Rediffusion de notre live sur Twitch du 12 janvier 2022.

/ scienceshumainesmag

Depuis les années 2000, une nouvelle posture éducative se développe, au point de s’affirmer aujourd’hui comme un nouvel idéal : l'éducation positive. Mais attention à la culpabilisation des parents, à l'interprétation hasardeuse des données, et aux dérives sectaires...

For so many issues we face the "nothing new" argument seems to abound. It's not just the bioethics issues Joy points out, but even things like fascism and Nazism.

How to better argue these points for society so we aren't always having to re-hoe the same row?

Résumé vidéo [00:00:00][^1^][1] - [00:25:55][^2^][2]:

Cette vidéo est une interview d'Isabelle Filliozat, une psychothérapeute et auteure spécialisée dans l'éducation positive. Elle explique les principes et les bienfaits de cette approche, qui vise à respecter les besoins et les émotions des enfants, et à favoriser leur développement harmonieux. Elle dénonce aussi les effets néfastes de la violence éducative, qu'elle soit physique, psychologique ou relationnelle, et qui entraîne des traumatismes et des troubles chez l'enfant et l'adulte.

Points forts: + [00:00:36][^3^][3] L'origine du terme d'éducation positive * Vient de la psychanalyse d'Alfred Adler * Adopté par la science et le Conseil de l'Europe * Traduit de l'anglais "positive parenting" + [00:07:01][^4^][4] L'impact du trauma dans l'enfance * Affecte le psychisme et le cerveau de l'enfant * Touche environ 67% des adultes * Augmente les risques de maladies et de problèmes sociaux + [00:13:00][^5^][5] La différence entre obéissance et responsabilité * L'obéissance est une réaction de stress et de soumission * La responsabilité est une capacité de choix et d'action * L'éducation positive vise à développer la responsabilité + [00:18:03][^6^][6] L'importance du regard sur l'enfant * Soit on le voit comme un être de droit et de besoin * Soit on le voit comme un être de pulsion et de manipulation * Le regard influence les interactions et les comportements

Résumé vidéo [00:25:58][^1^][1] - [00:51:11][^2^][2]:

La deuxième partie de la vidéo parle de l'éducation positive, qui est basée sur la science et qui vise à respecter les besoins et les émotions des enfants. Elle montre comment la violence éducative, souvent présentée comme nécessaire pour apprendre la frustration, est en fait contre-productive et nuisible au développement cérébral et affectif des enfants. Elle explique comment aider les enfants à réguler leurs émotions, à développer leur créativité et à s'intégrer dans le groupe social sans recourir à la peur, aux punitions ou aux récompenses. Elle propose des pistes pour réparer les erreurs commises par les parents et pour construire une relation de confiance et de coopération avec les enfants.

Points forts: + [00:25:58][^3^][3] La différence entre la violence éducative et l'éducation positive * La violence éducative bloque le cerveau de l'enfant et le traumatise * L'éducation positive n'est pas du laxisme, mais une façon d'enseigner des compétences aux enfants * L'éducation positive respecte l'enfant et lui permet de grandir, d'explorer et de s'intégrer + [00:28:00][^4^][4] L'expérience du chamallow et l'apprentissage de la frustration * Une expérience qui montre que les enfants qui résistent à la tentation ont plus de succès dans la vie * Les facteurs qui influencent la capacité de résistance sont l'attachement sécure et la créativité * L'éducation consiste à fournir des ressources aux enfants pour faire face à la frustration + [00:34:02][^5^][5] L'importance de l'attachement sécure pour le développement de l'enfant * L'enfant a besoin de la proximité et de la réactivité d'une figure d'attachement pour se sentir en sécurité * La sécurité intérieure se construit dans les interactions chaleureuses avec la figure d'attachement * La présence de l'adulte aide l'enfant à réguler ses émotions et à développer son cerveau préfrontal + [00:40:00][^6^][6] Les conséquences de la violence éducative sur le cerveau et le comportement des enfants * La violence éducative altère différentes zones du cerveau, notamment celles liées à l'inhibition, au langage et à la mémoire * La violence éducative entraîne des troubles psychiques, des addictions, des difficultés relationnelles et des comportements agressifs * La violence éducative perpétue le cercle vicieux de la transmission intergénérationnelle + [00:45:00][^7^][7] Les pistes pour réparer les erreurs et pour adopter une parentalité positive * Reconnaître son impuissance, sa culpabilité et son anxiété face aux comportements des enfants * Réparer les blessures causées aux enfants en reconnaissant leurs émotions, en s'excusant et en leur demandant de quoi ils ont besoin * Développer ses propres compétences émotionnelles, se faire accompagner et se former à la parentalité positive

Résumé vidéo [00:51:14][^1^][1] - [01:12:29][^2^][2]:

La troisième partie de la vidéo parle de l'éducation des enfants et des influences de la psychanalyse, du trauma et du jeu sur leur développement. Isabelle Filliozat, psychothérapeute et auteure, dialogue avec Fabrice Midal, philosophe et fondateur de l'École occidentale de méditation.

