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BBC Radio 4 - Pick a Sky and Name It
"How did Momtaza Mehri go from net savvy 6th former to successful millennial poet?

A house belonging to her grandmother is the closest poet Momtaza Mehri has ever come to having a permanent home. Aside from summer months in London, Momtaza's family picked its way across the Middle East.

"Then I just realise, I'm having this typical Somali experience where we're literally going to the places that would be considered the bad 'hoods."

Across a sea, another gulf, was the country her parents no longer called home.

Talking with her mother, Momtaza revisits the childhood experiences that shaped her outlook and her coming of age as a millennial poet.

Poetry extracts are taken from:
I believe in the transformative power of cocoa butter and breakfast cereal in the afternoon
Manifesto for those carrying dusk under their eyes
The Sag
Shan
Wink Wink
November 1997

"The internet just switched up the entire game," Momtaza says.

Producer: Tamsin Hughes
A Testbed production for BBC Radio 4."
momtazamehri  poets  poetry  poems  howwelearn  online  internet  web  blogging  autodidacts  somalidiaspora  tamsinhughes  2018  interviews  radio  profiles  somalia  middleeast  london  experience  childhood  dubai  mogadishu  civilwar  tumblr  publishing  howwewrite  freedom 
july 2018 by robertogreco
Juxtapoz Magazine - Red Bull Arts New York Produces “RAMMELLZEE: It’s Not Who But What,” Examining the Groundbreaking Artist
"Elaborating on the ornate and abstract visual language of wild style graffiti, Rammellzee decided to create his own Alphabet, arming the letter for assault against the tyranny of our information age. A visionary, polymath and autodidact, Rammellzee infused urban vernacular with a complex and hermeneutic meta-structure that was informed equally by the illuminated manuscripts of the Middle Ages, the history of military strategy and design, radical politics and semiotics.

A persistent and formidable figure in New York’s Downtown scene since he moved from his childhood home in the Rockaways and relocated to a studio in Tribeca in the late ’70s, Rammellzee garnered a legion of followers (notably including A-One, Toxic and Kool Koor) to his school of Gothic Futurism and stormed public consciousness with his performances in films like Charlie Ahearn’s Wild Style and Jim Jarmusch’s Stranger Than Paradise. His most famous collaboration, however, was with his one-time friend and life-long nemesis Jean-Michel Basquiat, who immortalized him in his masterwork Hollywood Africans and produced Rammellzee’s signature single “Beat Bop,” releasing it on his own label, Tar Town Records. To this day, it is considered one of the foundational records of hip hop. After enjoying much success in the art world in the ’80s, Rammellzee would turn his back on the gallery system and spend the rest of his life producing the Afrofuturist masterpiece The Battle Station, in his studio loft.

Guided by his treatise on “Ikonoklastik Panzerism,” the first manifesto he wrote while still a teen, Rammellzee was at once the high priest of hip hop and a profoundly Conceptual artist. In his expansive cosmology, born of b-boy dynamics, the wordplay of rap and the social trespass of graffiti, Rammellzee inhabited multiple personae in an ongoing performance art where identity and even gender became fluid and hybrid. Over the past two decades of his life, increasingly focused on his studio practice, he created a mind-blowing universe of Garbage Gods, Letter Racers, Monster Models and his surrogate form, the vengeful deity of Gasolier. Though his art, working with toxic materials, and lifestyle brought about an early death in 2010, his ideas and art remain a legacy we’ll be trying to figure out for generations to come. —Carlo McCormick"

[video on YouTube: https://www.youtube.com/watch?v=PjAfVHSeIvY ]

[See also:

"The Spectacular Personal Mythology of Rammellzee"
https://www.newyorker.com/magazine/2018/05/28/the-spectacular-personal-mythology-of-rammellzee

"The Rammellzee universe"
https://boingboing.net/2018/05/23/the-rammellzee-universe.html

"Art Excavated From Battle Station Earth" (2012)
https://www.nytimes.com/2012/02/26/arts/design/rammellzees-work-and-reputation-re-emerge.html

http://redbullartsnewyork.com/exhibition/rammellzee-racing-thunder/press/
https://en.wikipedia.org/wiki/Rammellzee ]
rammellzee  via:subtopes  nyc  history  art  music  1970s  artists  video  basquiat  afrofuturism  jimjarmusch  charlieahearn  gothicfuturism  autodidacts  polymaths  jean-michelbasquiat  middleages  illuminatedmanuscripts  streetart  graffiti  edg  costumes  performance  glvo 
june 2018 by robertogreco
OCCULTURE: 52. John Michael Greer in “The Polymath” // Druidry, Storytelling & the History of the Occult
"The best beard in occultism, John Michael Greer, is in the house. We’re talking “The Occult Book”, a collection of 100 of the most important stories and anecdotes from the history of the occult in western society. We also touch on the subject of storytelling as well as some other recent material from John, including his book “The Coelbren Alphabet: The Forgotten Oracle of the Welsh Bards” and his translation of a neat little number called “Academy of the Sword”."



"What you contemplate [too much] you imitate." [Uses the example of atheists contemplating religious fundamentalists and how the atheists begin acting like them.] "People always become what they hate. That’s why it's not good idea to wallow in hate."
2017  johnmichaelgreer  druidry  craft  druids  polymaths  autodidacts  learning  occulture  occult  ryanpeverly  celts  druidrevival  history  spirituality  thedivine  nature  belief  dogma  animism  practice  life  living  myths  mythology  stories  storytelling  wisdom  writing  howwewrite  editing  writersblock  criticism  writer'sblock  self-criticism  creativity  schools  schooling  television  tv  coelbrenalphabet  1980s  ronaldreagan  sustainability  environment  us  politics  lies  margaretthatcher  oraltradition  books  reading  howweread  howwelearn  unschooling  deschooling  facetime  social  socializing  cardgames  humans  human  humanism  work  labor  boredom  economics  society  suffering  misery  trapped  progress  socialmedia  computing  smarthphones  bullshitjobs  shinto  talismans  amulets  sex  christianity  religion  atheism  scientism  mainstream  counterculture  magic  materialism  enlightenment  delusion  judgement  contemplation  imitation  fundamentalism  hate  knowledge 
february 2018 by robertogreco
Self-Taught
"What happens to those kids who didn’t go to school or experienced non-traditional educations once they become adults? Are they “successful” in life? Can they get into college if they choose to follow that route? How do they make a living, get jobs or start their own businesses? And how do they define success for themselves?

Self-Taught will follow a number of adult self-directed learners as they go about their lives. We will immerse ourselves in their daily activities to see how they make a living, and how they feel about it. The questions guiding this film will explore how these individuals measure their success, and if they feel their non-traditional education helped or hindered them as adults.
Throughout the film, we’ll also hear from experts with extensive experience in child development, psychology, brain science and education and delve into what it means to be a self-directed learner, and we’ll examine the differences between extrinsic and intrinsic motivation and how that guides our choices through life."
self-directed  self-directedlearning  unschooling  learning  howwelearn  documentary  film  towatch  jeremystuart  motivation  life  living  deschooling  education  autodidacts 
february 2018 by robertogreco
Education Used to Happen Outside of School | Intellectual Takeout
"Prior to passage of America's first compulsory schooling statute, in Massachusetts in 1852, it was generally accepted that education was a broad societal good and that there could be many ways to be educated: at home, through one's church, with a tutor, in a class, on your own as an autodidact, as an apprentice in the community--and often all of the above.

Even that first compulsory schooling statute only mandated school attendance for 12 weeks of the year for 8-14 year olds--hardly the childhood behemoth it has become.

Acknowledging that schooling is only a singular model of education opens up enormous possibilities for learning. Looking to successful education models of the past and present, we can imagine what the varied and vibrant future of education could be.

In earlier generations, individuals and groups often created dynamic learning communities all on their own, without coercion. The esteemed thinker, Noam Chomsky, references the rich and varied ways in which people learned prior to the onslaught of mass schooling. He states:

"I grew up in the Depression. My family was a little, I'll say employed working class, but a lot of them never went to school in the first grade, but [were familiar with] very high culture. The plays of Shakespeare in the park, the WPA performances, concerts, and it's just part of life. The union had worker education programs and cultural programs. And high culture was just part of life. Actually, if you're interested, there's a detailed scholarly study of working class people in England in the 19th century and what they were reading, and it's pretty fabulous. It turns out that they didn't go to school, mostly. But they had quite a high level of culture. They were reading contemporary literature and classics. In fact, the author concludes finally that they were probably more educated than aristocrats."

The scholarly study that Chomsky alludes to is Jonathan Rose's book, The Intellectual Life of the British Working Class. In the preface, Rose writes that "the roots of that autodidact culture go back as far as the late middle ages. It surged again in the nineteenth century... Thereafter, the working-class movement for self-education swiftly declined, for a number of converging reasons."

A main reason was the rise of compulsory schooling mandates in Europe and in the U.S., and the corresponding shift in education provided by individuals, families, and local community groups to the obligation of the state. Since then, schooling and education have become inextricably linked, with mixed results.

For example, the literacy rate in Massachusetts in 1850, just prior to passage of that first compulsory schooling statue, was 97 percent.[i] According to the National Center for Education Statistics, the Massachusetts adult literacy rate in 2003 was only 90%. Nationwide, the literacy rate today stands at 86 percent.

Like cars are to transportation, schooling is a ubiquitous and popular mode of education. But it is not the only one. There are many ways to learn, to be educated, particularly as technology and information become increasingly accessible.

The power of technology and the Internet to propel learning without schooling is documented in extensive research by Dr. Sugata Mitra and his colleagues. In one study of their "hole in the wall" experiments, Mitra presents compelling findings on how children from disadvantaged backgrounds in 17 urban slum and rural areas across India used publicly available computers to gain literacy and computing skills on their own, without any adult interference or instruction.

The children, ranging in age from six to 14 years, acquired these skills at rates comparable to children in control groups who were taught in formal, teacher-directed classroom settings. Mitra and his colleagues define this self-education as “minimally-invasive education,” or MIE.

In further studies, Mitra and his colleagues revealed that these same poor, formerly illiterate children also taught themselves English and learned to read simply by having access to computers and the Internet in safe, public spaces within their villages. Mitra's powerful, award-winning 2013 Ted Talk about his "hole in the wall" experiments and findings is definitely worth a watch.

By disentangling schooling from education—to truly de-school our mindset about learning--we can create enormous potential for education innovation. Schooling is one mode of education; but there are so many others to explore and invent."
informallearning  learning  education  unschooling  deschooling  schools  kerrymcdonald  homeschool  sugatamitra  literacy  jonathanrose  autodidacts  self-directed  self-directedlearning  schooling  history 
may 2017 by robertogreco
Meet Moxie Marlinspike, the Anarchist Bringing Encryption to All of Us | WIRED
"Marlinspike isn’t particularly interested in a debate, either; his mind was made up long ago, during years as an anarchist living on the fringes of society. “From very early in my life I’ve had this idea that the cops can do whatever they want, that they’re not on your team,” Marlinspike told me. “That they’re an armed, racist gang.”

Marlinspike views encryption as a preventative measure against a slide toward Orwellian fascism that makes protest and civil disobedience impossible, a threat he traces as far back as J. Edgar Hoover’s FBI wiretapping and blackmailing of Martin Luther King Jr. “Moxie is compelled by the troublemakers of history and their stories,” says Tyler Rein­hard, a designer who worked on Signal. “He sees encryption tools not as taking on the state directly but making sure that there’s still room for people to have those stories.”

ASK MARLINSPIKE TO tell his own story, and—no surprise for a privacy zealot—he’ll often answer with diversions, mono­syllables, and guarded smiles. But anyone who’s crossed paths with him seems to have an outsize anecdote: how he once biked across San Francisco carrying a 40-foot-tall sailboat mast. The time he decided to teach himself to pilot a hot-air balloon, bought a used one from Craigslist, and spent a month on crutches after crashing it in the desert. One friend swears he’s seen Marlinspike play high-stakes rock-paper-scissors dozens of times—with bets of hundreds of dollars or many hours of his time on the line—and has never seen him lose.

But before Marlinspike was a subcultural contender for “most interesting man in the world,” he was a kid growing up with a different and far less interesting name on his birth certificate, somewhere in a region of central Georgia that he describes as “one big strip mall.” His parents—who called him Moxie as a nickname—separated early on. He lived mostly with his mother, a secretary and paralegal at a string of companies. Any other family details, like his real name, are among the personal subjects he prefers not to comment on.

