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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
The Future of Cities – Medium
[video (embedded): https://www.youtube.com/watch?v=xOOWk5yCMMs ]

"Organic Filmmaking and City Re-Imagining

What does “the future of cities” mean? To much of the developing world, it might be as simple as aspiring to having your own toilet, rather than sharing one with over 100 people. To a family in Detroit, it could mean having non-toxic drinking water. For planners and mayors, it’s about a lot of things — sustainability, economy, inclusivity, and resilience. Most of us can hope we can spend a little less time on our commutes to work and a little more time with our families. For a rich white dude up in a 50th floor penthouse, “the future of cities” might mean zipping around in a flying car while a robot jerks you off and a drone delivers your pizza. For many companies, the future of cities is simply about business and money, presented to us as buzzwords like “smart city” and “the city of tomorrow.”

I started shooting the “The Future of a Cities” as a collaboration with the The Nantucket Project, but it really took shape when hundreds of people around the world responded to a scrappy video I made asking for help.

Folks of all ages, from over 75 countries, volunteered their time, thoughts, work, and footage so that I could expand the scope of the piece and connect with more people in more cities. This strategy saved me time and money, but it also clarified the video’s purpose, which inspired me to put more energy into the project in order to get it right. I was reading Jan Gehl, Jane Jacobs, Edward Glaeser, etc. and getting excited about their ideas — after seeing what mattered to the people I met in person and watching contributions from those I didn’t, the video gained focus and perspective.

If I hired a production services outfit to help me film Mumbai, it would actually be a point of professional pride for the employees to deliver the Mumbai they think I want to see. If some young filmmakers offer to show me around their city and shoot with me for a day, we’re operating on another level, and a very different portrait of a city emerges. In the first scenario, my local collaborators get paid and I do my best to squeeze as much work out of the time period paid for as possible. In the second, the crew accepts more responsibility but gains ownership, hopefully leaving the experience feeling more empowered.

Architect and former mayor of Curitiba Jaime Lerner famously said “if you want creativity, take a zero off your budget. If you want sustainability, take off two zeros.” It’s been my experience that this sustainability often goes hand-in-hand with humanity, and part of what I love about working with less resources and money is that it forces you to treat people like human beings. Asking someone to work with less support or equipment, or to contribute more time for less money, requires a mutual understanding between two people. If each person can empathize for the other, it’s been my experience that we’ll feel it in the work — both in the process and on screen.

Organic filmmaking requires you to keep your crew small and your footprint light. You start filming with one idea in mind, but the idea changes each day as elements you could never have anticipated inform the bigger picture. You make adjustments and pursue new storylines. You edit a few scenes, see what’s working and what’s not, then write new scenes. Shoot those, cut them in, then go back and write more. Each part of the process talks to the other. The movie teaches itself to be a better movie. Because organic is complicated, it can be tricky to defend and difficult to scale up, but because it’s cheap and low-resource, it’s easier to experiment. Learning about the self-organizing, living cities that I did on this project informed how we made the video. And looking at poorly planned urban projects reminded me of the broken yet prevailing model for making independent film in the U.S., where so many films are bound to fail — often in a way a filmmaker doesn’t recover from — before they even begin.

Jane Jacobs said that “cities have the capability of providing something for everybody, only because, and only when, they are created by everybody.” I’ve worked on videos for companies, for the guy in the penthouse, for nobody in particular, in the developing world, with rich people and poor people, for me, for my friends, and for artists. I’m so thankful for everybody who allowed me to make this film the way we did, and I hope the parallels between filmmaking and city building — where the stakes are so much higher — aren’t lost on anyone trying to make their city a better place. We should all be involved. The most sustainable future is a future that includes us all.

“The Future of Cities” Reading List

(There’s a longer list I discovered recently from Planetizen HERE but these are the ones I got into on this project — I’m excited to read many more)

The Death and Life of American Cities by Jane Jacobs
The Triumph of the City: How Our Greatest Invention Makes Us Richer, Smarter, Greener, Healthier, and Happier by Edward Glaeser
Cities for People and Life Between Buildings by Jan Gehl
The Well-Tempered City: What Modern Science, Ancient Civilizations, and Human Nature Teach Us About the Future of Urban Life by Jonathan Rose(just came out — incredible)
Walkable City: How Downtown Can Save America, One Step at a Time by Jeff Speck
The City of Tomorrow: Sensors, Networks, Hackers, and the Future of Urban Life by Carlo Ratti and Matthew Claudel
Happy City: Transforming Our Lives Through Urban Design by Charles Montgomery
Dream Cities: Seven Urban Ideas That Shape the World by Wade Graham
Connectography: Mapping The Future of Global Civilization by Parag Khanna
Delirious New York by Rem Koolhaas
Low Life and The Other Paris by Luc Sante
A History of Future Cities by Daniel Brook
Streetfight: Handbook for the Urban Revolution by Janette Sadik-Khan and Seth Solomonow
Tactical Urbanism: Short-term Action for Long-Term Change by Mike Lydon & Anthony Garcia
Living In The Endless City, edited by Ricky Burdett and Deyan Sudjic

“The Future of Cities” Select Interviewees:
David Hertz & Sky Source
Vicky Chan & Avoid Obvious Architects
Carlo Ratti: Director, MIT Senseable City Lab Founding Partner, Carlo Ratti Associati
Edward Glaeser: Fred and Eleanor Glimp Professor of Economics, Harvard University Author of The Triumph of the City
Helle Søholt: Founding Parner & CEO, Gehl Architects
Ricky Burdett: Director, LSE Cities/Urban Age
Lauren Lockwood, Chief Digital Officer, City of Boston
Pablo Viejo: Smart Cities Expert & CTO V&V Innovations, Singapore
Matias Echanove & Urbz, Mumbai
Janette Sadik-Khan: Author, Advisor, & Former NYC DOT Commissioner
Abess Makki: CEO, City Insight
Dr. Parag Khanna: Author of Connectography
Stan Gale: CEO of Gale International, Developer of Songdo IBD
Dr. Jockin Arputham: President, Slum Dwellers International
Morton Kabell: Mayor for Technical & Environmental Affairs, Copenhagen
cities  urban  urbanplanning  urbanism  bikes  biking  cars  singapore  nyc  losangeles  janejacobs  jangehl  edwardglaeser  mumbai  tokyo  regulation  jaimelerner  curitiba  nantucketproject  carloratti  vickchan  davidhertz  hellesøholt  rickyburdett  laurenlockwood  pabloviejo  matiasechanove  urbz  janettesadik-khan  abessmakki  paragkhanna  stangale  jockinarputham  slumdwellersinternational  slums  mortonkabell  urbanization  future  planning  oscarboyson  mikelydon  anthonygarcia  danielbrook  lucsante  remkoolhaas  dayansudjic  rickyburdettsethsolomonow  wadegraham  charlesmontgomery  matthewclaudeljeffspeck  jonathanrose  transportation  publictransit  transit  housing  construction  development  local  small  grassroots  technology  internet  web  online  communications  infrastructure  services  copenhagen  sidewalks  pedestrians  sharing  filmmaking  film  video  taipei  seoul  santiago  aukland  songdo  sydney  london  nairobi  venice  shenzhen  2016  sustainability  environment  population  detroit  making  manufacturing  buildings  economics  commutes  commuting 
december 2016 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

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