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Gritty the Meme, Gritty the Messenger, Gritty the Messianic - The Ringer
"Gritty, the Philadelphia Flyers’ sensation-causing mascot, is a weird and scary avatar for a weird and scary time. The 7-foot-tall orange monster didn’t just put one city in touch with its identity: He is all things to all people. He is meme. He is messenger. He is message. And, in many respects, he is messianic."
philadelphia  hockey  culture  sports  fans  2018  gritty 
december 2018 by robertogreco
Nick Kaufmann on Twitter: "Civic tech needs to study history and explore the "usable past". Everyone in #civictech / @codeforamerica network should read Professor Light's upcoming book States of Childhood, ill attempt to summarize her talk below, although
[this is the event:
https://architecture.mit.edu/computation/lecture/playing-city-building ]

[thread contains many images]

"Civic tech needs to study history and explore the "usable past". Everyone in #civictech / @codeforamerica network should read Professor Light's upcoming book States of Childhood, ill attempt to summarize her talk below, although it's only what i could grasp in an hour or so.

https://twitter.com/nickkauf/status/1071162000145817601
At @mitsap tonight tweeting about Jennifer Light's lecture "playing at city building" #urbanism #education #civictech

Light opened the talk with the observation that more disciplines are looking to study history to "look forward by looking backward" #civicfutures #usablepast

In #civictech we know this isnt the first government reform movement with a "techie spin" in the world or us. At the last turn of the century, anxieties about cities birthed the "good government movement" the "googoos" were reformers kinda like #civichackers of today

Like @codeforamerica and also #smartcities boosters, the goo-goos believed scientific models and tech tools were a source of progress. They were worried about "boss rule" and wanted to "rationalize government" compare to cfa's mottos today

After discussing the good govt movement, Lights set the historical context of shifting expectations around young people's behavior. Child labor laws did not stop children from working however, it was just framed as "play" now

In this context early models of vocational education and educational simulations emerged, including William R. George's "model republic" movement. @Erie @pahlkadot model republics were all over the usa, not as franchised like #cfabrigade but more grassroots diffusion of the idea

There were miniature republics run by children in boston(Cottage Row), Cleveland (Progress City) Philadelphia (Playground City), etc, where children worked as real pretend public servants

media coverage of the time hailed these civic simulations as educational opportunity/chance for a "second life" for youth. Some of the tenement kids that George put into his program ended up in ivy league schools, and as lawyers, Pub. Servants and admins of their own model cities

The educational theories at the time of the model republics were very similar to today's trends of "gamification" "experiential learning" etc. Light referenced Stanley Hall (imitation/impersonation) and 'identity play'

Long before Bateson and Goffman were muddling the boundary between seriousness/play, model republics were also using that ambiguity to educate and also cut costs of programs literally built and maintained by children. Imagine 1000 kids and 3 admins

John Dewey's philosophy of learning by doing was also heavily referenced in the talk, as George took great inspiration from him and Dewey was a supporter of the model republics.

Light stressed just how much model republic citizens did in their pretend-real jobs, building housing, policing, data collection, safety inspections, and they did it so well that they often circumvented the adult systems. Why send some1 to adult court when junior court works?

This dynamic reminded me so much of #civichackers today with our pretend jobs and weekly hack night play that quickly turns into real jobs for our cities

Another point Light made was that the model republics were very much about assimilation of immigrants into a certain set of white american middleclass values. But before rise of consumerism those values heavily emphasized DIY/activecitizenship/production.

One reason for the decline of the model republics might have been the rise of consumerism and passive consumption valued over production. But we still have things like model U.N. and vocational programs, vestiges of this time.

Again today we have a perceived need to train people for the "new economy", so what can #civictech #civicinnovation #smartcities learn from looking back to historical examples? For one thing, we learn that youth contribution to civic innovation is important and undervalued

When model republics were introduced into schools the educational outcomes were not the only advantage, they saved schools gobs of money through "user generated" labor. Again think about civictech volunteerism today...

At Emerson School, Light said, kids were even repairing the electrical system. And in some cities kids would stand in for the mayor at real events.

Heres a page describing the establishment of a self-governing body of newsboys in Milwaukee https://www.marquette.edu/cgi-bin/cuap/db.cgi?uid=default&ID=4167&view=Search&mh=1

Light closed the talk by remarking on the "vast story of children's unacknowledged labor in the creation of urban America". slide shows how their labor was hidden behind play. Although they couldnt work in factories,can you call it "play" if it involved *building* the playground?

Although Light's upcoming book focuses on America, she said there were civic simulations like this in many countries including the Phillipines, China, England, France...

Model republics were not however a well connected, branded international civic movement like modern #civictech. Light said that while they were promoted at national educational conferences on education or public housing, George lamented not having control of the brand/vision

The result of George's lack of guidelines and a organizational network of model republic practiciorners was many different, idiosyncratic models run by different ppl in different places. @pahlkadot George really needed a "National Advisory Council" it seems!

For example an Indiana model republic the kids put on their own circuses! George thought some model republics werent following his original values/vision but couldnt do much about it...another theme in #civictech now Fortunately @Open_Maine is allowed to be weirdos too @elburnett

Light emphasized that although the model republics were a tool to assimilate children into a set of values (presumably including colonial, racist, patriarchal, capitalist ones) they were also a site of agency where kids experimented and innovated.