Marlinspike hated the curiosity-killing drudgery of school. But he had the idea to try programming videogames on an Apple II in the school library. The computer had a Basic interpreter but no hard drive or even a floppy disk to save his code. Instead, he’d retype simple programs again and again from scratch with every reboot, copying in commands from manuals to make shapes fill the screen. Browsing the computer section of a local bookstore, the preteen Marlin­spike found a copy of 2600 magazine, the catechism of the ’90s hacker scene. After his mother bought a cheap desk­top computer with a modem, he used it to trawl bulletin board services, root friends’ computers to make messages appear on their screens, and run a “war-dialer” program overnight, reaching out to distant servers at random.

To a bored middle schooler, it was all a revelation. “You look around and things don’t feel right, but you’ve never been anywhere else and you don’t know what you’re missing,” Marlin­spike says. “The Internet felt like a secret world hidden within this one.”

By his teens, Marlinspike was working after school for a German software company, writing developer tools. After graduating high school—barely—he headed to Silicon Valley in 1999. “I thought it would be like a William Gibson novel,” he says. “Instead it was just office parks and highways.” Jobless and homeless, he spent his first nights in San Francisco sleeping in Alamo Square Park beside his desktop computer.

Eventually, Marlinspike found a programming job at BEA-owned Web­Logic. But almost as soon as he’d broken in to the tech industry, he wanted out, bored by the routine of spending 40 hours a week in front of a keyboard. “I thought, ‘I’m supposed to do this every day for the rest of my life?’” he recalls. “I got interested in experimenting with a way to live that didn’t involve working.”

For the next few years, Marlinspike settled into a Bay Area scene that was, if not cyberpunk, at least punk. He started squatting in abandoned buildings with friends, eventually moving into an old postal service warehouse. He began bumming rides to political protests around the country and uploading free audio books to the web of himself reading anarchist theorists like Emma Goldman.

He took up hitchhiking, then he upgraded his wanderlust to hopping freight trains. And in 2003 he spontaneously decided to learn to sail. He spent a few hundred dollars—all the money he had—on a beat-up 27-foot Catalina and rashly set out alone from San Francisco’s harbor for Mexico, teaching himself by trial and error along the way. The next year, Marlin­spike filmed his own DIY sailing documentary, called Hold Fast. It follows his journey with three friends as they navigate a rehabilitated, leaky sloop called the Pestilence from Florida to the Bahamas, finally ditching the boat in the Dominican Republic.

Even today, Marlinspike describes those reckless adven­tures in the itinerant underground as a kind of peak in his life. “Looking back, I and everyone I knew was looking for that secret world hidden in this one,” he says, repeating the same phrase he’d used to describe the early Internet. “I think we were already there.”

If anything can explain Marlinspike’s impulse for privacy, it may be that time spent off society’s grid: a set of experi­ences that have driven him to protect a less observed way of life. “I think he likes the idea that there is an unknown,” says Trevor Perrin, a security engineer who helped Marlinspike design Signal’s core protocol. “That the world is not a completely surveilled thing.”"



"Beneath its ultrasimple interface, Moxie Marlinspike’s crypto protocol hides a Rube Goldberg machine of automated moving parts. Here’s how it works.

1. When Alice installs an app that uses Marlinspike’s protocol, it generates pairs of numeric sequences known as keys. With each pair, one sequence, known as a public key, will be sent to the app’s server and shared with her contacts. The other, called a private key, is stored on Alice’s phone and is never shared with anyone. The first pair of keys serves as an identity for Alice and never changes. Subsequent pairs will be generated with each message or voice call, and these temporary keys won’t be saved.

2. When Alice contacts her friend Bob, the app combines their public and private keys—both their identity keys and the temporary ones generated for a new message or voice call—to create a secret shared key. The shared key is then used to encrypt and decrypt their messages or calls.

3. The secret shared key changes with each message or call, and old shared keys aren’t stored. That means an eavesdropper who is recording their messages can’t decrypt their older communications even if that spy hacks one of their devices. (Alice and Bob should also periodically delete their message history.)

4. To make sure she’s communicating with Bob and not an impostor, Alice can check Bob’s fingerprint, a shortened version of his public identity key. If that key changes, either because someone is impersonating Bob in a so-called man-in-the-middle attack or simply because he ­reinstalled the app, Alice’s app will display a warning."
moxiemarlinspike  encryption  privacy  security  2016  2600  surveillance  whatsapp  signal  messaging  anarchists  anarchism  openwhispersystems  tylerreinhard  emmagoldman  unschooling  education  learning  autodidacts  internet  web  online  work  economics  life  living  lawenforcement 
august 2016 by robertogreco
Emile Norman - By His Own Design on Vimeo
"EMILE NORMAN – BY HIS OWN DESIGN is a portrait of the self-taught California artist, Emile Norman, who, for 91 years, worked with the same passion for life, art, nature, and freedom that inspired him through seven decades of a changing art scene and turbulent times for a gay man in America."

[See also: https://en.wikipedia.org/wiki/Emile_Norman ]
emilenorman  design  art  documentary  sanfrancisco  autodidacts  artists  film 
july 2016 by robertogreco
Jen Delos Reyes | Rethinking Arts Education | CreativeMornings/PDX
[video on YouTube: https://www.youtube.com/watch?v=vXWB7A1_zWA ]

"On the complex terrain of arts education today and expanded ways of valuing knowledge.

What should an arts education look like today? Can education change the role of artists and designers in society? How does teaching change when it is done with compassion? How does one navigate and resist the often emotionally toxic world of academia? With the rising cost of education what can we do differently?

Bibliography:

Streetwork: The Exploding School by Anthony Fyson and Colin Ward

Teaching to Transgress by bell hooks

Teaching Community: A Pedagogy of Hope by bell hooks

Education Automation: Comprehensive Learning for Emergent Humanity by Buckminster Fuller

Talking Schools by Colin Ward

Learning By Heart: Teachings to Free the Creative Spirit by Sister Corita Kent and Jan Steward

The Open Class Room by Herbert Kohl

Deschooling Society by Ivan Illich

Why Art Can’t Be Taught by James Elkins

Education and Experience by John Dewey

Freedom and Beyond by John Holt

Notes for An Art School edited by Manifesta 6

Black Mountain: An Exploration in Community by Martin Duberman

Teaching as a Subversive Activity by Neil Postman and Charles Weingartner

We Make the Road By Walking by Myles Horton and Paulo Friere

Education for Socially Engaged Art by Pablo Helguera

Rasberry: How to Start Your Own School and Make a Book by Sally Rasberry and Robert Greenway

This Book is About Schools edited by Satu Repo

Art School: (Propositions for the 21st Century) edited by Steven Henry Madoff"
via:nicolefenton  jendelosreyes  2014  art  arteducation  education  booklists  bibliographies  anthonyfyson  colinward  bellhooks  buckminsterfuller  sistercorita  coritakent  jansteward  herbertkohl  ivanillich  jameselkins  johndewey  johnholt  manifesta6  martinduberman  blackmountaincollege  bmc  unschooling  deschooling  informal  learning  howwelearn  diy  riotgirl  neilpostman  charlesweingartner  paulofriere  pablohelguera  sallyraspberry  robertgreenway  saturepo  stevenhenrymadoff  lcproject  openstudioproject  standardization  pedagogy  thichnhathahn  teaching  howweteach  mistakes  canon  critique  criticism  criticalthinking  everyday  quotidian  markets  economics  artschool  artschoolconfidential  danclowes  bfa  mfa  degrees  originality  avantgarde  frivolity  curriculum  power  dominance  understanding  relevance  irrelevance  kenlum  criticalcare  care  communitybuilding  ronscapp  artworld  sociallyendgagedart  society  design  context  carnegiemellon  social  respect  nilsnorman  socialpracticeart  cityasclassroom  student-centered  listening  love  markdion  competition  coll 
january 2015 by robertogreco
On BERG's hibernation
"Today BERG Cloud (Formerly BERG, formerly Schulze and Webb) announced it was shutting shop. I spent about 2 years all together working for or with BERG, so I wanted to share some thoughts on my time there. All of this is purely from my point of view, is not official, and I am certain the others would have differing opinions.

I never went to university, but after working with BERG on Mag+ my interest in interaction design grew. I nearly applied for the Copenhagen Institute of Interaction Design but when BERG offered me a full time position, my recurring theme of choosing experience over formal education got the better of me. And it was not a mistake.

To describe a company as a family is incredibly cheesy, but of everywhere I’ve worked it applies most to BERG. My favourite times were definitely on Scrutton Street, when the 13 (or there about) of us were squeezed into an office far too small for us. We had an airport express that anyone could play tunes on, and only one conversation could really happen at once. Of course there were times we would rub each other the wrong way, but one thing that never wavered was the immense respect I had for everyone.

This enabled us to work in a way I’ve never seen anywhere else, and what I half-jokingly dubbed ‘emotion driven development’. If Kanban is the more fluid state of a trusted and able team compared to scrum, then what we had was a step beyond that. We trusted in our own, and importantly each others, strong opinions and (this sounds cheesy again) feelings to drive us forward. This is probably a fragile and unscalable way of working, but without it, I think much of the work would be very different, and BERG wouldn’t have attracted the attention it did. We worked in a different way, and the work was often different because of it.

BERG had an interesting cult following. It certainly punched way above its weight in the design world for such a small company. It was able to create work that turned the heads of both the industry and mass audiences alike. One thing I was always impressed with was how easily new aesthetics were created, something that others spend entire careers developing was almost effortless to my colleagues. Making Future Magic (a project I had nothing to do with) perhaps most exemplifies this.

I am now focusing on working in the public sector, and I went into much detail as to why, but I will always miss my time at BERG. For me it will always feel like my university time; a time to spend learning and experimenting on what we found interesting with very few constraints.

For a group of people who were professionals on thinking about “what’s next”, I think we’re a bit knocked back as we truly don’t know what’s next. It’s an interesting (and scary in a very high up Maslow’s hierarchy kind of way) time. BERG was a major part of East London’s tech culture, and its demise is another blow to it. I imagine there are plenty of people wondering where their friends are going next. I know I am."

[See also: http://morning.computer/2014/09/for-berg-my-london-launchpad/ ]
berg  berglondon  autodidacts  srg  experience  learningbydoing  jamesdarling  2014  design  howwework  tcsnmy  families  workenvironments  teams  respect  groups  howwlearn  learning  mattwebb  emotions  feelings  culture  workculture  creativity 
september 2014 by robertogreco
Denise Levertov : The Poetry Foundation
"Because Levertov never received a formal education, her earliest literary influences can be traced to her home life in Ilford, England, a suburb of London. Levertov and her older sister, Olga, were educated by their Welsh mother, Beatrice Adelaide Spooner-Jones, until the age of thirteen. The girls further received sporadic religious training from their father, Paul Philip Levertoff, a Russian Jew who converted to Christianity and subsequently moved to England and became an Anglican minister. In the Dictionary of Literary Biography, Carolyn Matalene explained that "the education [Levertov] did receive seems, like Robert Browning's, made to order. Her mother read aloud to the family the great works of nineteenth-century fiction, and she read poetry, especially the lyrics of Tennyson. . . . Her father, a prolific writer in Hebrew, Russian, German, and English, used to buy secondhand books by the lot to obtain particular volumes. Levertov grew up surrounded by books and people talking about them in many languages." It has been said that many of Levertov's readers favor her lack of formal education because they see it as an impetus to verse that is consistently clear, precise, and accessible. According to Earnshaw, "Levertov seems never to have had to shake loose from an academic style of extreme ellipses and literary allusion, the self-conscious obscurity that the Provencal poets called 'closed.'"

Levertov had confidence in her poetic abilities from the beginning, and several well-respected literary figures believed in her talents as well. Gould recorded Levertov's "temerity" at the age of twelve when she sent several of her poems directly to T. S. Eliot: "She received a two-page typewritten letter from him, offering her 'excellent advice.' . . . His letter gave her renewed impetus for making poems and sending them out." Other early supporters included critic Herbert Read, editor Charles Wrey Gardiner, and author Kenneth Rexroth. When Levertov had her first poem published in Poetry Quarterly in 1940, Rexroth professed: "In no time at all Herbert Read, Tambimutti, Charles Wrey Gardiner, and incidentally myself, were all in excited correspondence about her. She was the baby of the new Romanticism. Her poetry had about it a wistful Schwarmerei unlike anything in English except perhaps Matthew Arnold's 'Dover Beach.' It could be compared to the earliest poems of Rilke or some of the more melancholy songs of Brahms.""



