internet isn’t flattening world as Nicholas Negroponte thought it would...making us “imaginary cosmopolitans”
infrastructure  bilingualism  blogging  blogs  globalization  global  ted  world  curation  ethanzuckerman  filterbubble  tcsnmy  classideas  toshare  topost  news  media  language  socialmedia  translation  internet  xenophily  xenophiles  perspective  globalvoices  languages  googlechrome  nicholasnegroponte  imaginarycosmipolitans  education  learning  understanding  flocks  GDPbias  gdp  newscoverage  tedglobal  brazil  technology  globalvillage  listening  globalism  communication  knowledge  twitter  collaboration 
july 2010 by robertogreco
Stephen Fry: What I wish I'd know when I was 18 on Vimeo
[via: http://gnatgnat.com/2010/07/not-so-secretman-crush/]
socialnetworking  stephenfry  success  goals  advice  philosophy  self  culture  interview  life  love  technology  egocentrism  interested  interestingness  wisdom  schools  blame  humor  inspiration  introspection  ineed  whining  learning  bookcrossing  teaching  tcsnmy  toshare  topost  perspective  heroes  admiration  notimpressed  negativism  noticing  observation  travelabroad  travel  comparison  knowledge  truth  criticalthinking  skepticism  experience  inquiry  empiricism  experimenting  questioning  authority  fundamentalism 
july 2010 by robertogreco
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jeffreyjcohen ⊕  jeffsharpe ⊕  jilltarter ⊕  jimmywales ⊕  jobs ⊕  johnburns ⊕  johndewey ⊕  johnholt ⊕  johnkay ⊕  johnmoravec ⊕  johnperrybarlow ⊕  johnrendon ⊕  johnseelybrown ⊕  johnsteinbeck ⊕  johntaylorgatto ⊕  johnthackara ⊕  joiito ⊕  jonahleherer ⊕  jonahlehrer ⊕  jonathanharris ⊕  jonathankozol ⊕  journalism ⊕  journals ⊕  jprangaswami ⊕  judgement ⊕  julianbleecker ⊕  justice ⊕  justinintimelearning ⊕  karlpopper ⊕  kathysierra ⊕  kenrobinson ⊕  kenya ⊕  kevinkelly ⊕  kids ⊕  kiostark ⊕  kis ⊕  knol ⊕  knowing ⊕  knowledge ⊖  knowledgeecologies ⊕  knowledgeexchange ⊕  knowledgemaking ⊕  knowledgemanagement ⊕  knowledgeworkers ⊕  knowledgeworks ⊕  knwoledgebowl ⊕  kottke ⊕  krugereffect ⊕  labor ⊕  language ⊕  languages ⊕  laptops ⊕  larrylessig ⊕  lasvegas ⊕  law ⊕  lawrencekrauss ⊕  lcproject ⊕  leadership ⊕  leaning ⊕  learning ⊕  learning2.0 ⊕  learningbydoing ⊕  learningcommunities ⊕  learningecologies ⊕  learningnetworks ⊕  learningstyles ⊕  lebbeuswoods ⊕  lectures ⊕  legacy ⊕  legal ⊕  legislation ⊕  leighblackall ⊕  leisurearts ⊕  letmeshowyou ⊕  letters ⊕  lewiscarroll ⊕  liberalarts ⊕  liberation ⊕  libertarianism ⊕  librarians ⊕  libraries ⊕  library2.0 ⊕  life ⊕  lifehacks ⊕  lifelonglearning ⊕  lifeofthemind ⊕  lifeskills ⊕  lifestyle ⊕  limits ⊕  lindaholmes ⊕  linguistics ⊕  links ⊕  listening ⊕  listenting ⊕  lists ⊕  literacies ⊕  literacy ⊕  literature ⊕  livetowork ⊕  living ⊕  lizcoleman ⊕  lizdanzico ⊕  local ⊕  location ⊕  location-based ⊕  locative ⊕  logic ⊕  london ⊕  loneliness ⊕  longnow ⊕  longterm ⊕  losangeles ⊕  love ⊕  loveoflearning ⊕  lovettschool ⊕  lucygray ⊕  luddism ⊕  luddites ⊕  luisarmandogandin ⊕  lying ⊕  mac ⊕  machines ⊕  magic ⊕  make ⊕  makerculture ⊕  makers ⊕  making ⊕  makingmeaning ⊕  management ⊕  mania ⊕  manifestos ⊕  manual ⊕  manufacturing ⊕  mapping ⊕  maps ⊕  