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robertogreco : objectives   7

Stefano Harney on Study (Interview July 2011, Part 5) - YouTube
"we’re talking about getting together with others and determining what needs to be learned together and spending time with that material and spending time with each other without any objective, without any endpoint"

"[Study] almost always happens against the university. It almost always happens in the university, but under the university, in its undercommons, in those places that are not recognized, not legitimate…"

[See also Margaret Edson: ]
2011  stefanoharney  study  studies  highered  highereducation  resistance  unschooling  deschooling  labor  work  informal  community  interdependence  cv  credit  credentialism  accreditation  slavery  blackness  debt  capitalism  fredmoten  universities  undercommons  freedom  practice  praxis  learning  communities  objectives  messiness  howwelearn  productivity  production  product  circumstance  producing  nothing  nothingness  idleness  relationships  imperatives  competition  howestudy  self-development  sharing  subversion  education  baddebt  studentdebt  completion  unfinished  margaretedson 
december 2017 by robertogreco
The Art of Teaching
[via: "The slide deck for the workshop is superb. Such a great experience, so grateful to @tchoi8 & the other participants."

referencing also: "How I learn to build things. Something I created for @tchoi8’s Art of Learning workshop at @eyeofestival." ]

[video: "Absence is Presence with Distance"

"As an artist, I work with technology and narrative – formal and relational projects. As an activist, I examine personal and political – practice and praxis. As an educator, I create feedback between plastic and elastic – learning and unlearning. My talk is set at the dawn. We are waiting for the sun to rise and we are full of questions. What’s the role of an artist as an activist now? How can we critique oppressive systems that create the sense of ‘others’ based on ability and legal status? What’s kind of pedagogy can we experiment through alternative schools? How can we create a community among those who have nothing in common? By creating art, we can give form to our intentions, contribute to making the world we want to live in.

( For a companion posting to this talk visit: )]
taeyoonchoi  education  teaching  purpose  routine  ritual  silence  flow  conflict  communication  structure  nurture  authority  kojinkaratani  jean-lucnancy  community  howweteach  pedagogy  learning  howwelearn  eyeo2017  unlearning  curriculum  syllabus  sfpc  schoolforpoeticcomputation  art  craft  beauty  utility  generosity  sfsh  tcsnmy  lcproject  openstudioproject  classideas  cv  reciprocity  gifts  kant  discretion  instruction  discipline  johndewey  bmc  blackmountaincollege  justice  annialbers  stndardization  weaving  textiles  making  projectbasedlearning  materials  progress  progressive  unschooling  deschooling  control  experimentation  knowledge  fabrication  buckminsterfuller  constructivism  constructionism  georgehein  habit  freedom  democracy  paulofreire  judithbutler  sunaurataylor  walking  christinesunkim  uncertainty  representation  intervention  speculation  simulation  christopheralexander  objectives  outcomes  learningoutcomes  learningobjectives  remembering  creativity  evaluation  application  analysis  understanding  emancipation  allankaprow  judychicago  s 
june 2017 by robertogreco
The Testing Obsession Widens the Gap - Bridging Differences - Education Week
"Once one concludes, as I did through 50 years of close observation, that the tests are measuring something other than "reading" skill—decoding and restating—our problem looks different. Yes, E.D. Hirsch is right: You can't measure reading qua reading. I not merely observed but ran little mini-focus groups to understand why some kids got "right" answers and others "wrong" ones. It had little to do with their reading skill."

"It's easier to guess the right answer if your perspective is similar to what the test-makers expect it to be, just as their forebears did when they invented IQ tests a century ago. We don't all have the same "common experience" upon which the tests are normed. Their "wrong" answers, in fact, were often far more logical and sensible than the "right" ones.

These facts also remind me of why teachers can be more powerful than TV or online schools if they use their time to build authentic relationships with their students—and join with rather than dictate to them. It's for the same reason that studies of how children learn their native language demonstrate that, even if kids spend far more time listening to TV than listening to the talk of adults at home, they will speak like their families. Schools must become second homes."

"Progressive preschools never rejected a rich reading culture or knowing facts as "developmentally inappropriate." They just didn't think you needed direct instruction to kick in this love of reading, of hobbies, of facts, of curiosity, of indefatigable and repetitive practice in subjects and skills they were fascinated by. The kids come to us with curiosity—and our job is to extend it. Progressives understood that the playful mindset that serious learning depends on is too often silenced in school. For example, I frequently step into classrooms where well-meaning teachers are doing as they are told: stopping at the end of every paragraph or page to ask didactic questions that turn great stories into "lessons" with "objectives" that can be "measured." That's hardly likely to whet children's appetite for "more, more."

