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robertogreco : thomassteele-maley   12

fieldnotes.in: On Adventure and Play
"Recompiling a list of a few resources on Adventure Playgrounds as it has recently come up in conversation."
play  playgrounds  adventureplaygrounds  adventure  children  parenting  society  thomassteele-maley 
july 2016 by robertogreco
fieldnotes.in: A Fieldnote on Theory and Practice
"Thomas Steele-Maley @steelemaley:
@mosspike @mpowers3 @AshAusp @TheHeadKnuckle on that list—see Roberts (2012) Beyond Learning by Doing….and Stilgoe (2009) Outside Lies Magic

David Sebek @TheHeadKnuckle:
@steelemaley @mosspike @mpowers3 @AshAusp Stilgoe gets inconsistent feedback on Amazon, is it more theory or is it practical? #dtk12chat
5:47 AM - 16 Jul 2015

– It depends on the person, I suppose and our view of theorizing fields prior, amongst and after “practice”. Both Stilgoe and Roberts demand intellect from the reader, but are accessible in that they cause flights of imagination, aha moments, and connections. When we talk of teachers in the field, their experiences will have longer term benefit in terms of phenomenology and beyond, if they can grasp through narrative and theory their purpose of doing what we want them to do outside the school walls/in the field…. How many, will walk outside the school walls and do an experiential activity – love it and start to mutate the system of schooling they see for their kids– a few…. But more, may see the experience as a fun part of a training and grasp to connect and make pathways to learning anytime, anywhere – instead defaulting to the conventional (sometimes monolithic feeling) school structures and ideology. So yes, practical field guides to practice are nice at times and there *is* an elephant in every school which parlays the belief that teachers need guidebooks to follow…. To me, if teachers are outside more, seeing time differently, spending more time to drive their own learning and exploring – they are starting to see the unseen – one of the purposes of Stilgoe and Roberts work – and mine also. So whatever causes that to happen is better than it not happening. To turn catalyst moments to pathways of innovation in education though – we must theorize (research), design, prototype,experiment, retheorize…."
thomassteele-maley  johnstilgoe  jayroberts  theory  2015  education  practice  fieldguides  davidsebek  teaching  learning  outsideliesmagic  experience  experientiallearning  howwelearn  howweteach  outside  exploration  praxis 
july 2015 by robertogreco
Pathways For Interdisciplinarity | Thomas Steele-Maley
[See also: http://coopecology.com/Coop_Ecology/ILC_Design.html ]

"his is one small example of a significant trend in education. Interdisciplinary innovation is a prescient topic with frontiers for independent schools and education in general. Incredible interdisciplinary projects are emerging across education that are well planed and executed departures from the traditional siloed education. How we develop pathways from these projects toward future school design is very important. The intuitive work of Bo Adams amazing work on Pedagogical Master Planning and Bannan-Ritland, B. (2003 diagram)3 in design based research are a clear lens on this point. Educators need to ask critical,reflective questions. How do your schools develop theory for new projects, research and create design prototypes, test designs, iterate and implement/mutate your schedules, departments? More simply (and possibly most importantly) what is your mindset for a cycle of transformation?

Becoming a practitioner researcher in schools starts with a mindset which was the focus of this weeks workshop at PDS. As a group we developed and refined theory, reviewed programs (prototypes) in participant schools (and the consequences of those programs) and ideated on the future. Participants explored their discipline/s and examples of projects that crossed discipline boundaries. These projects ranged from maker-spaces to projects and the diversity of experience in the room was vast. We also discussed the issues of content, standards, schedule, parents and paradigms…. “the softballs” of education that keep getting replayed (or thrown around is it may be). We also heard of bold moves to re-imagine schedules, realign priorities in schools…. and we heard questions of the heart.

Over and over again, workshop participants fell quite after hearing each other discuss what student self determination looks like in learning. Teachers and administrators spoke of working hard to bypass the “softballs” that seem like mountains to high to summit at times. As educators we know what is possible with our care, passion, intelligence, hope and love for young people. We want our social constructs….democracy et al. to survive and have caretakers, we want the realities of interconnectedness and interdependence in the world to find a fertile nexus in our school communities. There was agreement that we needed to consider change in may parts of our school structures.