For example, girls in coeducational model republics held public offices and launched voting rights campaigns before the women' suffrage movement gained the rights in the "real" world. Given the power of the republics to do real work this wasnt just a symbolic achievement.

George for his part believed that the kids should figure out model republics for themselves, even if it meant dystopian civics. One model republic kept prisoners in a literal iron cage before eventually abolishing the prison.

Light's talk held huge lessons for the #civictech movement, and the model republic movement is just one of many pieces of history that can be a "usable past" for us. every civic tech brigade should have a "historian" role!

At @Open_Maine weve always been looking back to look forward although I didnt have the "usable past" vocabulary until I saw professor Light's talk today. @ajawitz @elburnett and I have consciously explored history in promoting civic tech in Maine.Other brigades are doing this too

For example, early @Open_Maine (code for maine) posters consciously referenced civilian conservation corps aesthetic #usablepast

We also made a 100y link w/ charitable mechanics movement @MaineMechanics makerspace never happened but @semateos became president and aligned org. with modern #makermovement. we host civichackathons there. #mainekidscode class is in same room that held free drawingclass 100y ago

So you can see why Light's talk has my brain totally buzzing. After all, @Open_Maine has been dreaming of #civicisland, an experiential #civictech summer camp! Were currently applying to @MozOpenLeaders to develop open source experiential civictech curricula we could use for it.

Next steps here: I want to write an article about the "usable past" concept for #civictech. So if your brigade is engaged with history I wanna talk to you. @JBStephens1 was it you talking about the rotary club model on slack? @CodeForPhilly didnt you make a history timeline?"
nickkaufmann  urbanism  urban  cities  jenniferlight  children  lcproject  openstudioproject  sfsh  tcsnmy  civics  civictech  technology  history  codeforamerica  smartcities  boston  cleveland  philadelphia  williamgeorge  modelrepublics  simulations  simulation  gregorybateson  play  seriousplay  seriousness  education  johndewey  milaukee  labor  work  colinward  thechildinthecity  housing  governance  policy  activism  participatory  participation  experimentation  experience  experientiallearning  volunteerism  makerspaces  openmaine  maine  learning  howwelearn  ervinggoffman 
december 2018 by robertogreco
In A Dream | A Film By Jeremiah Zagar
[via: http://www.firstshowing.net/2018/sundance-interview-minding-the-gap-director-bing-liu-on-doc-films/ ]

"The story of Julia Zagar and her husband Isaiah, a renowned mosaic artist, who for the past 30 years has covered more than 40,000 square feet of Philadelphia top to bottom with tile, mirror, paint, and concrete."

[See also: https://en.wikipedia.org/wiki/In_a_Dream_(film) <--- needs final ) for URL to work]
film  documentary  towatch  jeremiahzagar  mentalilliness  art  artists  philadelphia  juliazagar  isaiahzagar  2008 
august 2018 by robertogreco
Infographics - THE ETYMOLOGY NERD
On this page you will find all and only the etymology infographics I created for this site!
Click on any of these icons to see their larger, legible versions. You may even have to zoom in further for some of the big ones.

To see these infographics organized by date, topic, or alphabet, please click here
https://www.etymologynerd.com/infographic-pngs.html "
etymology  placenames  names  naming  cities  us  sanfrancisco  losangeles  nyc  philadelphia 
july 2018 by robertogreco
Mighty Writers
"“There is no greater agony than bearing an untold story inside you.” —Maya Angelou

The mission of Mighty Writers (MW) is to teach Philadelphia kids ages 7 to 17 to think and write with clarity so they can achieve success at school, at work and in life. To write with clarity, you have to think clearly first. When you think clearly, you make smart decisions. Make enough smart decisions, self esteem soars and success follows. We make every child feel welcomed, celebrated and Mighty by creating communities that are supportive, nurturing and striving.



At Mighty Writers, we offer daily afterschool academies, long- and short-term writing classes nights and weekends, teen scholar programs, mentorships, College Prep courses and college essay writing classes.
All our programs are free to Philadelphia students.
Over 300 of the city’s best creative minds (writers. teachers, journalists, etc.) teach and mentor some 2,500 kids at Mighty Writers annually.
Our Mighty Writer centers are located in four Philadelphia neighborhoods:
MW El Futuro, 1025 S. 9th St.
MW North, 1801 Diamond St.
MW South, 1501 Christian St.
MW West, 3861 Lancaster Ave.
Stop by and see us."
writing  education  philadelphia  826  lcproject  openstudioproject  teaching 
april 2017 by robertogreco
Philadelphia Printworks
"Philadelphia Printworks was founded in 2010. We started the company because we love DIY culture, we wanted to learn how to screen print and we wanted to make a positive impact on our community. Over the years our vision and strategy has developed. But, our overall goal has stayed the same: to encourage a culture of activism and inclusion. "
gifts  tee  t-shirts  clothing  activism  blackpride  inclusion  inclusivity  philadelphia 
november 2016 by robertogreco
Philly Free School
"At the Philly Free School, students ages 4-19 explore freely, think critically, and work collaboratively, across ages, to govern themselves and their school. Through self-initiated activities, students learn the delicate balance between individual freedom and community responsibility. Along the way, they develop the internal resources to navigate, assess, and utilize the information and tools needed to thrive in modern society."
freeschools  philadelphia  unschooling  schools  education  learning  children 
june 2016 by robertogreco
Co-Creating Playable Street Furniture To Bring Play + Exercise To The Sidewalk. | Public Workshop
"Client Community Design Collaborative and Get Healthy Philly
Location Philadelphia
Year 2015

