In the News (from Salon): “School is a place where children are compelled to be, and where their freedom is greatly restricted — far more restricted than most adults would tolerate in their workplaces. In recent decades, we have been compelling our children to spend ever more time in this kind of setting, and there is strong evidence (summarized in my recent book) that this is causing serious psychological damage to many of them. Moreover, the more scientists have learned about how children naturally learn, the more we have come to realize that children learn most deeply and fully, and with greatest enthusiasm, in conditions that are almost opposite to those of school. …
“Most students — whether A students, C students, or failing ones — have lost their zest for learning by the time they reach middle school or high school. In a recent research study, Mihaly Czikszentmihalyl and Jeremy Hunter fitted more than 800 sixth- through 12th-graders, from 33 different schools across the country, with special wristwatches that provided a signal at random times of day. Whenever the signal appeared, they were to fill out a questionnaire indicating where they were, what they were doing, and how happy or unhappy they were at the moment. The lowest levels of happiness, by far, occurred when they were in school and the highest levels occurred when they were out of school playing or talking with friends. In school, they were often bored, anxious or both. Other researchers have shown that, with each successive grade, students develop increasingly negative attitudes toward the subjects taught, especially math and science. …
“When schools were taken over by the state and made compulsory, and directed toward secular ends, the basic structure and methods of schooling remained unchanged. Subsequent attempts at reform have failed because, though they have tinkered some with the structure, they haven’t altered the basic blueprint. The top-down, teach-and-test method, in which learning is motivated by a system of rewards and punishments rather than by curiosity or by any real, felt desire to know, is well designed for indoctrination and obedience training but not much else. …
“As a society, we tend to shrug off such findings. We’re not surprised that learning is unpleasant. We think of it as bad-tasting medicine, tough to swallow but good for children in the long run. Some people even think that the very unpleasantness of school is good for children, so they will learn to tolerate unpleasantness, because life after school is unpleasant. Perhaps this sad view of life derives from schooling. Of course, life has its ups and downs, in adulthood and in childhood. But there are plenty of opportunities to learn to tolerate unpleasantness without adding unpleasant schooling to the mix. Research has shown that people of all ages learn best when they are self-motivated, pursuing questions that are their own real questions, and goals that are their own real-life goals. In such conditions, learning is usually joyful.
“…the natural drives and abilities of young people to learn are fully sufficient to motivate their entire education. When they want or need help from others, they ask for it. We don’t have to force people to learn; all we need to do is provide them the freedom and opportunities to do so. Of course, not everyone is going to learn the same things, in the same way, or at the same time. But that’s a good thing. Our society thrives on diversity. Our culture needs people with many different kinds of skills, interests and personalities. Most of all, we need people who are pursuing life with passion and who take responsibility for themselves throughout life. These are the common denominators of people who have taken charge of their own education.”
My Comment: School still looks like an institution established for the production of human performers that were needed in times of Charlie Chaplin. It was necessary to change schooling a long time ago, but even those who advocate a new education system have no consensus. The problem is that no one understands the structure of the new world: integrated, unified, interconnected, to which people should be adapted to integrally enter the structure of the world. A person can be changed only through the method of integral education.
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Related Material:
“Why Children Protest Going to School: More Evolutionary Mismatch”
The Solution To The Problems Is Transforming The Schools
School: The Mirror Of The Vices Of Society
Filed under: Children, Crisis, Education, News - 1 Comment →
In the News (from Wired): “Now, thanks to new observation technologies, powerful software, and statistical methods, the mechanics of collectives are being revealed. Indeed, enough physicists, biologists, and engineers have gotten involved that the science itself seems to be hitting a density-dependent shift. Without obvious leaders or an overarching plan, this collective of the collective-obsessed is finding that the rules that produce majestic cohesion out of local jostling turn up in everything from neurons to human beings. Behavior that seems impossibly complex can have disarmingly simple foundations. And the rules may explain everything from how cancer spreads to how the brain works and how armadas of robot-driven cars might someday navigate highways. The way individuals work together may actually be more important than the way they work alone. Aristotle first posited that the whole could be more than the sum of its parts.”