I will argue, and did in my session that the process of schools moving from theory and initial design work to prototyping and new educational design and testing will be a significant linchpin to transformational change. It takes a school communities of mavericks and managers imagining how events could be otherwise and then engaging in the significant and difficult work of co-constructing a community of learning with all of the stakeholders in your community to provide a relevant education in this century.4 The futures workshop process is one of many ways to provide a intentional landscape to start or move forward this process."
thomassteele-maley  interdisciplinary  interdisciplinarity  crossdisciplinary  multidisciplinary  steam  stem  transdisciplinary  2014  teaching  learning  education  schools  scheduling  riverpointacademy  soundings  democracy  thebridgeyear  pedagogy 
april 2014 by robertogreco
Small is Beautiful | Henderson Hallway
"Recently in my Global Issues class, our learning community looked at E.F. Schumacher’s notion of Small is Beautiful [http://www.ee.iitb.ac.in/student/~pdarshan/SmallIsBeautifulSchumacher.pdf ]. We read his infamous essay and watched the film below created by the National Film Board of Canada on his idea. What he suggests is a rethinking of the prevailing trend that unfettered economic growth is essential to the development of the species. We have had great discussions related to ungrowth, systems thinking, and the idea that we are all connected to every system and species on this planet.

Democracy Now! recently interviewed Elizabeth Kolbert, the author of a new book entitled the Sixth Extinction – a book identifying how humans are causing the largest mass extinction since the fall of the dinosaurs. Our investigations over the last few days got me thinking about my role as an educator and how I am to foster learning communities, not just learning environments, where learners can find opportunities for transformation that can address the issues raised by Kolbert and Schumacher. I find this even more challenging given that I am teaching the Global Issues course as an online course.

Small Is Beautiful: Impressions of Fritz Schumacher by Donald Brittain by Barrie Howells & by Douglas Kiefer, National Film Board of Canada

I have started to read at great length about how to create learning communities that are transformative from a virtual platform from the likes of Richard Schweir and Jay Roberts. Both of these scholars have really impacted my understanding of how we can foster ecologically literate communities. Thomas Steele-Maley and I, over the past year or so, have had critical conversations about how to develop these virtual communities, for which I am eternally grateful.

[video]

What I am beginning to understand, much like Schumacher did, is that vibrant and vigorous learning communities, whether online or face-to-face, need to be small, based on connectedness, and the transformation of knowledge. I love the way Jay Roberts puts it:
So, bring on MOOCS, bring on distance learning, flipped classrooms, and blended education. Use this new Gutenberg moment to supplement and highlight what transformative teachers have always done best– curating high impact learning experiences for the students in their care.

As opposed to MOOCS and giant groups of learners, I feel from my perspective that my online learning communities need to be intimate and small. We need to know each others history and create a collective identity while respecting each other as individuals. I am just on the beginning of my quest, but would love to hear what other educators and student have to say."
education  learning  groupsize  matthenderson  thomassteele-maley  globalissues  globalstudies  efschumacher  elizabethkolbert  bighere  smallnow  bignow  longehere  extinction  mooc  moocs  donaldbrittain  barriehowells  douglaskiefer  virtualcommunities  onlinelearning  distancelearning  flippedclassrooms  blendedlearning  2014  small 
february 2014 by robertogreco
Thomas Steele-Maley: Weaving a Dream
"I am reminded that all of our wranglings in education need not lose site of our learning communities, & the humans behind them. We need to come back consistently to young people. Do you remember beyond the banter of struggle what the noise of young people learning sounds like, looks like…? Do you remember the feeling you had; the heartache of happiness, body & mind full of  hope…hope?Do not loose these feelings, even in your radical reform work to help, political struggles & battles…But do not rest in your classrooms, learning centers & other space of education either.