In the summer of 2015, working with our clients The Community Design Collaborative and Get Healthy Philly, through the support of the Robert Wood Johnson Foundation, we led a participatory design-build process exploring what happens when play and exercise spill beyond a playground, becoming part of the sidewalk, neighborhood and business corridor. Public Workshop co-designed and fabricated three different scales of prototype play structures with many hundreds of youth, community members, Collaborative volunteers, Get Healthy Philly staff and others. Developed around and in conjunction with our min-park and vacant lot playground project with People’s Emergency Center, these structures—a Fort-Gym, Switchback Bench and Balance Beams—were then installed along the Lancaster Avenue business corridor. The design of the Fort-Gym additionally morphed based off of feedback and use by local residents as well as during Design Philadelphia, when all three structures were temporarily moved to Smith Memorial Playground. The responsive design-build approach to the process meant that many hundreds of people were not only exposed to and felt ownership of this innovative project, but developed new building skills as a result. Indeed, throughout the process, play and design often spilled well beyond the mini-park and onto the sidewalk and street, occasionally slowing down traffic and causing spontaneous dance parties, games and community pull-up contests. The project was truly unique in the diversity of participants who contributed to and became stakeholders in the project–ranging from seven year olds and nearby business owners to drug dealers who made sure the benches were taken care of on the struggling business corridor. In January 2016, Get Healthy Philly, working with the Community Design Collaborative and Public Workshop, surveyed Philadelphia non-profits to find a home for the second Switchback Bench while also assessing demand for playful street furniture throughout the City. To date, over 40 organizations have applied to adopt the Bench, demonstrating a much larger need. Working with our clients and community partners, we will explore how the Switchback Bench might be expanded into a micro-industry under Tiny WPA‘s Building Hero Project. In this scenario Tiny WPA and Public Workshop staff will train and pay local Building Heroes to fabricate Switchback Benches, hopefully not only meeting apparent market demand but also allowing the team to bring play and exercise to the entirety of Lancaster Avenue by building and installing them throughout. We believe this will be an important prototype process and project leading to the development of a wide variety of different types of Building Hero fabricated street furniture that invite play and exercise."
publicworkshop  furniture  playgrounds  sidewalks  play  2015  alexgilliam  tinywpa  philadelphia 
february 2016 by robertogreco
People's Emergency Center (@peccaresphilly) • Instagram photos and videos
"People's Emergency Center Nurturing families, strengthening neighborhoods, driving change. Located in West Philadelphia."
philadelphia  people'semergencycenter 
february 2016 by robertogreco
Be a Building Hero (@beabuildinghero) • Instagram photos and videos
"Be a Building Hero BuildingHeroProject is Public Workshop’s young adult community design leadership program. Heroes are agents for change and empowerment through design. etsy.com/shop/buildingheroproject "
beabuildinghero  philadelphia  alexgilliam  community  design  publicworkshop  empowerment  making  architecture  classideas 
february 2016 by robertogreco
The Hacktory
"At The Hacktory we break, re-arrange, and re-purpose the objects and systems around us to satisfy our curiosity and create new meaning.

The Hacktory provides classes and events that build our mission to inspire and empower people to use technology for their own personal expression. We want to reinforce the idea that our world is malleable – the devices and spaces we interact with everyday can be re-purposed and modified to better meet our needs and to create new experiences.

We recognize and value individuals who take action and relish getting things done, similar to the philosophy of a do-ocracy. We welcome volunteers and organizers who have an idea of something they want to do which fits in our overall mission, and are willing to contribute to The Hacktory to then get help and resources to make their idea happen."
philadelphia  makerspaces  technology  do-ocracy  hacktory 
february 2016 by robertogreco
Public Workshop
[I must never have bookmarked this?]

"A cheerleader of possibility, Public Workshop creates uniquely engaging opportunities for youth and their communities to shape the design of their cities.

We are redefining the way that youth participate as citizens and leaders in the design of their communities, and addressing the most pressing challenges in the world around them. In the process, we are fundamentally re-imagining education by reshaping how and where learning occurs.

Working with our partners and clients, we develop inspiring curricula, transformative youth design leadership programs, innovative participatory community design tools, engaging events and thoughtful strategies that help people rethink possibility. We accomplish this by relentlessly challenging and radically rethinking assumptions about how people learn and design occurs. Our students and clients are smiling (and in some cases leaping) because we believe that the very best learning and design occur when it’s challenging, empowering and fun.

Over the past fourteen years we have worked with numerous public schools, organizations, museums, universities, architecture firms and city agencies including openhousenewyork, DreamYard, Charter High School For Architecture and Design in Philadelphia, Rural Studio, Hester Street Collaborative, Cooper Hewitt National Design Museum, University of Pennsylvania, University of Texas, Chicago Architecture Foundation, Landon Bone Baker Architects, National Building Museum and the City of Austin, Texas. We are nationally recognized experts on K-12 design education with an emphasis on service learning. Our work has been featured on NPR’s Studio 360 and in magazines such as Architect, Metropolis, ID and the Architect’s Newspaper as well as showcased on various company websites including Fast Company, GOOD, Next American City, Slate, Kaboom!, Core 77, Yahoo and NBC’s TODAY.