Even "guided" discussions—another fad—at best lead the more teacher-pleasing kids to try to read what the teacher wants them to say, rather than discuss, argue, and maybe act out their own interpretations for each other. And indeed, you are also right that it was in low-poverty and "minority" schools like those I got to know so well in Chicago in the 1950s and 60s that the least "progressive" strategies have always been applied—even by educators who thought of themselves as "progressives." (Richer kids are sometimes getting some of this too now, under pressure to do well on tests.)

They've forgotten. Children are BORN experts at learning. Poor and rich. They couldn't survive a week if they weren't born intellectuals. They experiment over and over, until they find a pattern that "works." And then they find out that it's more complicated than that and start over again! In the first three years of life they are learning at a pace we never again achieve—unless we are, as you note, under so much stress and physical deprivation not typical of most of "the poor." Statistically, of course, it's more likely to impact those with the fewest resources—as you acknowledged.

But, Mike, it cannot be fixed by the common core. It can only be fixed by teachers who know how to join the "common core" of the children and the families they first meet, when children are 4 or 5, and use it wisely and creatively ever after."

"It is our job to use our precious public funds to increase the odds that democracy won't have to be reinvented. If the poor were less poor, their schools less poor, and bigotry less a part of our culture—it would be easier. But still not inevitable."

[via: ]
reading  education  deborahmeier  2013  teaching  progressive  progressiveeducation  objectives  testing  commoncore  democracy  canon  learning  children  poverty  curiosity  instruction  guideddiscussions  perspective  howwelearn  howweteach 
may 2013 by robertogreco
Times Higher Education - The unseen academy
[Again, too much to quote, so just a clip.]

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

The QAA, a key driver of the Transparent-Information mythology, makes one basic error: it confounds a concern for standards (meaning quality) with a demand for standardisation (assured by quantity-measurement); and this drives the sector steadily towards homogenisation."
neoliberalism  homogeneity  highered  uk  highereducation  2011  thomasdocherty  learning  criticalthinking  standardization  standards  measurement  academia  history  control  knowledge  commoditization  transparency  information  quantification  resistance  tcsnmy  lcproject  unschooling  deschooling  objectives  outcomes  curiosity  exploration  knowledgemaking  truthseeking  bureaucracy  kis  economics  mediocrity  collaboration  martinamis  1995  1984  georgeorwell  authoritarianism  intellectualism  governance  immeasurables 
november 2011 by robertogreco
Critical Explorers » Objectively Speaking
"Conventional wisdom holds that effective teachers write the objective of each lesson on the board before class so that the students are aware of what the teacher intends them to accomplish. This premise seems like common sense, yet if we view it through the lens of critical exploration, we can see several ways it is flawed.

First, communicating objectives to students sends a strong message about who is driving the learning…

Second, communicating objectives to students gives away the ending before the uncovering even begins…

Third, communicating objectives to students discourages students and teachers from pursuing potentially constructive lines of inquiry that appear tangential to the objectives…"
objectives  pedagogy  hierarchy  teaching  learning  tcsnmy  unschooling  deschooling  control  2011  inquiry  inquiry-basedlearning  constructivism 
october 2011 by robertogreco
Frank Chimero - Designer’s Poison
"1. lack of definition for design…ironic that group of communicators can’t summon definition for their practice…2. public’s general understanding of design as noun…many clients believe value of designer is things that they make…designer, meanwhile, believes that core of their value comes from process, strategy…3. Not considering design a liberal art, & entrenching ourselves in opinion that this is craft for few, rather than skill for many…4. miseducation of a designer…Schools would be wise to focus activity around objectives rather than tasks…5. Asking the wrong questions.…How, the other on Why…6. Designers wanting a seat at table, but frequently not inviting clients…7. The self-serving nature of design…8. Villainizing criticism…9. Undervaluing philosophy…The core question of Aristotilian philosophy and ethics is “What is the good life?” How is such a desirous question not brought up more frequently…10. Our cognitive bias towards uniqueness of our challenges."
frankchimero  cv  advice  design  communication  why  how  craft  tasks  objectives  business  clients  criticism  philosophy  happiness  well-being  meaning  values  clarity  ethics  bias  cognitivebias  definitions  2011  thisishuge  practice  holisticapproach  authority  dicussion  aiga  work  glvo  twitter 
april 2011 by robertogreco
Relevant History: Want to reach your goals? Be oblique
"# Have objectives, but keep your approach flexible so that you can overcome unforeseen obstacles and take advantage of surprise opportunities.

# Know that your knowledge is always imperfect and incomplete. Cast your net wide - always go fishing for more.

# Don't be afraid to change tack once you've started if you see a better course.

# Meandering can lead to serendipitous discoveries and unexpected benefits.

# Think laterally to solve problems: indirect solutions can often be the most effective answer."
johnkay  business  obliquity  problemsolving  flexibility  tcsnmy  lcproject  leadership  management  administration  goals  serendipity  discovery  change  adaptability  knowledge  objectives 
march 2010 by robertogreco

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