Interview with David


Questioner: David, why not use your passion for education to bring about positive changes to the school system? Why have you chosen to walk away from a system that needs people like you now more than ever?

David: I’m no longer focusing my attention on the system. I’m content to let it be. I accept it just as it is.

Q: Problems cannot be solved by ignoring them.

D: As Einstein observed, problems cannot be solved with the same level of thinking that created them. Energy flows where attention goes. It makes no sense to energise an approach to education that in no way matches who I am or how I choose to live. I have shifted my perspective entirely, to the point where I no longer see problems, only opportunities. My attention has shifted to the exploration and creation of alternatives. I’m excited by the unprecedented entrepreneurial opportunity that…

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Learning Needs a Context

User Generated Education

This is a follow up to a post I wrote, How Do We Learn? How Should We Learn?  The purpose of these posts is to encourage educators to examine practices they take for granted, implement without deep reflection of their efficacy. This post discusses the instructional practice of asking students to memorize information.

How often have students (ourselves included) been asked to memorize mass amounts of facts – historical dates, vocabulary words, science facts, get tested on them, just to forget almost all those memorized facts a week or two later? Given that is this learning experience is more common than not, why do educators insist on continuing this archaic and ineffective instructional practice?

To learn it in isolation is like learning the sentence “Hamlet kills Claudius” without the faintest idea of who either gentleman is–or, for what matter, of what “kill” means. Memorization is a frontage road: It runs…

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