"Levertov's American poetic voice was, in one sense, indebted to the simple, concrete language and imagery, and also the immediacy, characteristic of Williams Carlos Williams's art. Accordingly, Ralph J. Mills Jr. remarked in his essay in Poets in Progress that Levertov's verse "is frequently a tour through the familiar and the mundane until their unfamiliarity and otherworldliness suddenly strike us. . . . The quotidian reality we ignore or try to escape, . . . Levertov revels in, carves and hammers into lyric poems of precise beauty." In turn, Midwest Quarterly reviewer Julian Gitzen explained that Levertov's "attention to physical details [permitted her] to develop a considerable range of poetic subject, for, like Williams, she [was] often inspired by the humble, the commonplace, or the small, and she [composed] remarkably perceptive poems about a single flower, a man walking two dogs in the rain, and even sunlight glittering on rubbish in a street."

In another sense, Levertov's verse exhibited the influence of the Black Mountain poets, such as Robert Duncan, Charles Olson, and Robert Creeley, whom Levertov met through her husband. Cid Corman was among the first to publish Levertov's poetry in the United States in Origin in the 1950s. Unlike her early formalized verse, Levertov now gave homage to the projectivist verse of the Black Mountain era, whereby the poet "projects" through content rather than through strict meter or form. Although Levertov was assuredly influenced by several renowned American writers of the time, Matalene believed Levertov's "development as a poet [had] certainly proceeded more according to her own themes, her own sense of place, and her own sensitivities to the music of poetry than to poetic manifestos." Indeed, Matalene explained that when Levertov became a New Directions author in 1959, this came to be because editor James Laughlin had detected in Levertov's work her own unique voice."
deniseleverton  poetry  writing  writers  autodidacts  unschooling  deschooling  blackmountaincollege  blackmountainpoets  robertcreeley  charlesolson  robertduncan  cidcorman  projectivism  bmc  rilke 
july 2014 by robertogreco
"Fleeting pockets of anarchy" Streetwork. The exploding school. | Catherine Burke - Academia.edu
"Colin Ward (1924–2010) was an anarchist and educator who, together with Anthony Fyson, was employed as education officer for the Town and Country Planning Association in the UK during the 1970s. He is best known for his two books about childhood, The Child in the City (1978) and The Child in the Country (1988). The book he co-authored with Fyson, Streetwork. The Exploding School (1973), is discussed in this article as illustrating in practical and theoretical terms Ward’s appreciation of the school as a potential site for extraordinary radical change in relations between pupils and teachers and schools and their localities. The article explores the book alongside the Bulletin of Environmental Education, which Ward edited throughout the 1970s. It argues that the literary and visual images employed in the book and the bulletins contributed to the powerful positive representation of the school as a site of potential radical social change. Finally, it suggests that “fleeting pockets of anarchy” continue to exist in the lives of children through social networking and virtual environments that continue to offer pedagogical possibilities for the imaginative pedagogue."



"Paul Goodman’s work had particular relevance to the development of ideas expressed in Streetwork. Through his fiction, Goodman developed the idea of the “exploding school” which realised the city as an educator. Playing with the notion of the school trip as traditionally envisaged, he created an image of city streets as host to a multitude of small peripatetic groups of young scholars and their adult shepherds. This image was powerfully expressed in Goodman’s 1942 novel, TheGrand Piano; or, The Almanac of Alienation.

Ward quotes extensively from this novel in Streetwork because the imagery and vocabulary so clearly articulate a view of the city and the school that is playfully subversive yet imaginable. In a dialogue between a street urchin and a professor, Goodman has the elder explain:
this city is the only one you’ll ever have and you’ve got to make the best of it. On the other hand, if you want to make the best of it, you’ve got to be able to criticize it and change it and circumvent it . . . Instead of bringing imitation bits of the city into a school building, let’s go at our own pace and get out among the real things. What I envisage is gangs of half a dozen starting at nine or ten years old, roving the Empire City (NY) with a shepherd empowered to protect them, and accumulating experiences tempered to their powers . . . In order to acquire and preserve a habit of freedom, a kid must learn to circumvent it and sabotage it at any needful point as occasion arises . . . if you persist in honest service, you will soon be engaging in sabotage.

Inspired by such envisaged possibilities, Ward came to his own view of anarchism, childhood and education. Sabotage was a function of the transformational nature of education when inculcated by the essential elements of critical pedagogy. In this sense, anarchism was not some future utopian state arrived at through a once-and-for-all, transformative act of revolution; it was rather a present-tense thing, always-already “there” as a thread of social life, subversive by its very nature – one of inhabiting pockets of resistance, questioning, obstructing; its existence traceable through attentive analysis of its myriad ways and forms.

Colin Ward was a classic autodidact who sought connections between fields of knowledge around which academic fences are too often constructed. At the heart of his many enthusiasms was an interest in the meaning and making of space and place, as sites for creativity and learning."



"Fleeting pockets of anarchy and spaces of educational opportunity

The historian of childhood John Gillis has borrowed the notion of the “islanding of children” from Helgar and Hartmut Zeiher as a metaphor to describe how contemporary children relate, or do not relate, to the urban environments that they experience in growing up. Gillis quotes the geographer David Harvey, who has noted that children could even be seen to inhabit islands within islands, while “the internal spatial ordering of the island strictly regulates and controls the possibility of social change and history”. This could so easily be describing the modern school. According to Gillis, “archipelagoes of children provide a reassuring image of stasis for mainlands of adults anxious about change”.

Since the publication of Streetwork, the islanding of childhood has increased, not diminished. Children move – or, more accurately, are moved – from place to place, travelling for the most part sealed within cars. This prevents them encountering the relationships between time and space that Ward believed essential for them to be able to embark on the creation of those fleeting pockets of anarchy that were educational, at least in the urban environment. Meanwhile, the idea of environmental education has lost the urban edge realised fleetingly by Ward and Fyson during the1970s. Environmental education has become closely associated with nature and the values associated with natural elements and forces

If the curriculum of the school has become an island, we might in a sense begin to see the laptop or iPad as the latest islanding, or at least fragmenting, device. Ward and Fyson understood the importance of marginal in-between spaces in social life,where they believed creative flourishing was more likely to occur than in the sanctioned institution central spaces reflecting and representing state authority. This was, they thought, inevitable and linked to play, part of what it was to be a child. The teacher’s job was to manage that flourishing as well as possible, by responding to the opportunities continually offered in the marginal spaces between subjects in the curriculum and between school and village, city or town. They believed that such spaces offered educational opportunities that, if enabled to flourish through the suggested pedagogy of Streetwork and the implications of the exploding school, might enrich lives and environments across the generations. It was in the overlooked or apparently uninteresting spaces of the urban environment that teachers, with encouragement, might find a rich curriculum. Today, we might observe such “fleeting pockets of anarchy” in the in-between spaces of social media, which offer as yet unimagined opportunities and challenges for educational planners to expand the parameters of school and continue to define environmental education as radical social and urban practice."
colinward  cityasclassroom  anarchism  tonyfyson  streetwork  2014  catherineburke  education  unschooling  deschooling  1970s  society  theexplodingschool  children  socialnetworking  pedagogy  johngillis  urban  urbanism  islanding  parenting  experience  agesegregation  safety  anarchy  sabotage  subversion  autodidacts  autodidacticism  criticalpedagogy  childhood  learning  paulgoodman  freedom  interdisciplinary  transdisciplinary  cities  resistance  questioning  obstructing  obstruction  revolution  lewismumford  ivanillich  paulofreire  peterkropotkin  patrickgeddes  autodidactism  living  seeing  nationalism  separatism  johnholt  youth  adolescence  everyday  observation  participatory  enironmentaleducation  experientiallearning  place  schools  community  communities  context  bobbray  discovery  discoverylearning  hamescallaghan  blackpapers  teaching  kenjones  radicalism  conformity  control  restrictions  law  legal  culture  government  policy  spontaneity  planning  situationist  cocreation  place-basededucation  place-basedlearning  place-based  place-basedpedagogy 
july 2014 by robertogreco
More punk, less hell! - News Ausland: Europa - tagesanzeiger.ch
"Nothing in Gnarr’s youth pointed to good fortune or success. He was the late progeny of a bitter couple: His father was a policeman and Stalinist: «Pravda» came in the mail and the current head of state and party of the Soviet Union hung on the wall, albeit the wall of the broom closet. Gnarr’s mother was a conservative.

As a communist, his father never received a promotion. His endless monologues at the dinner table awakened in his son a deep aversion to politics. Gnarr also had other problems. At school, he struggled from the start and doctors declared him mentally retarded. He was short, skinny and had ADHD and migraines. He learned to write only when he was 14 and he was 16 before he could recite the months correctly. By that age, he had already made two suicide attempts and a tour of homes for troubled youths behind him.

Everyone, including himself, thought he was stupid. So when he was 13, he made three decisions: he became a punk, he became the class clown («better a clown than a dummy») and he gave up on learning at school. From then on, he read privately. And read he did, extensively: on anarchism, Bruce Lee, Tao Te Ching, Monty Python and surrealism.

Gnarr became a psychiatric nurse, taxi driver, bassist in the punk band Runny Nose, a father at 20 and at some point realized that he hated music, but liked to talk to the crowd between the songs. The impromptu speeches got longer and longer. Eventually, the side gig became his profession. Gnarr started a career as a comedian – telephone gags on the radio, stand-up, columns, sketches, TV shows.

Being a comedian was not a normal profession in Iceland. In the early days, kids at school asked his sons if he was mentally disturbed. As people became accustomed, he became famous. («Although being famous in Iceland, with 300,000 inhabitants, means very little,» as he says. «You buy a bottle of milk and presto, you’re famous».) Later, during the campaign, his competitors reminded people of his gags: such as the parody in which Gnarr portrays Hitler imagining the schmaltzy CD ‹No Regrets›. Or his success as a bald-headed, egotistical, yet touchingly awkward Stalinist on a TV show. The characters, they implied, illuminate the man.

And Gnarr shone in the roles. Professionally, he manifested a certain preference for bold hairdos and ridiculous clothes, such as a one-piece bathing suit. His conversion to Catholicism was still fresh in people’s memory as well. For months he had tried the patience of Reykjavik’s newspaper readers with enthusiastic columns praising the Pope and the church hierarchy before ultimately deciding to remain an agnostic.

On the other hand, he was a father of five, the author of a book, a comedian and an established TV star; a calm man with a wild smile – still a bit chaotic, but with a smart wife. And he had a long road behind him."



"And then came the video [https://www.youtube.com/watch?v=xxBW4mPzv6E ], perhaps the cheeriest in the history of politics. A reworded version of Tina Turner’s ‹Simply the Best› sung by the candidates, the song included a brief, rousing speech by Gnarr that began with the words: «Fellow citizens, it is time to look into your hearts and decide. Do you want a bright future with the Best Party? Or a Reykjavik in ruins?»

The video was «not a major deal», as Proppe said later. «We’re pros when it comes to music videos.» And yet it’s the most delightful political video ever made: watching it will put you in a good mood for two hours. It excited people and attracted them. Two weeks before the election, the Best Party was polling at 38%.

That was the moment when Gnarr thought of quitting. He was exhausted and not himself. The politicians irritated him: before and after the debates, they made small talk, but in between they attacked him. He realized that although he had no idea about the issues, he had begun to act as if he did. It scared him.

After days of depression, he was lying in the bathtub when two ideas came to him. The first: «The Best Party was an idea. It had grown up, so I had to follow it. Even against my own interests. It was bigger than me. I had become a player in my own play. My freedom was gone. I was trapped. But also curious.» The second thought that persuaded him was a joke.

The final debate took place the next day. Gnarr went to the lectern and said: «We at the Best Party have always said that we would keep going as long as we were having fun. Everything has now become very serious. I hereby withdraw my candidacy for the office of mayor and the Best Party from the elections». A protracted hush fell over the room. The audience sat in silence, the other politicians looked at each other. And then Gnarr said: «Joooooke!»"



"One of the projects of the Best Party was to change the political culture. What was lacking was common decency. Gnarr says: «In the beginning I thought that the people who yelled at me in parliament were actually angry, but they’re not. As soon as the cameras are off, they want to have a beer with you». Proppe: «There are two languages: one for the public and one for behind the scenes. You can’t do that in any other workplace.» Örn: «Let me put it this way, I didn’t find any friends among the politicians. With friends, I talk about hobbies. But the politicians’ hobby is politics».