Our recent work includes creating a green design leadership program in the Chicago that trains young people to gather the environmental data and collect the stories that substantiate design changes in their neighborhoods; developing unique design- build place-making events to better engage youth and community in a master planning process in Austin, TX; designing a NEA funded youth community design leadership program for middle schools in the Bronx; creating a full scale building system that allows young people to prototype their own playgrounds in under-used public spaces; design-building adventure playgrounds and exercise courses in Philadelphia and Flint; opening the Department of Making + Doing, a making-oriented civic innovation workshop; and launching Tiny WPA, a program to redesign and rebuild city’s schools, public spaces and micro-infrastructure through improvements initiated by youth."
publicworkshop  alexgilliam  philadelphia  activism  architecture  community  design  tinywpa  urban  urbanism 
february 2016 by robertogreco
Tiny WPA
"Conceived by Alex Gilliam of Public Workshop in 2012, Tiny WPA was inspired by the New Deal Works Progress Administration, which paid for civic improvements and art during the Depression. Today Tiny WPA is a nonprofit organization that is spearheaded by Renee Schacht and Alex Gilliam to engage youth and communities through design thinking and design building. Like the name suggests, each project is a small-scale creative intervention.

Tiny WPA redefines the way youth and adults participate as citizens and leaders by finding opportunities that they can contribute to the design of their schools, neighborhoods and cities. Through project-based learning, Tiny WPA seeks to grow an army of talented community-design leaders that will make Philadelphia the national model for how to engage young people in the design of their cities and help lay the foundation for an incomparable future of community-generated civic innovation."
alexgilliam  publicworkshop  tinywpa  making  education  reneeschacht  youth  philadelphia  design  urban  urbanism  community  classideas 
february 2016 by robertogreco
How to Destroy a Public-School System | The Nation
"In fact, the basic structure of school financing in Philadelphia is rigged to benefit these privately managed companies. Public-school money follows students when they move to charter schools, but the public schools’ costs do not fall by the same amount. For example, if 100 students leave a district-run school at a cost of $8,596 per head (the district’s per-pupil expenditure minus certain administrative costs), that school’s cost for paying teachers, staff and building expenses doesn’t actually decline by that amount. It has been estimated that partly because of these costs, each student who enrolls in a charter school costs the district as much as $7,000."



"For privatization-minded reformers, the creative destruction unleashed by Corbett’s budget cuts presented an opportunity to implement a new round of privately managed restructuring. In May 2013, just before the School Reform Commission approved what Philadelphians called the “doomsday budget,” Teach for America founder Wendy Kopp—an icon of the self-described reform movement—tweeted: “In Philadelphia today, so much more to be done, but I can’t get over the progress in this city’s schools in the last decade!”

Wealthy donors and local and national foundations poured funding into a new reform-movement infrastructure to back the growth of nonprofit charters, which had continued their rapid expansion even as the for-profit experiment collapsed. The Philadelphia School Partnership (PSP), founded in 2010, quickly grew into the city’s most powerful pro-charter and anti-union organization, thanks to a $15 million grant from the local William Penn Foundation—the same entity that had funded the “Blueprint for Transformation” plan.

“Change is the only option,” declared Mark Gleason, the PSP’s chief executive, in testimony before state legislators in 2013. “We may not fully know which changes will make the most difference, which will transform outcomes for poor and minority students. But we have some good clues—we even have some proof points right here in Philadelphia—and we know the status quo is most definitely not working for disadvantaged students. The debate we should be having is about which changes are worth trying—not about saving a failed system.”

The new reform groups built ties with a pre-existing conservative network in the state, including pro-school- voucher groups like the Students First PAC, a wealthy political-action committee funded by the libertarian managers of a suburban Philadelphia investment firm.

StudentsFirst, a separate group led at the time by former Washington, DC, schools superintendent Michelle Rhee, also founded a state chapter. PennCAN, the state affiliate of the national group 50CAN, was launched in the PSP’s office. The Gates Foundation, a major backer of reform projects nationwide, funded the creation of a quasi-governmental body staffed by the PSP, the Great Schools Compact, dedicated to promoting its vision for change. It is, Gleason said earlier this year, a matter of “dumping the losers” to “create a higher bar for what we expect of our schools.” But the process of judging winners and losers amid wrenching austerity cuts has proved highly controversial. The Renaissance schools run by Mastery have demonstrated strong test-score gains. Even so, the district-run Promise Academies showed the same encouraging results—until their budgets were gutted."



"It’s what scholars have bluntly called an apartheid system: wealthy districts spend more on wealthy students, and poor districts struggle to spend less on the poor students who need the most. According to state data from 2012–13, Philadelphia spent $13,077 per pupil, while Abington spent $15,148—on students in much less need of intensive services and support. Wealthy Lower Merion spent $22,962 per pupil."
philadelphia  inequality  2014  schools  education  educationalapartheid  apartheid  funding  pennsylvania  via:audreywatters  charterschools 
october 2014 by robertogreco
Dear Gov. Corbett – How Many Kids Must Die? | Practical Theory
"You aren’t allowed to be surprised by this.

And while the nursing services have gotten worse in the current budget crisis, this is a long-standing problem for Philadelphia District schools for a long time. Our city schools have been under-resourced for years, which makes the current crisis all the more painful.

