Learning Learning/Parable 2/Licks: Difference between revisions

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laoupastroc
This week’s Lick:
This week’s Lick:


I get upset when people say that the point of the laptops is that children can learn “all the time, everywhere.” Of course it’s true. But insulting to children. They are learning all the time wherever they are. Maybe not what you want them to learn – but that’s a very different story.
I get upset when people say that the point of the laptops is that children can learn “all the time, everywhere.” Of course it’s true. But insulting to children. They are learning all the time wherever they are. Maybe not what you want them to learn – but that’s a very different story.


It is not only insulting, but counter-productive, to count only our kind – or school’s kind – of learning and thinking as real learning and thinking. The central problem of education is not teaching children to think differently, but connecting what we think they should learn with the kind of thinking they can do very well.
It is not only insulting, but counter-productive, to count only our kind – or school’s kind – of learning and thinking as real learning and thinking. The central problem of education is not teaching children to think differently, but connecting what we think they should learn with the kind of thinking they can do very well.


Of course children like the rest of us could benefit from learning to think better – but that too is a different story.
Of course children like the rest of us could benefit from learning to think better – but that too is a different story.


[[Learning Learning/Parable 2|Back to parable]]
[[Learning Learning/Parable 2|Back to parable]]

Revision as of 14:22, 15 July 2008

laoupastroc This week’s Lick:

I get upset when people say that the point of the laptops is that children can learn “all the time, everywhere.” Of course it’s true. But insulting to children. They are learning all the time wherever they are. Maybe not what you want them to learn – but that’s a very different story.

It is not only insulting, but counter-productive, to count only our kind – or school’s kind – of learning and thinking as real learning and thinking. The central problem of education is not teaching children to think differently, but connecting what we think they should learn with the kind of thinking they can do very well.

Of course children like the rest of us could benefit from learning to think better – but that too is a different story.

Back to parable

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