«It’s a bit disingenuous,» comments journalist Karl Blöndal, second-in-command at the conservative paper Morgunblaðið. «They see politics as theater, but then they are shocked by the theater in politics.»

In the political battles, the Best Party employed a concept from the Tao Te Ching – ‹wu wei›: never fight back, but let the attack miss its mark. And express your respect for your opponent."



"An assessment of four years of anarchist rule yields a rather surprising conclusion: the punks put the city’s financial house in order. They can also look back on some very successful speeches, a few dozen kilometers of bike paths, a zoning plan, a new school organization (that no one complains about any more) and a relaxed, booming city – tourism is growing by 20% a year (and some say that is the new bubble). In speeches, president Grímsson no longer praises Icelanders’ killer instinct, but their creativity. Real estate prices are again on the rise and the Range Rovers are back too. In polls last October, the Best Party hit its high-water mark of 38%. Shortly thereafter, Gnarr announced he would retire and dissolve the Best Party. His reason: «I’m a comedian, not a politician.» He added: «I was a cab driver for four years, a really good one even, and I quit doing that as well.»

«My question was always: ‹How do we fuck the system?›» says Örn. «And the answer was, we show that non-politicians can do the job as well. But quitting with a certain election victory within reach, that’s truly fucking the system!»

Others will keep going: they have founded the Bright Future party. Proppe has since become a member of the national parliament and Björn Blöndal, the prince of darkness, now moves in political circles like a fish in water. «It’s a lot of fun when you’ve learned how you can make a difference and you slowly get good at it. Politics is a craft.» Blöndal led the ticket for the Bright Future party in the Reykjavik elections. He and Dagur Eggertson vied to succeed Gnarr. For long stretches the polls were inconclusive, but in the end the Social Democrats won handily. Without Gnarr at the helm, Bright Future halved its result to take 15%. Eggertson now heads a four-party coalition that also includes the Pirates and the Left-Greens."

[alt link: http://mobile2.tagesanzeiger.ch/articles/10069405 ]
jóngnarr  iceland  2014  punk  politics  anarchism  democracy  ephemeral  pop-ups  taoteching  wewei  bestparty  agnosticism  dropouts  unschooling  deschooling  politicians  surrealism  comedy  catholicism  belief  religion  hierarchy  hierarchies  autodidacts  reading  self-education  reykjavík  ephemerality 
june 2014 by robertogreco
Oculus Rift’s $2 Billion Purchase - TIME
"Palmer Luckey—the name suits him—grew up in Long Beach, Calif., the son of a housewife and a car salesman. He was a natural-born tinkerer. “Self-taught!” is how he describes himself. “Explore the world around you, take things apart, put ’em back together. You can learn a lot if you do nothing but spend your entire life in your garage working on projects or in your room reading on the Internet.” As a teenager one of Luckey’s hobbies was taking apart old video-game consoles and reassembling them inside portable cases. Another one was virtual reality.

It was an odd hobby for a person Luckey’s age because the received wisdom at the time was that VR was a failed technology. Everybody has an idea of what VR is, or what it’s supposed to be: a simulated, three-dimensional, interactive world that surrounds you completely. It’s been a staple of science-fiction classics—-Neuromancer, Snow Crash, Tron, Star Trek, The Matrix—and a core component of our collective pop-cultural vision of the future for decades.

But apart from niche applications like designing cars and surveying oil fields, VR never made it to market. As Luckey puts it, “the idea existed, the will existed, the people existed, the demand existed—and the technology did not.” It baffled engineers, frustrated consumers and ate up billions of dollars of R&D money. Like flying cars and robot butlers, VR is one of those revolutions that went from wow to lame without ever actually materializing in between. Nintendo tried its hand at it in 1995 with the Virtual Boy game console and lost millions. The list of virtual-reality products that launched and then died of neglect is long."
oculusrift  facebook  2014  palmerluckey  autodidacts  unschooling  learning  tinkering  lcproject  openstudioproject  johncarmack  gaming  videogames  vr  virtualreality 
march 2014 by robertogreco
Why I didn’t go to grad school the second time. | Ordinary Times
""And then I experienced a moment of clarity. Within my head I heard a dialog with two distinct voices:

“What are you going to do after you finish your Ph.D? Do you want to teach?” said the calm voice.

“Maybe. I don’t know,” said the angry voice.

“Well what do you know you want to do after you get your doctorate?”

“After I get my doctorate I want to build a big boat.”

“Will getting your doctorate help you on your way to building your boat?”

“It might. If I get my Ph.D I might be able to sell more DVDs or a book and get more money.”

“Do you need to get more money to build your boat?”

“No.”

“Is there some reason you can’t start building your boat right now?”

“No.”

“Then why do you want to get a Ph.D?”

“Because I want to show them.”

“Show them what? What do you want to show them?”

“I want to show them that I’m right and they’re wrong.”

And just like that, I stopped think about going back to school and started thinking about what I needed to do to build my boat.

And then I built Mon Tiki.



Who are them? Who knows. My parents? Teachers? The bloggers who would delete my trenchant comments instead of responding to them? All of them? Does it matter? Probably not.

I don’t know what the good reasons are for going to grad school, but I’m pretty sure “to show them” isn’t one of them; not for me at least, not where I am in my life. There are more interesting and important things for me to do.

That doesn’t mean I’m completely over it.

My USCG Master Captain’s license and Mon Tiki’s CIO are only meaningful certifications I’ve ever received, and I’ve got to tell you, after a lifetime of being an uncredentialled outsider, it’s nice to be on the inside of something, to have a stamp from Authority that says “QUALIFIED”, and I still think it would be nice to get my creative work similarly endorsed.

In fact, just a few weeks ago I applied for an internship with a Brand Name media company. The pay was ridiculously low, less even than what I paid my unskilled laborers on Mon Tiki. But I wasn’t doing it for the money (which is not to say we couldn’t use the money. Building Mon Tiki has left us drained.) But more than the money, I thought it would be nice to have my writing appear under the aegis of a Brand Name media company. I thought would be nice, just for once, to be a part of an organization. I thought it would be nice, just for once, to not have to explain Who I Am as a preamble to what I think.

So just like when I thought I needed to wrap my films in a Ph.D, I asked some important people I know to sign on as references. And they did and wished me good luck. Affirmation!

And unlike the Ph.D thing, I didn’t bail. I went after the job full tilt, all in, do or die. Interview and everything.

And you know what happened?

They didn’t hire me.

They said that the spirit of the internship was educational, and that giving a 47 year-old man with an established career (albeit in another field) would be taking away from a younger person who could really use the break.

Whether that was a dodge because I wasn’t the best candidate, or their were concerns about my age, or it was the simple truth I don’t know. I have no reason to think it wasn’t, but whatever. That’s not the point.

The point, if I have one, is that if you’re considering going to grad school, or your considering writing for free, or your considering taking an internship at a Brand Name media company, or your considering building a big boat, you probably have more agency than you realize. You will probably do okay if your priorities doing what you want to do, if you can actually manage to figure out what that is. This might not be easy, but I think it’s easier than the other options."
education  davidryan  via:kio  learning  doing  glvo  edg  srg  gradschool  unschooling  deschooling  autodidacts  credentials  academia  making  2013  selfeducation 
january 2014 by robertogreco
Being self-taught — vanSchneider Blog
"1. It's about the process. Just do it and start with the first thing that comes to your mind. There is absolutely nothing you can do wrong.

2. Don't listen to other people who're telling you what's right and what's wrong. Those people will always try to keep you small and hold you back. Don't listen to them. People always told me that I'm naive  — and yeah, maybe I was. But I always was optimistic and I knew that I'm doing the right thing. 

3. Surround yourself with people who motivate you and always making you feel good about what you're doing. These personalities are rare - so if you found them, keep them.

4. Help other people. Even if you're at the very beginning of something, use your knowledge to help others. Why? Try it, magical things will happen, I promise.

5. Always surround yourself with people who're "better" than you. That's what Donny Osmond said and I think it's partly true. But try to replace "better" with "crazier" or "different".

6. Break the rules. That's actually one of the most important things at being self-taught. Be a rebel, break the rules and don't be afraid of anything. What if you fail? Get up, try again. If you don't like it? Don't do it, do something else. It's that simple.

7. Stop complaining. I know, that's fcking hard and I'm not really good with this either. But complaining is always the easy route and nothing actually happen when you do it, except you're surrounding yourself with a lot of negative energy."
via:ableparris  autodidacts  autodidactism  self-teaching  self-directedlearning  education  learning  unschooling  deschooling  life  design  tobiasvanschneider  complaining  complaints  rules  breakingrules  self-taught  donnyosmond  georgesteinbrenner  helping  interestedness  curiosity  people  relationships  doing  making  rightandwrong  process  autodidacticism  interested 
january 2013 by robertogreco
Kio Stark » Massive Open Online Classes are getting it wrong.
"What MOOCs should be working toward is more radical—detaching learning from the linear processes of school. That’s not the goal of the designers of MOOCs, but it absolutely should be.

What would this detached model of learning with access to the resources of school look like? It looks like the forms of independent learning I’ve been researching and writing about for Don’t Go Back to School. People getting the resources to learn what they want to learn, in contexts in which that knowledge or skill is necessary to the learner, or something they are passionate to learn."

"MOOCs have other challenges besides ditching linear formats. The most important condition for independent learning reported in my research is learning in the context of a community. MOOC designers make only a token effort to incorporate the social aspect of learning, with giant discussion forums that produce crowds, not learning communities."
udacity  mitx  coursera  learningcommunities  communitites  autodidactism  autodidacts  independentlearning  education  cv  tcsnmy  community  self-directedlearning  deschooling  unschooling  linearity  linearthinking  learning  mooc  moocs  2012  kiostark  autodidacticism  linear 
december 2012 by robertogreco
Generation Liminal — Dorian Taylor
"I'm pretty con­fi­dent that the span from 1995 to 2000 minted more auto­di­dacts than have ever ex­isted be­fore or since. The ones that benifited the most were the ones that weren't heav­ily in­vested into other things—like teenagers and early-20-some­things. I got to be part of the dot-bomb, but not be ru­ined by it. Even if you weren't part of it your­self, you'd know some­body who was. Just being near that kind of en­ergy was enough to ir­rev­o­ca­bly change a per­son. …

And that's really why I and people like me fall into the generational interstices. We lack the despondency emblematic of Generation X, and the ostensible helplessness of the Millennials. We got to experience our own agency first-hand.

The early 90's must have sucked if you were a young adult. The late 90's must have sucked if you were a kid. My cohort dodged both of those bullets, and I am eternally grateful for it."
inbetweeness  interstitialgenerations  interstitialspaces  generations  sweetspot  millenials  invention  making  autodidacts  generationx  geny  genx  2012  doriantaylor  interstitial 
december 2012 by robertogreco
Nassim Taleb: my rules for life | Books | The Observer
"Modern life is akin to a chronic stress injury, he says. And the way to combat it is to embrace randomness in all its forms: live true to your principles, don't sell your soul and watch out for the carbohydrates."

"You have to pull back and let the system destroy itself, and then come back. That's Seneca's recommendation. He's the one who says that the sage should let the republic destroy itself."

"The "arguments" are that size, in Taleb's view, matters. Bigger means more complex, means more prone to failure. Or, as he puts it, "fragile". "

""Antifragile" is when something is actually strengthened by the knocks."

"In Taleb's view, small is beautiful."

"[He] claims that a janitor also has that kind of independence. "He can say what he thinks. He doesn't have to fit his ethics to his job. It's not about money.""

"He's also largely an autodidact."

"Between 2004 and 2008 were the worst years of my life. Everybody thought I was an idiot. And I knew that. But at the same time…"
math  teaching  fasting  diet  paleodiet  living  life  seneca  classics  war  thomasfriedman  honor  vindication  deschooling  autonomy  unschooling  anarchism  chaos  randomness  principles  honesty  freedom  academia  banking  money  ethics  socialmisfits  cv  independence  blackswans  failure  probability  antifragility  antifragile  small  fragility  autodidacts  2012  books  nassimtaleb 
november 2012 by robertogreco
Casey Neistat - Wikipedia
"Neistat was born and raised in New London Connecticut.[1] He dropped out[2] of Ledyard High School in the 10th grade at age 15 and did not return to school or graduate. At age 17 Neistat had a son, Owen. From age 17 until 20 he lived in a trailer park with his son and son's mother, it was during this time Neistat was on welfare, a detail cited by Neistat when delivering his own biography.