Keep coming back to the learner: not the standard, model, curriculum…Weave your dream w/ learners as a learner & never forget they are there, watching, waiting, worried & hopeful. Listen to young people & they will do more than follow your lead, idea, design…they will lead, ideate, & design. Your dream will be successful, inspirational & world altering precisely because you kept coming back…to what matters…"
thomassteele-maley  teaching  learning  leading  radicals  reform  education  politics  hope  meaning  meaningmaking  cv  struggle  fatigue  burnout  whatmatters  2011  unschooling  deschooling  leadership  leaders  listening 
july 2011 by robertogreco
Young People, Action and Education
"This example of student driven action goes well beyond adult organized marches, or adult driven activity for social justice. Many of these young people show an enduring understanding of their interdependence & interconnection with a nation and the world. For example, at minute 11:00 in the video a young woman articulates a distinct article of the UN Declaration on the Rights of Indigenous Peoples (More on the declaration & UNPFII here!)

For all of us who see open and free learning as a fundamental human right, it’s important to recognize that there is global deliberation & decision making on issues well beyond neoliberalism happening in the UN and in other spaces….How we participate in these movements and with others around the world on these issues will shape the common bond we have as humans in the 21st century. As ecological and economic overshoot continues, understanding how to participate and network for education and global civic culture will increase in importance."
education  activism  tcsnmy  learning  action  thomassteele-maley  neoliberalism  civics  globalcitizens  networks  participatory  participation  un  humanrights  indigenous  deschooling  unschooling  lcproject  2011 
may 2011 by robertogreco
A razor’s edge
"Listen closely to the “lesson I want to get across” at 6:31…”There is no opting out of new media…it changes a society as a whole…media mediates relationships…whole structure of society can change…we are on a razor’s edge between hopeful possibilities & more ominous futures….”

At min 8:14 Wesch describes what we need people to “be” to make our networked mediated culture work, and the barriers we are facing in schools. Wesch is right on. Corporate curriculum, schedules, bells, borders, & “teaching/classroom management” are easily assisted by technology. Yet to open learning & deschool our ed system represents the hopeful possibilities Wesch imagines & has acted on. What we accept from industrial schooling, how we proceed in our educational endeavors, & what we do, facilitate, witness, & promote in our actions in education mean so much to learners of today & the interconnected & interdependent systems we are all a part of."

[Love…"anthropologists want…to be children again"]

[Video is also here: http://www.youtube.com/watch?v=DwyCAtyNYHw ]
michaelwesch  anthropology  children  perspective  perception  deschooling  unlearning  media  newmedia  papuanewguinea  thomassteele-maley  relationships  networkedlearning  networks  possibility  hope  education  unschooling  healing  justice  culture  unmediated  mediatedculture  ivanillich  criticaleducation  global  names  naming  learning  tcsnmy  lcproject  interconnectivity  interconnectedness  interdependence  society  changing  gamechanging  influence  mediation  hopefulness  future  openness  freedom  control  surveillance  power  transparency  deception  participatory  distraction  interconnected 
may 2011 by robertogreco
A learning mash-up.
"We need them….dedicated and passionate teachers and learners who see learning as a design that the learner moves, shapes and feeds forward as positive action in our world….educational communities need them, those with social imagination….experts, yes experts."

[Thomas is too kind — flattered to be mentioned amongst the likes of Dennis Littky, Dougald Hine, and Leigh Blackall.]
thomassteele-maley  leighblackall  dennislittky  dougaldhine  ego  cv  collegeunbound  ivanillich  unschooling  deschooling  learning  teaching  education  democraticschools  democracy  schools  tcsnmy  openstudio  student-centered  self-directedlearning  inquiry  inquiry-basedlearning  studentdirected  students  tcsnmy7  tcsnmy8  modeling  criticaleducation 
april 2011 by robertogreco
To Create, To Design
"…right to question these new “reforms” & their ability to succeed…points at “the revolution failed” are right…use of Dewey as an example is illustrative of issues here. Dewey, Francis Parker, L. Thomas Hopkins et al. faced a backlash from an American society bent on order & standardization. Though their reform was brilliant & on the mark in many ways, school in 20th century was an institution based on order and control just as it is today. Today as in the 20th century, linear schedules, corporate curricula, & the extra-curricularization of energy & interests still combine to hold firm what has been at the expense of what is. The School structure & its meanings are the issues of today just as they where a century ago…