The arterial road you see in that map is City Line Avenue. It is, quite literally, the city line of Philadelphia. Above Philadelphia is Lower Merion School District. One of its two high schools is Harriton HS. Harriton HS has 1188 kids and four full-time nurses. Science Leadership Academy has 490 kids, and we have a nurse two days a week. This year, the average per pupil expenditure in Philadelphia hovers just under $10,000 per child while Lower Merion is able to spend over $25,000 per child. The way we fund schools in this state is criminal, and it has to change.

You aren’t allowed to be surprised by this.

The way we fund schools in Pennsylvania quite possibly cost Laporshia Massey her life, and yet Governor Corbett is holding up $45 million dollars of state money until he gets the work rule concessions he wants from the teachers’ union. $45 million dollars translates into 400 more professional employees (teachers, counselors and nurses) to work with our kids. When schools have no counselors, when schools don’t have full-time nurses, that is the equivalent of blackmail.

And it has cost at least one young woman – Laporshia Massey - her life. I wonder if Governor Corbett even knows that she died.

You aren’t allowed to be surprised by this. But you better be outraged by it."
2013  philadelphia  schools  policy  pennsylvania  inequality  funding  chrislehmann  realestate 
may 2014 by robertogreco
The Miquon School
"MIQUON TENETS

At Miquon we have prioritized and defined the particular progressive philosophies which hold meaning and value for us. We find this list of nine principles to have enduring value as the world changes around us. We return to it frequently as we reflect upon our professional practice, our goals for students, and our hopes for the future.

We believe that:

Children learn by doing.
Projects and hands-on experiences are essential parts of our program that stimulate their desire to learn. Our children participate enthusiastically in meaningful work.

Helping children learn to think is as important as teaching any specific subject matter.
As our children acquire knowledge and skills, we strengthen their ability to use those resources effectively. We prepare our children to be effective problem-solvers in every facet of their lives.

Learning occurs in ways unique to each child.
We focus on children as individuals, and we respect their many learning styles. Thoughtful observation of children as they learn serves to shape and strengthen our teaching.

Children’s curiosity and initiative are integral to their education.
Our planned instruction is augmented by opportunities for children to pursue their own interests. We give them time to explore, discover, dream, and create.

Independence is a vital part of every child’s development.
We provide guidance and support as they apply their skills within expanding boundaries. With increasing freedom comes greater demand for self-discipline and responsibility; meeting that expectation promotes self-confidence.

Working with others enhances children’s growth in every domain.
We value and encourage collaboration in the classroom and at play. We welcome diversity of ideas, ability, and culture.

Every person is a thinker, creator, and contributor.
We maintain a community in which all can find their places as respected members.

The natural world is a place to learn.
We treasure our unique environment. As part of a lesson or a source of playful revelation, nature weaves its way into every child’s experience.

Childhood should be fun, and children should find joy in learning.
That joy comes from an inquisitive wonder at the universe they inhabit and confidence in their capacity to understand it. We believe that these attitudes will extend beyond the years of schooling and the boundaries of The Miquon School."



"If you are a parent or educator wondering what Progressive education means, and what it actually looks like in practice, you are not alone. Probably you had a more traditional educational experience yourself. You may have sketchy ideas about Progressive education as being alternative, loosey-goosey, undemanding, and idealistic.

On the contrary, Progressive education boasts a long, successful tradition of thoughtful practice and inquiry about what is the best way to educate children. You can read about its early origins. We have identified the core ideas that are generally agreed to lie behind progressive education, and we describe the key tenets that Miquon has embraced during its 80 years of existence.

We believe that the values and ideals of Progressive education have remained remarkably relevant as society has moved from the industrial age to our era of astonishing technology and information glut. The accelerating pace of global change makes it difficult to guess what the world that our students will inhabit as adults will be like. As we anticipate the 21st century skills and aptitudes that our students should take with them into adulthood, publicly mandated standards and curricula seem sadly inadequate to the task of guiding the development of our young people as good citizens of the future. We invite you to find out more about Progressive education and consider whether it isn’t a more promising way forward.

Two prominent national organizations currently active in supporting educators in Progressive schools include the Network for Progressive Education, and the Coalition of Essential Schools."



"CORE IDEAS

The term “Progressive education” is hard to define in just a few words. It is interpreted by educators and schools in many different ways. As one of its gurus, Alfie Kohn notes, this is not surprising given its practitioners’ reputation for “resisting conformity and standardization”. However amidst the complexity of variations on the theme, there are a number of common principles that are recognizable and present to some degree or another in progressive schools. They may also be partially present in other schools, few of which have failed to move beyond the stultifying educational practices of the 19th century. Progressive schools, though, have a tradition of regularly and thoughtfully examining their practice against the following core ideas.

Attending to each child
Every child is on an individual path to a unique and unknowable destination. Learning structures are created that not only permit but expect and encourage varying paces, interests, styles, and goals. There is institutional flexibility and responsiveness to differences between children and groups of children. Comparisons to standardized benchmarks are seen as of limited importance.

Attending to the whole child.
Schooling is about much more than academic proficiencies. It nurtures the physical, creative, emotional, and social aspects of a child’s nature, with the goal of enabling them to become good people as well as good learners.

Active learning
Learning is most powerful and lasting when children construct ideas for themselves instead of being passively filled with knowledge and drilled on isolated skills. Students participate actively in formulating questions, choosing topics and activities, researching answers, and evaluating their progress.