In 2001 Neistat moved to New York City.

Prior to moving to New York City Neistat worked as a dishwasher[3] and short order cook in Mystic Connecticut. His first job in New York City was as a bike messenger.

In mid 2001 Neistat and his brother Van began working with the artist Tom Sachs, ultimately making a series of films[4] about the artists sculptures and installations. This was the earliest work done by the brothers as a collective."
caseyneistat  tomsachs  nyc  deschooling  unschooling  autodidacts  autodidactism  filmmaking  film  dropouts  autodidacticism 
november 2012 by robertogreco
We need to think very, very seriously about this - The Edge of Tomorrow - Standing on the verge of a technologically educational revolution.
"1. Why don’t we give kids more credit for their natural capacity to learn?

2. What if we’re the ones getting in the way?

3. Can we finally put to rest the silly digital immigrant/digital native nonsense?

4. Why does there remain such a fascination with teaching kids very specific technology skills in our schools today?

It’s intriguing to compare the new approach OLPC is taking with the tablets to the approach they took in Peru. Reading through the reflections on the failure in Peru brings to the surface two immediate observations. The hardware/software wasn’t ready for the task. And the adults continued getting in the way. The second point, to me, is the most salient. Read through each section of Patzer’s observations, and you see how often the breakdown happens in the way the adults try to move the students through a pre-determined way to learn with the device."

[via: http://blog.genyes.org/index.php/2012/11/02/given-tablets-but-no-teachers-ethiopian-children-teach-themselves/ ]
holeinthewall  perception  teaching  neoteny  belesshelpful  technology  autodidacts  1:1  ipads  littleboxes  ethiopia  olpc  learning  2012  deschooling  unschooling  bengrey  1to1  ipad 
november 2012 by robertogreco
Tehching Hsieh - Wikipedia
I did not know this:

"Tehching Hsieh dropped out from high school and started creating art in the form of paintings; he went on to create several performance pieces after finishing his three years of compulsory military service in Taiwan."
performanceart  artists  autodidacts  autodidactism  art  dropouts  tehchinghsieh  autodidacticism 
november 2012 by robertogreco
Ethiopian kids hack OLPCs in 5 months with zero instruction | DVICE
"Just to give you a sense of what these villages in Ethiopia are like, the kids (and most of the adults) there have never seen a word. No books, no newspapers, no street signs, no labels on packaged foods or goods. Nothing. And these villages aren't unique in that respect; there are many of them in Africa where the literacy rate is close to zero. So you might think that if you're going to give out fancy tablet computers, it would be helpful to have someone along to show these people how to use them, right?

But that's not what OLPC did."

"Within five days, they were using 47 apps per child per day. Within two weeks, they were singing ABC songs [in English] in the village. And within five months, they had hacked Android. Some idiot in our organization or in the Media Lab had disabled the camera! And they figured out it had a camera, and they hacked Android."

[See also: http://www.technologyreview.com/news/506466/given-tablets-but-no-teachers-ethiopian-children-teach-themselves/ ]
motorolazoom  motoroloa  android  learning  2012  autodidacts  autodidactism  curiosity  literacy  deschooling  unschooling  education  computers  holeinthewall  ethiopia  africa  olpc  autodidacticism 
october 2012 by robertogreco
patfarenga.com - Young Children as Research Scientists
"…current research that clearly supports John Holt’s ideas about how children learn…

Scientific Thinking in Young Children: Theoretical Advances, Empirical Research, and Policy Implications, Science 28, September 2012: Vol. 337 no. 6102 pp. 1623-1627

By Alison Gopnik

ABSTRACT: New theoretical ideas and empirical research show that very young children’s learning and thinking are strikingly similar to much learning and thinking in science. Preschoolers test hypotheses against data and make causal inferences; they learn from statistics and informal experimentation, and from watching and listening to others. The mathematical framework of probabilistic models and Bayesian inference can describe this learning in precise ways. These discoveries have implications for early childhood education and policy. In particular, they suggest both that early childhood experience is extremely important and that the trend toward more structured and academic early childhood programs is misguided."
lcrpoject  howwelearn  scientificthinking  homeschool  autodidacts  autodidactism  2012  scientificmethod  research  education  learning  unschooling  patfarenga  johnholt  alisongopnik  autodidacticism 
october 2012 by robertogreco
Daily Kos: A Blue-Collar Girl in a White-Collar World
"no matter the exposure to people, places & knowledge, I wasn't willing to give up total ownership of my learning process. It was a tough sell to the people around me, who could not divorce the concept of “learning” from “teacher” & “classroom”. But part of being an autodidact is embracing how you learn best…"

"As I began to interact more and more with these mid-to-late-twenties/early-thirty somethings, I noticed something startling -- the majority of them were in the very same situation that I was. We were all working blue-collar (or more menial white-collar) jobs, trying to launch some kind of artistic or otherwise higher paying career. In the case of my co-workers, who were virtually all college graduates, I (the youngest among them) was their boss."

"the choices I’d made didn’t feel so baseless. It was like I'd gotten the jump on life. While going to college had definitely broadened the intellectual/artistic horizons of many of my peers, practically speaking, I’d come out ahead."
higheredbubble  highereducation  highered  whitecollar  bluecollar  howwelearn  lifeskills  colleges  glvo  edg  srg  universities  careers  autodidactism  autodidacts  life  work  2012  emmazale  education  learning  unschooling  autodidacticism 
august 2012 by robertogreco
The Believer - Interview with Agnès Varda
"Sometimes I say, If I had seen some masterpieces, maybe I wouldn’t have dared start. I started very—not innocent, but naïve in a way. So that’s a big freedom, you know? I didn’t go to school. I didn’t go to film school. I was never an assistant or trainee on a film. I had not seen all those cameras. So I think it gave me a lot of freedom. I see all these students, and I admire them—they’re trying to learn something, they go to school, they do film school, they go on shoots, they help. I’m sure they learn a lot, and some of them, it makes them aware of what they wish to do. I was—that’s the way I was—autodidact."
via:litherland  interviews  2012  agnèsvarda  learning  autodidacts  autodidactism  deschooling  unschooling  education  filmmaking  film  autodidacticism 
august 2012 by robertogreco
Nicholas Negroponte Talks About Learning by Yourselves - OLPC News
"Having heard plenty of talk of the first three points in the past I was most interested in hearing what Negroponte had in mind with regard to the "New Constructionism". Unfortunately most of what was said doesn't really strike me as new at all.

The one thing which was quite interesting is the aspect of "Learning to Read by Yourself" which very much ties in with Negroponte's much discussed helicopter deployments which saw its first pre-pilots being launched earlier this year.

He shared that the first 30 tablets with several thousand books on them had been distributed. Not too many other details were revealed and while Negroponte mentioned that "they read themselves" it's not quite clear for example what language these books are in. What is really exciting however is that he mentions a rigorous evaluation of these efforts and working with critics which I believe should make for some interesting results and discussions down the road."
education  learning  deschooling  unschooling  learningbyyourselves  readbyyourself  tablets  newconstructionism  constructionism  connectivity  nocostconnectivity  newconstructivism  2012  autodidacts  autodidactism  reading  literacy  holeinthewall  sugatamitra  nicholasnegroponte  olpc  autodidacticism 
march 2012 by robertogreco
Twitter / @ThisMoiThisMoi: Right after I dropped out ...
"Right after I dropped out of high school I worked at a video store where we got free rentals. Truffaut's were my first ones...

and like any self-respecting "artsy" high school drop out I immediately became obsessed with Antoine Doinel."

[That second half is from here: http://twitter.com/ThisMoiThisMoi/status/166561097753694208 ]
self-directedlearning  autodidactism  autodidacts  learning  2012  françoistruffaut  antoinedoinel  film  dropouts  kartinarichardson  autodidacticism 
february 2012 by robertogreco
PARALLEL SCHOOL: Students as Designers (Norman Potter)
[Wayback: https://web.archive.org/web/20100419063957/http://www.parallel-school.com:80/2010/02/students-as-designers-norman-potter.html ]

"Parallel school of art is a virtual and international school where those who want to self-educate themselves can share what they are doing and thinking about, as well as their interests and projects.

Parallel school wants to generate and spread work emulation through the development of self-initiated projects such as publications, meetings, lectures, workshops, etc.

Parallel school would like to bring together the knowledge, experiences and energy from students all over the world.

Parallel School is an umbrella that is free to use by anyone interested in doing so."
workshops  networkedlearning  sharing  lcproject  projectbasedlearning  via:litherland  parallelschool  design  learning  autodidacts  autodidactism  self-education  education  autodidacticism  pbl 
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 
january 2012 by robertogreco
TEDxLondon - Dougald Hine - YouTube
"Dougald is a writer, speaker and creator of organisations, projects and events. His work is driven by a desire to understand how we change things, and how things change, with or without us. This has taken him cross country through a range of fields, from social theory to the tech industry, literary criticism, the future of institutions and the skills of improvisation. He seeks to make connections between people, between ideas and between worlds. His projects include the web startup School of Everything, the urban innovation agency Space Makers, and most recently The University Project, which is seeking new ways to fulfil the promise of higher education."
teaching  autodidacts  self-directedlearning  purpose  highereducation  highered  networkedlearning  socialnetworks  socialnetworking  sharing  lcproject  adaptivereuse  spacemakers  commoditization  schoolofeverything  learning  deschooling  unschooling  2011  via:steelemaley  universities  colleges  education  theuniversityproject  dougaldhine 
january 2012 by robertogreco
George Dyson - Looking Backward to Put New Technology in Focus - NYTimes.com
"You left the cocoon of Princeton when you were 16. Why?

I was a rebellious adolescent. It was the ’60s. Everyone was rebellious. I hated high school. When they wouldn’t let me graduate early because I hadn’t taken gym, I quit altogether and went off to BC. It was a time when a lot of kids ran away from home. My father didn’t stop me…Being there was so liberating — getting my own food, making my own living…I did this for about 20 years.

And today you make your living as a historian of science and technology. How does a high school dropout get to do that?

Hey, this is America. You can do what you want! I love this idea that someone who didn’t finish high school can write books that get taken seriously. History is one of the only fields where contributions by amateurs are taken seriously, providing you follow the rules and document your sources. In history, it’s what you write, not what your credentials are."
georgedyson  autodidactism  autodidacts  2011  interviews  dropouts  unschooling  education  history  historyofscience  adolescence  technology  historyoftechnology  amateurism  credentials  autodidacticism 
december 2011 by robertogreco
Don't Go Back to School: A handbook for learning anything by Kio Stark — Kickstarter
"Don’t Go Back to School  is a handbook for independent learning that shows you how to learn almost anything without school. If you’re thinking about going back to school or about the possibility of self-taught learning, read this book first! Don’t Go Back to School will help you figure out if you can do it on your own—and it’ll show you how. It might just save you a gazillion dollars in tuition fees, and spare you the yoke of student loans for years to come."
kiostark  unschooling  deschooling  learning  books  kickstarter  2011  danielsinker  corydoctorow  quinnnorton  selfeducated  self-directedlearning  autodidactism  autodidacts  brepettis  skillshare  dropouts  education  cv  autodidacticism 
november 2011 by robertogreco
We, Who Are Web Designers — Jon Tan 陳
"I’m self-actualised, without the stamp of approval from any guild, curriculum authority, or academic institution. I’m web taught. Colleague taught. Empirically taught. Tempered by over fifteen years of failed experiments on late nights with misbehaving browsers. I learnt how to create venues because none existed. I learnt what music to play for the people I wanted at the event, and how to keep them entertained when they arrived. I empathised, failed, re-empathised, and did it again. I make sites that work. That’s my certificate. That’s my validation."
posteducation  education  learning  unschooling  deschooling  certification  pln  authority  curriculum  curriculumisdead  problemsolving  2011  design  webdesign  webdev  empathy  learningbydoing  web  making  makers  make  do  autodidacts  jontan 
september 2011 by robertogreco
Audrey Tang - Wikipedia
"Audrey Tang (born April 18, 1981; formerly known as Autrijus Tang) is a Taiwanese free software programmer, who has been described as one of the "ten greats of Taiwanese computing."[1]

Tang showed an early interest in computers, beginning to learn Perl at age 12.[2] Two years later, Tang dropped out of high school, unable to adapt to student life.[1] By the year 2000, at the age of 19, Tang had already held positions in software companies, and worked in California's Silicon Valley as an entrepreneur.[2] In late 2005, she changed both her English and Chinese names from male to female ones and began to live her life as a woman, citing a need to "reconcile [her] outward appearance with [her] self-image".[3] Taiwan's Eastern Television reports that she has an IQ of 180.[1] She is a vocal proponent for autodidacticism[4] and individualist anarchism."
audreytang  womenincomputing  women  computing  compsci  computerscience  autodidacts  deschooling  unschooling  dropouts  via:robinsloan  programming  gender 
august 2011 by robertogreco
AL UNISONO on Vimeo
"Documental sobre los inicios de Javiera Mena y Gepe. Dirigido por Rosario Gonzalez y Pablo Muñoz
2007"

[Subtitles because el chileno is so hard to understand?]
chile  music  via:javierarbona  javieramena  gepe  alunisono  pablomuñoz  rosariogonzalez  documental  vacenica  sebastiánsantieri  2007  autodidacts  unschooling  srg  edg  glvo 
august 2011 by robertogreco
Amanda Krauss -- Pulling the Plug - Worst Professor Ever
"Only when the humanities can earn their own keep will they be respected in modern America…will only happen when you convince majority of people to be interested, of their own volition, rather than begging/guilting them into giving you money to translate your obscure French poem on vague grounds of “caring about culture.”…either figure something out, or shut up & accept that the humanities are an inherently elite activity that will rely on feudal patronage. Just like they always have. (If you think of Maslow’s hierarchy, it’s obvious why leisure class, which generally has money, sex, food, & security taken care of, has been in charge of learning.)