marc-alexandreprud'homme ⊕  marcelproust ⊕  marcoarment ⊕  marcprensky ⊕  margielachman ⊕  margueritehart ⊕  mariamontessori ⊕  marionbrady ⊕  marketing ⊕  markpesce ⊕  marksurman ⊕  marshallmcluhan ⊕  martinamis ⊕  marxism ⊕  maryannewolf ⊕  materials ⊕  math ⊕  matta-clark ⊕  matthern ⊕  matthewbattles ⊕  matthewcrawford ⊕  mayafrost ⊕  meaning ⊕  meaningmaking ⊕  measurement ⊕  mechanics ⊕  media ⊕  media:document ⊕  mediadiversity ⊕  medialiteracy ⊕  medicine ⊕  mediocrity ⊕  meetings ⊕  memories ⊕  memorization ⊕  memory ⊕  mening ⊕  mentoring ⊕  mentors ⊕  mentorships ⊕  meritocracy ⊕  mesh ⊕  mesofacts ⊕  messiness ⊕  metacognition ⊕  metaphor ⊕  metaphors ⊕  metaphysics ⊕  metaweb ⊕  methodology ⊕  methods ⊕  michaelapple ⊕  michaelmichalko ⊕  michaelshermer ⊕  michaelwesch ⊕  michelangelo ⊕  michigan ⊕  michiganstate ⊕  microcontrollers ⊕  military ⊕  millennials ⊕  millsbaker ⊕  mind ⊕  mindmap ⊕  mindmapping ⊕  minds ⊕  mindset ⊕  misconception ⊕  misconceptions ⊕  mmog ⊕  mob ⊕  mobile ⊕  mobilelearning ⊕  mobs ⊕  modelessinnovation ⊕  modeling ⊕  models ⊕  money ⊕  montessori ⊕  moodle ⊕  morality ⊕  mortality 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philliptorrone ⊕  philosophy ⊕  philosopy ⊕  phones ⊕  physics ⊕  piaget ⊕  picoiyer ⊕  place ⊕  place-shifted ⊕  plagiarism ⊕  planning ⊕  platial ⊕  play ⊕  playingschool ⊕  plazes ⊕  ples ⊕  pln ⊕  plp ⊕  poetry ⊕  pokemon ⊕  policy ⊕  politics ⊕  polymaths ⊕  poor ⊕  portal ⊕  portfolio ⊕  post-industrial ⊕  post-structuralism ⊕  posterity ⊕  postmodernism ⊕  power ⊕  powerpoint ⊕  practical ⊕  practicality ⊕  practice ⊕  precision ⊕  predictablity ⊕  predictions ⊕  prejudice ⊕  presentations ⊕  prestige ⊕  principles ⊕  print ⊕  printing ⊕  prisonschools ⊕  privacy ⊕  proactive ⊕  probability ⊕  problemsolving ⊕  process ⊕  procrastination ⊕  production ⊕  productivity ⊕  professionaldevelopment ⊕  programming ⊕  progress ⊕  progressive ⊕  projectbasedlearning ⊕  projectideas ⊕  projectmanagement ⊕  property ⊕  prosperity ⊕  prototyping ⊕  proust ⊕  proustwasaneuroscientist ⊕  proximity ⊕  pseudoscience ⊕  psychogeography ⊕  psychology ⊕  public ⊕  publicdomain ⊕  publicengagement 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revolution ⊕  rhizomaticlearning ⊕  richarddawkins ⊕  richardfeynman ⊕  righteouswarrior ⊕  rights ⊕  rigor ⊕  risk ⊕  riskaversion ⊕  risktaking ⊕  ritesofpassage ⊕  robertantonwilson ⊕  robertkrulwich ⊕  robertomatta ⊕  robertpatterson ⊕  robinsloan ⊕  robots ⊕  romance ⊕  romanticism ⊕  rote ⊕  rotelearning ⊕  rousseau ⊕  routine ⊕  routledgeinternational ⊕  rss ⊕  rubrics ⊕  ruleofthumb ⊕  rules ⊕  rural ⊕  sabbaticals ⊕  safety ⊕  sageonthestage ⊕  sallyapplin ⊕  samuelbutler ⊕  sandiego ⊕  sanfrancisco ⊕  santayana ⊕  sarahmalin ⊕  scalability ⊕  scale ⊕  scale_slim ⊕  scaling ⊕  scarcity ⊕  scholarship ⊕  school2.0 ⊕  schooldesign ⊕  schooliness ⊕  schooling ⊕  schools ⊕  science ⊕  sciencefiction ⊕  scientificunderstanding ⊕  scientists ⊕  scifi ⊕  sculpture ⊕  sea ⊕  seaglass ⊕  search ⊕  searchability ⊕  seattime ⊕  security ⊕  seeing ⊕  self ⊕  self-assessment ⊕  self-awareness ⊕  self-development ⊕  self-directed ⊕  self-directedlearning ⊕  self-education ⊕  self-esteem ⊕  self-reference ⊕  selfishness ⊕  selflessness ⊕  selfpreservation ⊕  semantic ⊕  semantics ⊕  semanticweb ⊕  sensemaking ⊕  serendipity ⊕  services ⊕  sethgodin ⊕  seungchanlim ⊕  seymourpapert ⊕  share ⊕  sharing ⊕  shellyblake-pock ⊕  shiftctrlesc ⊕  sickness ⊕  silence ⊕  siliconvalley ⊕  simplicity ⊕  singularity ⊕  skeptic ⊕  skepticism ⊕  skills ⊕  sleep ⊕  slow ⊕  slums ⊕  smallpieceslooselyjoined ⊕  sms ⊕  snarkmarket ⊕  social ⊕  socialcontext ⊕  socialization ⊕  socialjustice ⊕  socialmedia ⊕  socialmovements ⊕  socialnetworking ⊕  socialnetworks ⊕  socialrestraint ⊕  socialsoftware ⊕  society ⊕  sociology ⊕  socrates ⊕  software ⊕  solitude ⊕  sorting ⊕  space ⊕  spacial ⊕  spatial ⊕  speaking ⊕  specialists ⊕  specialization ⊕  spontaneity ⊕  spontaneous ⊕  sports ⊕  srg ⊕  stackofbookstoread ⊕  stages ⊕  standardization ⊕  standardizedtesting ⊕  standards ⊕  stanleyfish ⊕  startingover ⊕  startup ⊕  stasis ⊕  statistics ⊕  stefancollini ⊕  stefanhagemann ⊕  stephendownes ⊕  stephenfry ⊕  stephenhawking ⊕  stephenheppell ⊕  stevenjohnson ⊕  stevenpinker ⊕  stories ⊕  storyofmylife ⊕  storytelling ⊕  strategy ⊕  streams ⊕  streets ⊕  stress ⊕  strongties ⊕  student-centered ⊕  student-led ⊕  studentdirected ⊕  students ⊕  study ⊕  subjectivity ⊕  substance ⊕  success ⊕  sugatamitra ⊕  summerhill ⊕  superliterates ⊕  supermemo ⊕  surplus ⊕  surveillance ⊕  survival ⊕  susanbooth ⊕  sustainability ⊕  sweden ⊕  sylviamartinez ⊕  synthesis ⊕  systems ⊕  systemsthinking ⊕  ta-nehisicoates ⊕  tablets ⊕  tagging ⊕  tags ⊕  taiaiakealfred ⊕  talks ⊕  tangible ⊕  tasks ⊕  taxonomy ⊕  tcsnmy ⊕  teacherascollaborator ⊕  teacherasmasterlearner ⊕  teaching ⊕  teamwork ⊕  technium ⊕  technology ⊕  ted ⊕  tedglobal ⊕  teemuarina ⊕  teens ⊕  televisedbook ⊕  television ⊕  temporality ⊕  testing ⊕  tests ⊕  text ⊕  textbooks ⊕  texting ⊕  the2837university ⊕  theories ⊕  theory ⊕  therapeuticcities ⊕  thewhy ⊕  thinking ⊕  thomasdocherty ⊕  thoreau ⊕  thought ⊕  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values ⊕  variety ⊕  veggingout ⊕  via:blackbeltjones ⊕  via:blech ⊕  via:britta ⊕  via:cervus ⊕  via:cityofsound ⊕  via:hrheingold ⊕  via:kottke ⊕  via:lukeneff ⊕  via:migurski ⊕  via:preoccupations ⊕  via:russelldavies ⊕  via:steelemaley ⊕  via:straup ⊕  via:tealtan ⊕  victorhugo ⊕  video ⊕  videogames ⊕  violence ⊕  virtual ⊕  virtualization ⊕  vision ⊕  visual ⊕  visualization ⊕  vittra ⊕  vocabulary ⊕  vocation ⊕  vocational ⊕  voice ⊕  vsnaipaul ⊕  vulnerability ⊕  waitingforsuperman ⊕  wakefulness ⊕  walterbenjamin ⊕  washingtondc ⊕  wayneau ⊕  weakties ⊕  wealth ⊕  web ⊕  web2.0 ⊕  well-being ⊕  wellness ⊕  west ⊕  westernworld ⊕  whatweknow ⊕  whining ⊕  whiteboards ⊕  whitecollar ⊕  why ⊕  wifi ⊕  wiki ⊕  wikiasearch ⊕  wikipedia ⊕  wikis ⊕  williamgibson ⊕  williamosler ⊕  wirearchy ⊕  wireless ⊕  wisdom ⊕  wisdomofcrowds ⊕  wonder ⊕  wonderdeficit ⊕  wondering ⊕  words ⊕  wordsmithing ⊕  wordsworth ⊕  work ⊕  workflow ⊕  workplace ⊕  workspace ⊕  worktolive ⊕  world ⊕  worldbuilding ⊕  worldcreating ⊕  worldmaking ⊕  wow ⊕  writing ⊕  xenophiles ⊕  xenophily ⊕  yearoff ⊕  yochaibenkler ⊕  youth ⊕  youtube ⊕  zen ⊕  zigmuntbauman ⊕  zizek ⊕  _2012 ⊕ 

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