Intrinsic motivation
Attention is paid to the deep desire of children to learn, their true interest in discovery, and their drive to work at those things. This is distinct from the legitimate gratification experienced through winning or successful accomplishment. The ultimate goal is to foster a life-long disposition to learn.

Deep understanding
Facts and skills are important, but only in context and for an authentic purpose. They are presented through projects, problems, and questions. Teaching is typically inter-disciplinary or integrated. Solutions and outcomes may be “messy”, but the process leading up to them has challenged students to think deeply about the ideas and issues.

Collaboration
Children spend time with partners and in groups, problem-solving and sharing their thinking. Movement and busy chatter characterize such learning. Teachers are collaborators too, “working with” rather than “doing to” their students.

Strong community
Children learn with and from others, in a caring and dynamic community that models intellectual and creative growth by all its members and provides a moral compass. Competitive activities which set individuals against one another and threaten relationships are avoided.

Social justice and democracy
Democratic ideals and practices are visible within the community. The voices of children can be heard and are taken seriously. A sense of responsibility for the community is nurtured. A commitment to diversity is evident. There is a call to action and created opportunities for taking good care of self, others, and the world."
schools  progressive  education  via:steelemaley  philadelphia  teaching  learning 
october 2013 by robertogreco
The Workshop School | Teaching students to change the world.
"The mission of the Sustainability Workshop is to create schools that unleash the creative and intellectual potential of young people to solve the world’s toughest problems."

"The Workshop opened in September 2011, serving 27 high school seniors from West and South Philadelphia. On June 9, 2012 all 27 students graduated. They made remarkable academic progress and developed a culture of collaboration, inquiry and respect unlike anything we have ever experienced as educators. Building on this success, the Workshop School is adding sixty ninth-graders at our new location in West Philadelphia for the 2013-14 school year."
schools  lcproject  theworkshopschool  education  projectbasedlearning  philadelphia  pbl 
september 2013 by robertogreco
Philadelphia's "gym for innovators." | NextFab Studio
"NextFab Studio is a membership-based, high-tech workshop and prototyping center — it’s Philadelphia’s “gym for innovators.”

We are located in a 21000 square foot facility at 2025 Washington Avenue, one of Philadelphia’s busiest retail corridors. This former custom iron workshop has been reconfigured into an engine of tomorrow’s creative economy featuring a collaborative workspace with cutting edge tools, expert staffing, 3D printers, computer controlled machine tools, software, electronic workbenches, classes, workshops, and friendly and affordable consulting services. We offer workspaces in a comfortable, clean and safe environment. NextFab Studio has everything necessary for you to invent, repair, create, and innovate!"
hackerspaces  makerspaces  business  diy  prototyping  3d  philadelphia  openstudioproject  lcproject  nextfabstudio  dmd 
may 2013 by robertogreco
PlusUs™ | Design for Education
"DM+D is a collaboration between four Philadelphia-based organizations, Breadboard, The Hacktory, NextFab Studio, and Public Workshop. Together, they are launching a civic innovation workshop and STEAM laboratory at the University City Science Center. The ground-floor space includes all the necessary tools and resources to facilitate hands-on learning and building.

DM+D aims to be a valuable resource to schools, communities, innovators, and the city of Philadelphia."

[See also: http://dmdphilly.org/ AND https://twitter.com/DMDPhilly ]

[via: https://www.facebook.com/photo.php?fbid=10151658313270820&l=b82f750798 ]

[See also: http://www.fortmilltimes.com/2013/05/08/2675739/department-of-making-doing-launches.html and http://publicworkshop.us/blog/2012/12/22/public-workshopbreadboardthe-hacktory-nextfab-launch-civic-innovation-workshop-steam-lab-in-philly/ ]
lcproject  openstudioproject  alexgilliam  breadboard  hacktory  nextfabstudio  publicworkshop  philadelphia  makerspaces  education  learning  making  doing  dmd 
may 2013 by robertogreco
Publication Studio
"We print and bind books on demand, creating original work with artists and writers we admire. We use any means possible to help writers and artists reach a public: physical books; a digital commons (where anyone can read and annotate our books for free); eBooks; and unique social events with our writers and artists in many cities. We attend to the social life of the book. Publication Studio is a laboratory for publication in its fullest sense—not just the production of books, but the production of a public. This public, which is more than a market, is created through physical production, digital circulation, and social gathering. Together these construct a space of conversation, a public space, which beckons a public into being.

Currently there are eight Publication Studios, in Portland (run by Patricia No and Antonia Pinter), the San Francisco Bay Area, CA (run by Ian Dolton-Thornton, with sage advice from Colter Jacobsen), Vancouver, BC, Canada (run by Keith Higgins and Kathy Slade), Toronto, Ontario, Canada (run by Derek McCormack, Alana Wilcox, and Michael Maranda), Boston (run by Sam Gould), Portland, Maine (run by Daniel Fuller and the Institute for Contemporary Art), Philadelphia (run by Robert Blackson and the Tyler School of Art), Los Angeles (run by Sergio Pastor, Matthew Schum, and Lizzie Fitch), and Malmö, Sweden, run by Ola Stahl. To contact one of the Publication Studios, click on its name on the home-page of this site."
art  artists  books  diy  publishing  portland  oregon  bayarea  sanfrancisco  vancouver  britishcolumbia  toronto  boston  maine  philadelphia  losangeles  publicationstudios  selfpublishing  ebooks  publication  self-publishing  publishers  bc 
february 2013 by robertogreco
General Assembly
"General Assembly is a global network of campuses for individuals seeking opportunity and education in technology, business, and design."