You have no idea how much it pains me to say this, but speaking from experience I now believe that private industry is doing a better job of communicating, persuading, innovating, of everything university has stopped doing. I do not take this as indicator of how well capitalism works…[but] of how badly universities have failed…"
education  change  academia  criticism  higheredbubble  highereducation  capitalism  2011  amandakrauss  humanities  relevance  money  gradschool  autodidacts  unschooling  deschooling  importance  via:ayjay  irrelevance 
august 2011 by robertogreco
Access :: Future — Practical Advice on How to Learn and What to Learn an e-book by Stephen Downes ~ Stephen's Web
"Anya Kamenetz responds to my review saying "I've never read anything you've written (& yes, I've read plenty of your writing) that would be particularly useful, comprehensible or interesting to a bright 19 year old like Weezie, much less a 64 year old trying to earn a community college degree, like Melvin Doran, the LearnerWeb participant." Given all the practical advice I've offered in this space over the years, this seems a bit unfair. <br />
Still, recognizing that it would be helpful were my advice offered in one place, I offer a compilation of my popular & useful work:

Access :: Future Practical Advice on How to Learn and What to Learn an e-book by Stephen Downes http://www.downes.ca/files/AccessFuture.pdf

This is just one book. I also have a ton of other material on really practical hands-on stuff…which I'll compile & post some time in the future. & maybe I'll release the 'open education' book, the 'connectivism' book, etc. in the weeks ahead, if there's any demand for it."
stephendownes  education  learning  autodidacts  online  ebooks  toread  unschooling  deschooling  2011  anyakamenetz  connectivism  howto  diy  edupunk 
august 2011 by robertogreco
Half an Hour: Review: The Edupunks' Guide, by Anya Kamenetz
"I have now had the chance to read The Edupunks' Guide and can now form some opinions based on what I've seen. And if I were forced to summarize my critique in a nutshell, it would be this. Edupunk, as described by the putative subculture, is the idea of 'learning by doing it yourself'. The Edupunks' Guide, however, describes 'do-it-yourself learning'. The failure to appreciate the difference is a significant weakness of the booklet."
education  learning  diy  edupunk  diyu  anyakamenetz  stephendownes  subculture  2011  onlinelearning  autodidacts 
august 2011 by robertogreco
We Can't Teach Students to Love Reading - The Chronicle Review - The Chronicle of Higher Education [Too much to quote]
"I don't think of the distinction btwn readers & nonreaders—better, those who love reading & those who don't so much—in terms of class, which may be a function of my being a teacher of literature rather than a sociologist, but may also be a function of my knowledge that readers can be found at all social stations…much of the anxiety about American reading habits…arises from frustration at not being able to sustain a permanent expansion of "the reading class" beyond what may be its natural limits…

American universities are largely populated by people who don't fit either category [readers & extreme readers]—often really smart people for whom the prospect of several hours attending to words on pages (pages of a single text) is not attractive…

All this is to say that the idea that many teachers hold today, that one of the purposes of education is to teach students to love reading—or at least to appreciate & enjoy whole books—is largely alien to the history of education."
teaching  reading  learning  attention  alanjacobs  nicholascarr  books  academia  extremereaders  autodidacts  concentration  joyofreading  unschooling  deschooling  allsorts  allkindsofminds  2011  clayshirky  stevenpinker  staugustine  virgil  cicero  georgesteiner  annblair  studying  children  sirfrancisbacon  francisbacon  infooverload  filterfailure  text  texts  mariccasaubon  peternorvig  jonathanrose  homer  dante  shakespeare  attentiveness  kindle  hyperattention 
august 2011 by robertogreco
"How I Got my DIY Degree" from May/June 1998, Utne Reader [Just a clip, mostly from the beginning, better to read the whole thing, including strategies.]
"…one summer day 3 years ago, I visited…a little bookstore in Portland…asked the owner what her favorite books were. "That one!" she said w/out hesitation, pointing to The Teeneage Liberation Handbook…by Grace Llewellyn…

When I returned to Oberlin that fall, I realized that there were no courses covering the things I most wanted to learn. No sex classes…friendship classes…classes on how to build an organization, raise money, navigate a bureaucracy, create a database, buy a house, love a child, spot a scam, ask the right questions, talk someone out of suicide, or figure out what's important. Those are the things that enhance or mess up people's lives, not whether they know economic theory or can analyze literature.

So I quit…& enrolled …at the University of Planet Earth, the world's oldest & largest educational institution. It has billions of professors, tens of millions of books, and unlimited course offerings. Tuition is free, & everybody designs his or her own major."
williamupskiwimsatt  unschooling  deschooling  gracellewellyn  1998  education  autodidacts  learning  life  dropouts  howto  diy  self-education  self-directedlearning  self-directed 
july 2011 by robertogreco
Venus Zine: Venus Girl of the Month: Kartina Richardson
[Wayback link: https://web.archive.org/web/20100729201452/http://www.venuszine.com:80/articles/you/7325/Girl_of_the_Month_Kartina_Richardson ]

"I left film school for a number of reasons…frustrated by what seemed to be a fear among my peers—to be serious, thoughtful, or experimental…film department, in my experience, didn't approach making movies in a way that I believed in…

I started writing plays in school because I found that the theater department was more open to the artistic or unusual. It is also a solitary activity, whereas making a film is collaborative…

"The best advice I can give to any young lass who wants to do anything in film is to watch movies nonstop like it's your job. I mean, like, five movies a day if you have the time. In fact, make the time, dammit! Pick a director and watch all their films in chronological order. Keep a notebook and jot down your thoughts. You’ll absorb the rhythm of great filmmaking and though you may not think it’ll make a difference, it absolutely will."
kartinarichardson  film  theater  plays  classideas  learning  autodidacts  toshare 
july 2011 by robertogreco
Maine Unschooling Network
"Welcome to Maine Unschooling Network, a secular community of whole-life learners, autodidacts and radical unschoolers of all ages, questioning and living free of institutional education."
unschooling  maine  lcproject  deschooling  education  learning  sipportgroups  blogs  autodidacts  homeschool 
july 2011 by robertogreco
Peter Zumthor: In pursuit of perfection | Art and design | The Observer
"His interest in craft owes much to the route he took into architecture. "The first 10 years of my professional life had only to do with running away from my father," he says. "He was a wonderful cabinet-maker and me being the eldest son I had to take over his shop, his profession and so on and so on. I tried to escape by going to art school and then going on to industrial design and then interior design. This was going step by step towards architecture." He never qualified, although the Swiss authorities much later awarded him the title of architect, "because they loved my work"."
architecture  architects  self-taught  design  peterzumthor  outsiders  art  generalists  autodidacts  outsider 
june 2011 by robertogreco
Children learning by themselves and progressive inquiry | FLOSSE Posse
"…children learn even better if they have a “granny figure” supporting them…

…good teachers is a bit like a granny: supports students, is interesting in their work and praise them. I think, however, even better teachers than a random granny is an expert of a domain acting the granny way. An excellent expert-teachers (can be a granny, too) is able to guide pupils in their inquiry by challenging their thinking and by providing new perspectives to the students inquiry. The point is to guide, not to instruct.

The progressive inquiry learning, a pedagogical model that has been widely studied, experimented and partly took in use in Finland, is close to Mitra’s way of teaching (I call it teaching, although there is very little teaching in a traditional sense). In my talk in Ankra I explained how progressive inquiry learning works and how pupils and students in all levels of education—from kindergartens to universities—can be guided to do research."

[Examples follow]

[via: http://www.downes.ca/post/55666/ ]
teemuleinonen  progressiveinquiry  tcsnmy  learning  education  pedagogy  teaching  student-centered  studentdirected  learner-centered  learner-ledcommunities  sugatamitra  grandmothers  guideontheside  2011  via:steelemaley  inquiry  inquiry-basedlearning  unschooling  deschooling  mentoring  modeling  instruction  guidance  lcproject  cv  howwelearn  howwework  informallearning  autodidacts  outdoctrination  research  toshare  unconferences  openstudio  openworkshops  prototyping 
june 2011 by robertogreco
Unschooled: How One Kid Is Grateful He Stayed Home : NPR
"And the truth is, my grandpa's right; my education is spotty. Up until a year ago, I could barely spell. It was my own fault, because I was reluctant to take on the daunting task. Most parents would have intervened in this situation, but my mom says there's a cost to that.

"When you force someone to do something, especially when they're a child and there's an imbalance and a power relationship anyway, they lose part of their will and their confidence that they know what's right for them," she says. "And I think that's a pretty high cost for being a good speller."

A few months ago my mom bought a book and we started working on my spelling. And I've also enrolled in my first community college class, with the plan of transferring my credits to a four-year college.

And although I acknowledge that school does work for some people, I'm incredibly grateful my parents decided to unschool me."
unschooling  learning  education  deschooling  2011  via:lizettegreco  self-directedlearning  autodidacts  self-directed  relevance  readiness  glvo 
june 2011 by robertogreco
Salvatore Scibona: “Where I Learned to Read” : The New Yorker
"As long as nobody had assigned the book, I could stick with it. I didn’t know what I was reading. I didn’t really know how to read. Reading messed with my brain in an unaccountable way. It made me happy; or something. I copied out the first paragraph of Annie Dillard’s “An American Childhood” on my bedroom’s dormer wall. The book was a present from an ace teacher, a literary evangelist in classy shoes, who also flunked me, of course, with good reason. Even to myself I was a lost cause."

[Salvatore Scibona's summer reading list: http://www.newyorker.com/online/blogs/books/2011/06/what-im-reading-this-summer-salvatore-scibona-1.html ]
2011  reading  learning  autodidacts  readiness  classicaleducation  stjohn'scollege  education  colleges  books  classics  salvatorescibona 
june 2011 by robertogreco
Ten design lessons from Frederick Law Olmsted, the father of American landscape architecture - (37signals)
"1. Respect “the genius of a place.”…

2. Subordinate details to the whole…

3. The art is to conceal art…

4. Aim for the unconscious…

5. Avoid fashion for fashion’s sake.…

6. Formal training isn’t required. Olmsted had no formal design training and didn’t commit to landscape architecture until he was 44. Before that, he was a New York Times correspondent to the Confederate states, the manager of a California gold mine, and General Secretary of the United States Sanitary Commission during the Civil War. He also ran a farm on Staten Island from 1848 to 1855 and spent time working in a New York dry-goods store. His views on landscapes developed from travelling and reading…

…7. Words matter…

8. Stand for something…

9. Utility trumps ornament…

10. Never too much, hardly enough."
design  landscape  fredericklawolmstead  via:lukeneff  art  architecture  latebloomers  cv  autodidacts  genius  philosophy  simplicity  education  utility  yearoff  training  formaleducation  formal  informal  travel  experience 
may 2011 by robertogreco
Mobility Shifts
"MobilityShifts examines learning with digital media from a global perspective. It will foster diverse discussions about digital fluencies for a mobile world and investigate learning outside the bounds of schools and universities. The summit, comprised of a conference, exhibition, podcast series, workshops and project demos and a theater performance, will add a rich international layer to the existing research about digital learning. Building on disciplinary mobility, the summit will showcase theories, people and projects making connections between self-learning, mobile platforms, and the web.