We must reflect presently on the “reform” engines of today motoring through schools & quietly accepting the structures imposed in what amounts to seeing learners & their communities as commodities & economies of scale, vs dynamic realities of human possibility…"
thomassteele-maley  reform  education  schools  community  johndewey  thomashopkins  francisparker  wavesofthesame  unschooling  deschooling  workingwithinthesystem  revolution  standardization  control  corporateculture  corporatism  corporatization  curriculum  change  gamechanging  2011  we'vebeenherebefore  isitdiferentthistime  ego  cv  society  humanpotential  ivanillich  michaelwesch  newlearningecologies  networks  olpc  learningmeshes  michaelapple  jamesbeane  deborahmeier 
march 2011 by robertogreco
Placticity, Global Movements and Bioregion Change
"The first half of the twentieth century was drenched in the blood spilled by German and Japanese aggression, yet only a few decades later it is hard to think of two countries more pacific. Sweden spent the seventeenth century rampaging through Europe, yet it is now an icon of nurturing tranquility. Humans have invented the small nomadic band and the continental megastate, and have demon- strated a flexibility whereby uprooted descendants of the former can function eaectively in the latter. We lack the type of physiology or anatomy that in other mammals determine their mating system, and have come up with societies based on monogamy, polygyny, and polyandry. And we have fashioned some religions in which violent acts are the entrée to paradise and other religions in which the same acts consign one to hell. Is a world of peacefully coexisting human Forest Troops possible? Anyone who says, “No, it is beyond our nature,” knows too little about primates, including ourselves.”

[Quote from Robert Sapolsky here: http://www.foreignaffairs.com/files/articles/natural_history_of_peace.pdf ]
thomassteele-maley  plasticity  adaptability  anthropology  society  human  ingenuity  change  gamechanging  robertsapolsky  bioregions  happiness  schools  schooling  deschooling  unschooling  primates  ecology  culture  lcproject  tcsnmy  history  sweden  germany  japan  war  agression  utopia  baboons  nomads  citystates  scale  humannature  phenotypicplasticity  environment  environmentalism 
february 2011 by robertogreco
A Networked Learning Project: The Connected Day
[Broken link, alternative refs here:
https://steelemaley.io/2014/03/06/a-networked-learning-ecology/
http://www.networkedresearch.net/index.php/Networked_Learning_Ecology_Design
http://steelemaley.io/2015/10/25/the-rise-of-micro-schools/ ]

"Piper is a 15 year old who lives in Midcoast Maine, US. A year ago, Piper heard about a new way to learn, and decided to take part in a new learning experience called the Maine Networked Learning Project. Known as “the Mesh” to participants, this learning ecology offered Piper the chance to apply her passion for learning in highly experiential and collaborative ways with groups of young people of varied ages, adult and youth mentors with knowledge territory specialties and organizations focused on ensuring sustainable and resilient societies, economies, and the environment. This is a snapshot of her day…"
connectivism  cck11  thomassteele-maley  maine  mlearning  mobilelearning  mobile  networks  netoworking  lcproject  bighere  longhere  bignow  elearning  self-organizedlearning  self-organizedlearningenvironment  self-organization  sugatamitra  mesh  meshnetworks  twitter  googlereader  projectbasedlearning  realworld  farming  sustainability  ecology  projects  local  glocalism  experientiallearning  meetups  education  speculativefiction  designfiction  pbl  agriculture 
february 2011 by robertogreco
Apple (2010) Global crisis, social justice, and education
"Apple et al. use four regional case studies, the US, Japan, the Israel|Palestinian state , and Latin America to prove that critical educators (teachers, researchers, learners) and social movements are needed to countervail the neo-liberal, and neo-conservative designs (against social justice and progressive education) surfacing as reform movements around the world as entrenched facets of globalization."
deschooling  networkedlearning  freelearning  democracy  michaelapple  justice  neoliberalism  neo-conservative  reform  teaching  democratic  schools  education  learning  society  lcproject  activism  thomassteele-maley  criticaleducation  criticalthinking  leighblackall  florianschneider  stephendownes  georgesiemens  jamesbeane  curriculum  tcsnmy  progressive  humanism  humanity  unschooling 
february 2011 by robertogreco

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