"We offer a wide variety of learning opportunities, from 90-minute classes to long-form courses. With new options added daily, your only limit is scroll speed."

"A whole may be greater than the sum of its parts, but it's our parts that make us great. From members and instructors to knowledge-seekers and partners, our community defines what we are: collaborative learning advocates, forward-thinking envelope-pushers, and capri-pant enthusiasts.

We're excited to serve as a base for so many creative, innovative, and passionate thinkers and makers. Here are some of the Member Startups in our Community: [list]"
schooldesign  learning  classes  coding  philadelphia  sanfrancisco  boston  berlin  sydney  toronto  london  coworking  nyc  startups  openstudioproject  lcproject  sharedspace  technology  design  entrepreneurship  education  generalassembly 
september 2012 by robertogreco
TEMPORARY SERVICES - Non-commercial since 1998
"Experiencing art in the places we inhabit on a daily basis remains a critical concern for us. It helps us move art from a privileged experience to one more directly related to how we live our lives. A variety of people should decide how art is seen and interpreted, rather than continuing to strictly rely on those in power. We move in and out of officially sanctioned spaces for art, keeping one foot in the underground the other in the institution. Staying too long in one or the other isn’t healthy. We are interested in art that takes engaging and empowering forms. We collaborate amongst ourselves and with others, even though this may destabilize how people understand our work."

"AGAINST COMPETITION… GROUP WORK & WORKING WITH OTHERS… BUILDING LONG-TERM INFRASTRUCTURE TO SUPPORT SIMILAR WAYS OF WORKING"

[via: http://www.dismalgarden.org/pages/links.html
now here http://web.archive.org/web/20101029173446/http://www.dismalgarden.org/pages/links.html ]
temporaryservices  leisurearts  artproduction  competition  philadelphia  copenhagen  zines  publishing  marcfischer  salemsollo-julin  brettbloom  unschooling  deschooling  deinstitutionalization  everydaylife  artists  design  community  chicago  collective  activism  art  collaboration  nilsnorman  artleisure 
april 2012 by robertogreco
Embark | Mass Transit Made Simple
"We make mass transit simple. Embark provides an accurate, reliable, and interactive transit experience that helps you get where you want to go."
navigation  mapping  maps  longisland  newjersey  philadelphia  dc  washingtondc  sanfrancisco  london  chicago  boston  nyc  applications  trains  transportation  transport  guidebooks  iphone  android  ios 
february 2012 by robertogreco
The Workshop School
"Typically, high school is viewed as preparation for future education, which in turn is seen as preparation for future work. Students accumulate credits representing discrete subject matter, such as biology or world history. But there is little room in school to connect what students are learning to real world questions or problems, and therefore no avenue for students to contribute to addressing those problems.

We believe that students can do meaningful work on real, important problems right now. To do that, they need concrete skills. At the Workshop, school is about equipping students with the skills they need to change the world. Science, mathematics, history, language, and communication are understood as a necessary means to achieving this end, rather than as ends in themselves."

[Via: http://vimeo.com/31437235 ]
theworkshopschool  lcproject  projectbasedlearning  learning  education  simonhauger  philadelphia  schools  pbl 
december 2011 by robertogreco
LOVE STORY - ON VIDEO, WINTER 2004 on Vimeo
"Few skate spots on earth can claim the notoriety of philadelphia's love park. its location and design have made it the focal point of east-coast skateboarding. for the first time, ricky oyola, stevie williams, josh kalis, kerry getz, tim o'connor, and a host of local notables tell the tale of this legendary landmark."
urban  documentary  skateboarding  philadelphia  parks  skating  lovepark  2004  classideas  meaning  meaningmaking  history  rickyoyola  steviewilliams  joshkalis  kerrygetz  timo'connor  cities  skateboards 
june 2011 by robertogreco
The Crefeld School
"…provides a challenging, individualized educational program & environment for bright, sensitive, & creative students in grades 7-12. A school of Progressive Education, Crefeld develops critically engaged citizens through a learner-friendly curriculum in a community of individuals.

…As a progressive school, we promote the actively engaged citizenry of our student body. We do this with an enriched, independent curriculum with opportunities for experiential learning, collaborative learning, interdisciplinary learning, research, inquiry, and writing.

Crefeld is guided by the principles of the Coalition of Essential Schools and research on multiple intelligences and learning styles. Crefeld seeks students who are able and interested in participating fully in Crefeld’s educational community with the purpose of preparing them for higher education, citizenship in a democracy, and a happy and healthy life."
crefeldschool  philadelphia  schools  education  learning  progressive  tcsnmy  teaching  criticalthinking  student-centered  interdisciplinary  democracy  citizenship  happiness  well-being  inquiry  coalitionofessentialschools  tedsizer  lcproject 
may 2011 by robertogreco
The Crefeld School: Progressive Education » Essential Questions
"What are the facts?…shows they are informed, critical thinkers who seek facts to support a position…try to get to the bottom of things.

Says who? They are critical thinkers who consider diverse points of view & bias…discriminating readers & viewers.

So what? They put things in perspective, prioritizing issues.

What if? They are able to imagine alternatives…willing to consider multiple solutions to problems.

Is it fair? They are commited to equity & fairness, not just for themselves, but also for others…committed to common good.