MobilityShifts is grouped around three major themes:

Digital Fluencies for a Mobile World
DIY U: Learning Without a School?
Learning from Digital Learning Projects Globally"
education  learning  technology  mobile  socialmedia  phones  mobilityshifts  mobility  teaching  pedagogy  nyc  newschool  mimiito  henryjenkins  cathydavidson  michaelwesch  rolfhapel  johnwillinsky  katiesalen  jonathanzittrain  saskiasassen  kenwark  fredturner  alexandergalloway  tizzianaterranova  digitalmedia  events  conferences  togo  digitalfluencies  diyu  unschooling  deschooling  autodidacts  autodidactism  digitalliteracy  digitallearning  self-directedlearning  self-learning  self-directed  multidisciplinary  interdisciplinary  crossdisciplinary  informallearning  information  global  autodidacticism 
april 2011 by robertogreco
radio free school: Blame it on Unschooling
"As an unschooler, I've heard it been said that at should a child who goes to school turn out 'a loser' at least you can blame it on the school system. Who will you blame if you unschool?

Actually, you can be sure that when it comes to unschooling there's plenty of blame to go around when something is 'going wrong.'

Your 6yo won't eat her peas- it's because you unschool.

Your 8yo talks too loudly? Are you sure it isn't because-you know..he doesn't go to school?

10yo wears mix matching socks. Unschooled!

12yo doesn't like hanging out but prefers her books? Gotta be she's unschooled…

Sometimes the blame comes from the unschooled kid herself: "My geography sucks because you unschooled me." " I don't write well because I wasn't made to do it."

You know what my take on this is? One of the best things about directing your own learning is that you are encouraged to share responsibility for your learning and the older you get the more responsible you become for it…"
unschooling  deschooling  parenting  education  blame  responsibility  blaming  learning  self-directedlearning  self-directed  autodidacts  children  schools  schooling 
april 2011 by robertogreco
Welcome to Kornerstone School - a public tuition-free school servings grades 8-12 in the Kimberly, WI Area School District
"A community based school emphasizing the process of service and exploratory learning for each student. KS serves students in grades 8-12 and will center on Project Based Learning and Service Learning.

If your child craves exploration, is inquisitive, or is a problem solver, then he or she will benefit from their journey at Kornerstone School."
via:steelemaley  kornerstoneschool  education  democraticschools  projectbasedlearning  learning  unschooling  deschooling  teaching  tcsnmy  lcproject  student-centered  studentdirected  student-led  self-directedlearning  autodidacts  self-directed  wisconsin  constructivism  pbl  charterschools 
april 2011 by robertogreco
Generation Z will revolutionize education | Penelope Trunk
"1. A huge wave of homeschooling will create a more self-directed workforce…Gen X is more comfortable working outside system than Baby Boomers…

2. Homeschooling as kids will become unschooling as adults…school does not prepare people for work…Gen Y has been very vocal about this problem…

3. The college degree will return to its bourgeois roots; entrepreneurship will rule. The homeschooling movement will prepare Gen Y to skip college, & Gen X is out-of-the-box enough in their parenting to support that…

Baby Boomers are too competitive to risk pulling college rug out from under kids. Gen Y are rule followers—if adults tell them to go to college, they will. Gen X is very practical…1st gen in US history to have less money than parents…makes sense that Gen X would be generation to tell kids to forget about college.

90% of Gen Y say they want to be entrepreneurs, but only very small % of them will ever launch full-fledged business, because Generation Y are not really risk takers."

[Via (see response): http://www.odonnellweb.com/?p=9206 AND http://radiofreeschool.blogspot.com/2011/04/revolutionizing-education-were-doing-it.html ]
education  homeschool  generations  genx  geny  babyboomers  boomers  generationy  generationx  risk  risktaking  unschooling  deschooling  culture  learning  change  entrepreneurship  2011  colleges  college  universities  schools  schooliness  rules  rulefollowing  competitiveness  lcproject  debt  tuition  freeuniversities  doing  making  trying  generationz  genz  strauss&howe  gamechanging  generationalstrife  autodidacts  autodidactism  self-directedlearning  self-directed  selflearners  self-education  penelopetrunk  autodidacticism 
april 2011 by robertogreco
I'm Unschooled. Yes, I Can Write.: Unschooling Grows Up: A Collection of Interviews
"A collection of interviews with grown unschoolers, both on this blog and on other sites.  If you're a grown unschooler who'd like to answer a few questions about your unschooling journey, please find out more about how to do so here.  I'd love to hear about your experiences!"
unschooling  adults  interviews  adultyunschoolers  deschooling  education  autodidacts  learning 
march 2011 by robertogreco
Independence Day: Developing Self-Directed Learning Projects - NYTimes.com
"What would schools look like if students developed their own curriculum? How would education and the experience of being in school differ for students if they had more power to direct their learning? In this lesson, students consider an experiment in public education in which a small group of high school students planned and executed a model for their own learning. They then develop and implement their own self-directed projects and reflect on the results." [See also: http://www.nytimes.com/2011/03/15/opinion/15engel.html AND http://www.youtube.com/watch?v=MTmH1wS2NJY ]
pedagogy  education  learning  tcsnmy  lcproject  unschooling  deschooling  independentproject  schools  studentdirected  self-directed  self-directedlearning  projectbasedlearning  projects  curriculum  lifeskills  standards  collaboration  problemsolving  criticalthinking  self-regulation  leadership  individualization  theindependentproject  freedom  independence  cv  freeschools  democraticschools  autodidacts  autodidactism  student-led  autodidacticism  pbl 
march 2011 by robertogreco
Let Kids Rule the School - NYTimes.com
"Schools everywhere could initiate an Independent Project. All it takes are serious, committed students and a supportive faculty. These projects might not be exactly alike: students might apportion their time differently, or add another discipline to the mix. But if the Independent Project students are any indication, participants will end up more accomplished, more engaged and more knowledgeable than they would have been taking regular courses.

We have tried making the school day longer and blanketing students with standardized tests. But perhaps children don’t need another reform imposed on them. Instead, they need to be the authors of their own education."

[See also: http://learning.blogs.nytimes.com/2011/03/21/independence-day-developing-self-directed-learning-projects/ AND http://www.youtube.com/watch?v=MTmH1wS2NJY ]
education  innovation  change  tcsnmy  lcproject  democratic  schools  unschooling  deschooling  howwework  choice  collaboration  curriculum  emergentcurriculum  studentdirected  cv  democraticschools  freeschools  independentproject  plp  inquiry-basedlearning  learning  freedom  independence  responsibility  theindependentproject  self-directed  self-directedlearning  autodidacts  autodidactism  student-led  autodidacticism 
march 2011 by robertogreco
8 Alternatives to College Altucher Confidential
"So I figure I will help people out by coming up with a list and try to handle the critcisms that will certainly arise even before they arise. I can do this because I have a college degree. So I’ve learned how to think and engage in repartee with other intelligent people."

[via: http://finance.yahoo.com/tech-ticker/james-altucher%E2%80%98s-8-alternatives-to-college-535903.html ]
lifehacks  education  learning  dropouts  colleges  college  finance  jamesaltucher  unschooling  deschooling  entrepreneurship  autodidacts 
february 2011 by robertogreco
Drill and Kill: Educating Zombies: The Talking Head(s)
"A friend and I are sharing a middle school classroom with sixteen kids creating a mini-documentary film based on nothing that matters. It doesn’t even matter how the films turn out, which will probably be what you would expect from a twelve year old armed with a Flip video and a YouTube file converter app. We have simply gotten out of the way of the learning. As the adults in charge, we have created the learning environment by providing technical support, a loose agenda, and a guiding hand when energies wane.

We talk about the “sage on the stage” or “the talking head” mentality that is rife in education. We talk about the teacher guilt that appears when one abandons direct instruction. We note the implicit judgment leveled by our colleagues that think that such an educational activity is not “real teaching”."
teaching  sageonthestage  guideontheside  pedagogy  filmmaking  process  processoverproduct  tcsnmy  learning  children  autodidacts  lectures  lecturing  tradition  cv  schools  unschooling  deschooling  unlearning  change  looseagendas  support  lcproject 
february 2011 by robertogreco
Liberate From The Rat Race – Don’t Get Educated | OnTheSpiral
"one of the biggest obstacles to realizing the promise of the new economy is this notion that traditional education is a sure thing. In a rapidly changing world this couldn’t be further from the truth. Education provides the illusion of heading in a stable direction until that direction becomes a dead end when the market shifts. The recent financial crisis dramatically exemplified this danger.

The reality is that you have no direction. In a philosophical sense this was always true. As the pace of change accelerates it becomes increasingly true in a practical sense as well. The average worker’s ability to plan (with reasonable foresight) a predictable career path is negligable.

If we accept this reality, then what we lose in stability we gain in opportunity. By proactively breaking the cycle we can step off the treadmill and embrace the freedom to explore our curiosity without financial burdens…"
ratrace  racetonowhere  education  debt  finance  entrepreneurship  neweconomy  economics  autodidacts  curiosity  yearoff  learning  schooling  schooliness  unschooling  deschooling  glvo  nigelmarsh  wageslavery  meaning  passion  postmaterialism  gregoryrader  relationships  postconsumerism  money  well-being 
february 2011 by robertogreco
UnCollege | self-directed higher education
"The mission of UnCollege is to support individuals on self-directed odysseys of learning and introspection by creating a community of like-minded peers and mentors.<br />
UnCollege is not an accredited, degree-granting institution.  UnCollege rather provides students with a framework to pursue their own journey of learning and self-discovery. Upon completion of the UnCollege program, students will create experience transcripts to demonstrate their learning from real-world accomplishments.The long-term goal of UnCollege is to revolutionize higher education, providing an example of College 2.0.  In the future, UnCollege will  become a fully accredited, degree-granting institution.<br />
However, there will be no campus and no professors."
education  unschooling  deschooling  highereducation  highered  learning  autodidacts  self-directedlearning  schools  schooling  online  credentials  problemsolving  academia  the2837university  agitpropproject 
february 2011 by robertogreco
Disgruntled College Student Starts 'UnCollege' to Challenge System - Wired Campus - The Chronicle of Higher Education
"19-year-old entrepreneur, wants to bring the idea of home-schooling to the college level, with an unusual new Web service he calls UnCollege…

…tapping into growing frustrations about the high costs of college and the value of a college degree…

…UnCollege plans to serve as a social group for self-learners to trade tips on how to learn enough through nontraditional means to get the job they’re aiming for. Mr. Stephens has been home-schooled since fifth grade, and he says that has taught him how to find ways to learn outside of classrooms—by finding internships, seeking out mentors, and designing projects on his own. And he says he is frustrated with his experience so far at college, mainly because of what he calls “a gap between theoretical knowledge and practical application of that knowledge.” In other words, he spent his time in class thinking to himself, Why do I need to know this?

“I don’t feel that I’ve learned things that I couldn’t have learned on my own,” he said."
education  homeschool  unschooling  deschooling  highereducation  highered  colleges  universities  learning  self-directedlearning  autodidacts  experience  lcproject  online  projectbasedlearning  the2837university  agitpropproject  pbl 
february 2011 by robertogreco
Really Free School
"Surrounded by institutions and universities, there is newly occupied space where education can be re-imagined. Amidst the rising fees and mounting pressure for ‘success’, we value knowledge in a different currency; one that everyone can afford to trade. In this school, skills are swapped and information shared, culture cannot be bought or sold. Here is an autonomous space to find each other, to gain momentum, to cross-pollinate ideas and actions.

If learning amounts to little more than preparation for the world of work, then this school is the antithesis of education. There is more to life than wage slavery.

This is a part of the latest chapter in a long history of resistance. It is an open book, a pop-up space with no fixed agenda, unlimited in scope, This space aims to cultivate equality through collaboration and horizontal participation. A synthesis of workshops, talks, games, discussions, lessons, skill shares, debates, film screenings."
education  activism  london  social  uk  agitpropproject  freeschools  sharing  autodidacts  community  work  wageslavery  institutions  universities  crosspollination  unschooling  deschooling  collaboration  hierarchy  participatory  resistance  the2837university  popup  pop-ups 
february 2011 by robertogreco
Florian Schneider, (Extended) Footnotes On Education / Journal / e-flux
"Networked environments or what could be called “ekstitutions” are based on exactly the opposite principle: they promise to provide instant access to knowledge. Ek-stitutions exist: their main purpose is to come into being. They exist outside the institutional framework, & instead of infinite progress, they are based on a certain temporality."

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

"It is crucial to acknowledge that institutions and ekstitutions cannot mix—there is no option of hybridity or of simultaneously being both, although this may very often be demanded by rather naïve third parties."
education  universities  crisis  labor  critique  agitpropproject  florianschneider  ekstitutions  institutions  learning  unschooling  deschooling  situationist  gillesdeleuze  deleuze  collaboration  lcproject  autodidacts  autonomy  connectivism  connectedness  networkedlearning  networkculture  virtualstudio  highereducation  highered  organization  organizing  unorganizing  capitalism  latecapitalism  commercialism  commoditization  marxism  anarchism  money  management  the2837university 
february 2011 by robertogreco
12 Dozen Places To Educate Yourself Online For Free
"All education is self-education.  Period.  It doesn’t matter if you’re sitting in a college classroom or a coffee shop.  We don’t learn anything we don’t want to learn.

Those people who take the time and initiative to pursue knowledge on their own are the only ones who earn a real education in this world.  Take a look at any widely acclaimed scholar, entrepreneur or historical figure you can think of.  Formal education or not, you’ll find that he or she is a product of continuous self-education.

If you’re interested in learning something new, this article is for you.  Broken down by subject and/or category, here are several top-notch self-education resources I have bookmarked online over the past few years.

Note that some of the sources overlap between various subjects of education.  Therefore, each has been placed under a specific subject based on the majority focus of the source’s content."
education  learning  online  free  reference  homeschool  unschooling  deschooling  via:caterina  glvo  edg  srg  references  opencourseware  opencontent  law  humanities  history  classideas  science  health  lcproject  business  money  compsci  engineering  math  mathematics  english  communication  books  autodidacts  self-education  self-directedlearning  internet  web  openeducation 
february 2011 by robertogreco
Adversarian
"the blog for autodidacts, unschoolers, life-learners, and open-minded educators"
unschooling  blogs  homeschool  autodidacts  learning  education  deschooling 
january 2011 by robertogreco
Alex Payne — Criticism, Cheerleading, and Negativity
"The reason a person is critical of a thing is because he is passionate about that thing. In order to have a critical opinion, you have to love something enough to understand it, & then love it so much more that you want it to be better. Passion breeds critical thinking. It’s why criticism as an academic practice comes out of deep research & obsession, & why criticism as a cultural product comes from subject matter experts, often self-taught.

Negativity, in contrast, is not the product of passion. There is a certain obvious duality to loving & hating a thing, but the kind of casual negativity that people read into criticism is really a product of apathy. You can’t truly care about a thing only to casually dismiss it w/ a negative remark.

…Cheerleaders aren’t in love w/ your business… If you treat them wrong, they’ll disappear & find a newer, happier company to cheerlead at."
criticism  negativity  passion  tcsnmy  cv  business  philosophy  criticalthinking  autodidacts  self-taught  obsession  cheerleading  alexpayne 
january 2011 by robertogreco
Children Teach Themselves to Read | Psychology Today
"In marked contrast to all this frenzy about teaching reading stands the view of people involved in the "unschooling" movement and the Sudbury "non-school" school movement, who claim that reading need not be taught at all! As long as kids grow up in a literate society, surrounded by people who read, they will learn to read. They may ask some questions along the way and get a few pointers from others who already know how to read, but they will take the initiative in all of this and orchestrate the entire process themselves. This is individualized learning, but it does not require brain imaging or cognitive scientists, and it requires little effort on the part of anyone other than the child who is learning. Each child knows exactly what his or her own learning style is, knows exactly what he or she is ready for, and will learn to read in his or her own unique way, at his or her unique schedule."
education  reading  unschooling  learning  parenting  deschooling  directinstruction  pedagogy  sudbury  sudburyschools  petergray  psychology  research  anecdote  cognitive  children  autodidacts  literacy 
december 2010 by robertogreco
PhotonQ-Connecting with Nicholas Negroponte | Flickr - Photo Sharing!
"child becomes agent of change, as opposed to object of change"

"If you have to measure (result), it's not big enough." (Answering question, how do you measure success of the OLPC ?)"

“Computing is not about computers any more. It is about living.”

“Paper books will not exist in 5 years. The argument against books as paper objects turns out to be the developing world.”

"Every time the project is carried out, children all over the developing world ‘swim like fish’ in the digital environment …Ironically while often seen as a damaging distraction to western kids, ownership & use of a personal laptop in deprived areas is a huge advantage. Perhaps it’s because we have so much that we’re so bored & cynical.

…to own a networked laptop w/ access to internet means you’ve got access to the global conversation. You’re part of what’s happening all over world & can have digital presence as influential & dynamic as any kid in SF. OLPC machines are inspiring some interesting behaviour too…"

[See also: http://tedxbrussels.eu/blog/2010/12/01/430/ ]
nicholasnegroponte  olpc  education  outdoctrination  learning  global  deschooling  autodidacts  autodidactism  leapfrogging  cynicism  xo  behavior  society  internet  web  computing  lcproject  unschooling  autodidacticism 
december 2010 by robertogreco
Caterina.net: Want to be an entrepreneur? Drop out of college.
"College works on factory model, & is in many ways not suited to training entrepreneurs. You put in a student & out comes a scholar.

Entrepreneurship works on apprenticeship model. The best way to learn how to be an entrepreneur is to start a company, & seek advice of a successful entrepreneur in the area in which you are interested. Or work at a startup for a few years to learn the ropes. A small number of people—maybe in the high hundreds or low thousands—have knowledge of how to start & run a tech company, & things change so fast, only people in the thick of things have a sense of what is going on. Take a few years off & you're behind the times. Some publishers have asked Chris to collate his blog posts on entrepreneurship into a book, but he said, What's the point, it'd be out of date by the time it hit bookstores.

As Fred pointed out, basic skills necessary to start tech company—design or coding—are skills that can be learned outside of academy, & are often self-taught."
education  entrepreneurship  business  startup  college  universities  colleges  autodidacts  unschooling  deschooling  caterinafake  fredwilson  evanwilliams  robkalin  bizstone  jackdorsey  markzuckerberg  dropouts  lcproject  billgates  stevejobs  industrial  learning 
december 2010 by robertogreco
We do a lot of things backwards in school, but this is a big one « Re-educate Seattle
"That’s how I’ve always learned. I like to identify a topic of interest, pursue it in depth, & then follow wherever it leads. By focusing on micro-topics like General Marshall or the Black Panthers, I managed to give myself a pretty comprehensive understanding of 20th century American History. I learned the big picture by focusing on the individual episodes.

I think a lot of people learn this way, & it’s why so many kids find survey courses—in which “coverage” is deemed more important than depth—so dreadful.

I think this is also helps explain the popularity of “problem-based learning,” when students are placed in collaborative groups and given challenging, open-ended, ill-defined problems to solve. For example, they need to promote their rock band, so they learn what they need to know about advertising, design, and communicating with media. Next thing you know, they’ve learned all things they’d get in a Marketing 101 class."
stevemiranda  teaching  tcsnmy  learning  education  problemsolving  problem-basedlearning  projectbasedlearning  cv  howwelearn  howwework  microtomacro  zoomingout  context  unschooling  deschooling  self-directedlearning  autodidacts  lcproject  pbl 
november 2010 by robertogreco
the conversation that never happens « Underbellie
"Keeping one's children out of school & not imposing home-curriculum is a fringe choice…Given that, I think part of the reason this conversation doesn't happen is many of us prefer to think of fringe people as being wrong. When we see their choices working out well it's a bit uncomfortable. Thus it's much easier to think of my kids or myself as some kind of an exception…The kids are either "bright", or I am a super-hard working mama administrating organized curriculum & have extraordinary "patience" to spend so much of my time w/ my own children (why children are assumed to be such a horrible group of people to be forced to mingle w/ is subject of another article)…

unschoolers know exactly where B went next…"How long are you planning on keeping them out of school?"…

if we were to admit that autodidactic children in a loving & secure environment perform very well in aggregate (given nearly any marker of success), we'd have to then question the many tenets of the school model"

[via: http://www.unschoolinglifestyle.com/2010/08/taboo-of-unschooling-success.html ]
glvo  unschooling  deschooling  perception  misconception  fringe  exceptions  education  cv  learning  homeschool  children  parenting  inmyexperience  autodidacts  autodidactism  autodidacticism 
november 2010 by robertogreco
Leigh Blackall: How and why I'll do a PhD
"I will (and have already) publicly declared my commitment to understanding and attempting to apply the apparent rigor, depth and discipline required for recognition as a Doctor of Philosophy, but will do so informally. That is, without enrolling or submitting to an institution, faculty, discipline area or assigned supervisors. Instead, I will direct myself, using online social networks, professional contacts, all workshop and seminar opportunities that present themselves, and family and fiends to test my ideas, check the quality of my work, and help build its worthiness in line with the criteria I aim to discover. Through open documentation of our dialog, this network will play the role, and reflect an equivalence of traditional PhD supervisors. When I feel confident that I understand and have met the requirements of the PhD, I will submit a summative body of work to an assessing organisation, if there is one willing to play this role, and await their verdict."
leighblackall  phd  autodidacts  research  informal  highered  learning  education  highereducation  gradschool  alternative  openeducation 
november 2010 by robertogreco
Stephen Downes: A World to Change
"But more than that: we need, first, to take charge of our own learning, and next, help others take charge of their own learning. We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for ourselves. It is time, in other words, that we change out attitude toward learning and the educational system in general.

That is not to advocate throwing learners off the bus to fend for themselves. It is hard to be self-reliant, to take charge of one's own learning, and people shouldn't have to do it alone. It is instead to articulate a way we as a society approach education and learning, beginning with an attitude, though the development of supports and a system, through to the techniques and technologies that support that…

it's about a complete redesign of the system, from the ground up, using new technologies and new ideas…change does not come from the system."

[See also: http://weblogg-ed.com/2010/a-turn-of-the-phrases/ ]
stephendownes  education  unschooling  deschooling  policy  reform  schools  schooling  learning  teaching  huffingtonpost  humanities  openeducation  distancelearning  21stcenturylearning  edtech  connectivism  self-directedlearning  autodidacts  lcproject  tcsnmy  change  gamechanging 
october 2010 by robertogreco
more than 95 theses [A quote from Dwight MacDonald on the force-feeding of culture from the perspective of a "conservative anarchist"]
"“Well, I say, being an anarchist, that I don’t believe in taking people by the hand and force-feeding them culture. I think they should make their own decisions. If they want to go to museums and concerts, that’s fine, but they shouldn’t be seduced into doing it or shamed into doing it.”

— Dwight MacDonald, who called himself a “conservative anarchist.” This is an important idea in my forthcoming book The Pleasures of Reading in an Age of Distraction."
anarchism  distraction  reading  museums  culture  society  unschooling  deschooling  self-directedlearning  self-directed  autodidacts  autodidactism  learning  intrinsicmotivation  motivation  forcefeeding  decisions  glvo  indoctrination  autodidacticism 
october 2010 by robertogreco
The Way We Live Now - Home-Schooling for the Techno-Literate - NYTimes.com ["Here is the kind of literacy that we tried to impart:…"]
"Every new tech will bite back. The more powerful its gifts, the more powerfully it can be abused. Look for its costs. • Technologies improve so fast you should postpone getting anything you need until last second. Get comfortable w/ fact that anything you buy is already obsolete. • Before you can master device, program or invention, it will be superseded; you will always be beginner. Get good at it. • Be suspicious of any tech that requires walls. If you can fix, modify or hack it, that is a good sign. • The proper response to a stupid tech is to make a better one, just as proper response to stupid idea is not to outlaw it but to replace it w/ better idea. • Every tech is biased by its embedded defaults: what does it assume? • Nobody has any idea of what a new invention will really be good for…crucial question: what happens when everyone has one? • The older the tech, the more likely it will continue to be useful. • Find minimum amount of tech that will maximize your options."
teaching  parenting  literacy  learning  education  technology  kevinkelly  glvo  tcsnmy  obsolescence  homeschool  schools  criticalthinking  utility  unschooling  lcproject  abuse  costs  hackability  modification  fixability  invention  homework  stress  self-directedlearning  autodidacts  learningtolearn 
september 2010 by robertogreco
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