What do YOU think? They engage others in a dialogue about the issues, seeking their points of view.…listen to alternative points of view, seeking to understand.

How can I help? They consider how they can contribute to the common good, make a decision, & act.

Would you lend me a hand? They recognize that they are part of an inter-dependent community…not afraid to seek help from their community members…tap into the strength of the community."
crefeldschool  philadelphia  education  schools  essentialquestions  tcsnmy  lcproject  criticalthinking  community  bias  openminded  fairness  equity  commongood  coalitionofessentialschools  understanding  decisionmaking  actionminded  interdependence  progressive  listening 
may 2011 by robertogreco
War Perspective: A Map of 65,649 Iraqi Civilian Deaths on Familiar Locations
"The goal of this project is to give you a better perspective on the toll that war has taken on the civilian population of Iraq. By clicking on one of the cities below, the map of a place you are familiar with will be overlaid with data representing civilian deaths in Iraq over a five year period."
maps  mapping  war  iraq  geography  death  cities  classideas  nyc  washingtondc  philadelphia  sanfrancisco  losangeles  chicago  via:javierarbona  dc 
october 2010 by robertogreco
Urban Omnibus » Code for America ["We need to get in there and change the culture and the modes of communication first, and remake City Hall so it acts more like the citizens of the city it serves."]
"Jennifer Pahlka is the founder and executive director of Code for America, a non-profit partially inspired by Teach for America that connects city governments and Web 2.0 talent. We caught up with Pahlka to get the backstory on the project, not just to hype the chance to become one of the fellows, but because the program offers profound lessons for how to reimagine how our city governments might work better. In architecture and urbanism, the words developer and designer refer to different professional roles than they do in technology. Nonetheless, perhaps designers of the physical world might benefit from a perspective in which certain networks, systems and spaces are virtual, but no less designed, and no less crucial to service delivery, citizenship and quality of life."
cities  government  citizenship  classideas  innovation  web  web2.0  urban  urbanism  technology  networks  networkedurbanism  systems  systemsthinking  qualityoflife  democracy  services  codeforamerica  collaboration  accessibility  demographics  boston  dc  seattle  boulder  philadelphia  needsassessment  municipalities  citizens  bureaucracy  government2.0  washingtondc 
august 2010 by robertogreco
Education Week: Small Schools Still In Flux
"But the results have been mixed, national and local research shows. Students at small high schools were more likely to graduate, have positive relationships with their teachers, and feel safer. Still, they did no better on standardized tests than did their peers at big schools.

In Philadelphia, where 26 of the 32 small high schools have been opened or made smaller in the last seven years, some schools have thrived. Their presence has transformed the high school mix...

Linda Darling-Hammond, an education professor at Stanford University who has done extensive research on small schools, said the movement was "still pretty vibrant," albeit more focused on small learning communities these days.

Small learning communities can work, Darling-Hammond said, but only if they have "a common group of teachers and a common group of students working on a common intellectual agenda.""
education  smallschools  small  lindadarling-hammond  chrislehmann  schools  philadelphia  tcsnmy 
july 2010 by robertogreco
A Love Letter For You
"Love Letter is a project by Stephen Powers with the City of Philadelphia Mural Arts Program and is sponsored by the Pew Center for Arts & Heritage through the Philadelphia Exhibitions Initiative. Generous support provided by the Brownstein Group and Septa."
stephenpowers  design  art  urban  blogs  illustration  typography  streetart  lettering  graffiti  philadelphia  street  arts  murals  tcsnmy 
february 2010 by robertogreco
Mule Design Studio's Blog: Philadelphia, my love.
"There are times when the solution to the problem is such a ridiculous slam dunk that cleverness only gets in the way of good work."
problemsolving  cleverness  simplicity  design  graphics  graphicdesign  philadelphia 
december 2009 by robertogreco
The Hacktory
"The Hacktory promotes the use of technology in the arts through: * Classes * Community Events * Shared Facilities and Equipment * Artist in residence program * Art and Technology promotion * Materials Exchange The Hacktory is incubated as a project of the Nonprofit Technology Resources."
lcproject  hacking  make  machineproject  philadelphia  nonprofit  technology  art  electronics  learning  arduino  physicalcomputing  howto  diy  hacks  geek  classes  interaction  nonprofits 
october 2008 by robertogreco
DesignPhiladelphia 2008: The Hacktory - Core77
"Have you ever wanted to learn how to control Ardunio, weave conductive thread, create a GPS tagging device, or print on Fab@Home? If the answer is yes, then you might be interested in The Hacktory. Tucked away on a side street just north of Philadelphia's city hall, The Hacktory is a non-profit community work space with a group of hackers, tweekers, and geekers on a mission to spread the use of technology in art. They offer a variety of courses, shared equipment, material exchanges, and events that make it easy for anyone to start tinkering."
lcproject  hacking  make  machineproject  philadelphia  nonprofit  technology  art  electronics  nonprofits 
october 2008 by robertogreco
the Think Tank that has yet to be named
"With realization that so-called “artist” is often hapless, or even willing, tool of hipster-fication, sanitization & homogenization of urban space, we were compelled to critically acknowledge our roles as & subsequently interrogate & challenge this c
activism  art  philadelphia  learning  pedagogy  cities  urban  urbanism  architecture  gentrification  education  design  curation  psychogeography  planning  politics  collectivism  collaboration  place  via:grahamje 
april 2008 by robertogreco

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