Points forts: + [00:51:14][^3^][3] Les croyances qui justifient les comportements violents envers les enfants * Les parents reproduisent souvent les blessures qu'ils ont subies dans leur enfance * La psychanalyse freudienne considère l'enfant comme un pervers qu'il faut limiter * L'enfant roi est un concept qui sert à dévaloriser l'enfant et à nier ses besoins + [00:59:15][^4^][4] L'erreur de Freud sur le complexe d'Oedipe et le trauma * Freud a d'abord reconnu que les névroses étaient causées par les abus sexuels subis par les enfants * Il a ensuite changé sa théorie pour dire que c'était des fantasmes et pour protéger l'image de son père * Il a renversé la véritable histoire d'Oedipe et a culpabilisé les enfants + [01:04:36][^5^][5] Le manque d'extérieur et de nature chez les enfants d'aujourd'hui * Les enfants ne jouent plus dehors et sont privés de stimuli sensoriels et moteurs * Les conséquences sont la myopie, la perte de capacités cardiaques, la difficulté à réguler les émotions * Le jeu est le moyen essentiel pour apprendre et se développer avant 6 ans + [01:09:25][^6^][6] L'impact du sucre sur les capacités attentionnelles et le comportement des enfants * Une étude a montré qu'en diminuant le sucre et en augmentant les vitamines et les oméga 3 à la cantine, les enfants étaient moins violents et plus performants à l'école * Le lobby du sucre empêche la science d'être entendue et l'industrie agroalimentaire fait un lobbying puissant * Le sucre n'est pas une gentillesse mais une drogue qui nuit au cerveau des enfants

Résumé vidéo [00:00:00][^1^][1] - [00:21:12][^2^][2]:

Cette vidéo est une émission de la revue Sciences Humaines sur le thème de l'éducation positive. Elle réunit deux invités, Bruno Humbeeck, psychopédagogue, et Béatrice Kammerer, journaliste spécialisée en éducation, qui ont contribué au numéro consacré à ce sujet. Ils discutent des origines, des principes, des pratiques et des limites de l'éducation positive, qui vise à favoriser l'épanouissement de l'enfant en respectant sa personnalité, ses émotions et ses choix, sans recourir à la violence, à la punition ou à la récompense. Ils confrontent leurs points de vue, leurs expériences et leurs références, en répondant aux questions du présentateur et des internautes.

Points forts: + [00:00:00][^3^][3] La présentation de l'émission et des invités * Le sujet : l'éducation positive, un courant pédagogique en vogue * Les invités : Bruno Humbeeck, psychopédagogue, et Béatrice Kammerer, journaliste * Le format : une émission interactive, avec des questions du public + [00:03:08][^4^][4] La définition de l'éducation positive * L'origine : une recommandation du Conseil de l'Europe en 2006 * Le contenu : une parentalité qui vise le plein développement de l'enfant * Le problème : une notion vague et consensuelle, qui regroupe des courants divers + [00:09:00][^5^][5] L'évolution du regard sur l'enfant * La reconnaissance : l'enfant comme une personne à part entière, avec des droits et des besoins * La communication : l'enfant comme un interlocuteur, avec qui on négocie et on exprime ses émotions * L'épanouissement : l'enfant comme un individu, qui doit développer son potentiel et sa personnalité + [00:15:00][^6^][6] Les critiques de l'éducation positive * Le risque : l'enfant tyran, qui se centre sur lui-même et ne respecte pas les limites * Le paradoxe : l'enfant dépendant, qui attend l'approbation des adultes et ne développe pas son autonomie * Le défi : l'enfant citoyen, qui doit apprendre à vivre en collectivité et à participer à la démocratie

Cette partie de la vidéo parle de la recherche expérimentale en éducation, en prenant l’exemple d’une intervention menée par l’association Énergie Jeunes dans des collèges de l’académie de Versailles. L’intervention vise à développer les compétences socio-émotionnelles des élèves, notamment leur estime de soi, leur persévérance et leur conception de l’intelligence. Les chercheurs ont évalué l’impact de l’intervention sur ces dimensions, ainsi que sur les résultats scolaires des élèves, en utilisant un protocole rigoureux avec un groupe de contrôle.

Colloque 2022-2023 : Lutter contre la pauvreté : de la science aux politiques publiques Conférence du 23 juin 2023 : Placing Evidence and Innovation at the Heart of Development Policy: Opening Address

Intervenant : Abhijit Banerjee, Professor, MIT; J-PAL Director

Der Staat New York plant - wie einige andere Bundesstaaten - "Klimawandel" zu einem verpflichtenden Unterrichtsinhalt an den Schuhen zu machen. https://www.nytimes.com/2024/01/22/nyregion/nyc-climate-change-education.html

Dec 29, 2023

Abstract

Most of us can probably say we struggle with posture, but for a long period after the turn of the twentieth century an American obsession with posture led to dramatic efforts to make students “straighten up."

Reply to Couscous at https://discord.com/channels/686053708261228577/722584061087842365/1197392837952684052

A quick survey of currently active academics, teachers, and researchers who are blogging about note taking practices and zettelkasten-based methods.

Individuals

Dan Allosso is a history professor at Bemidji State University who has used Obsidian in his courses in the past. He frequently writes about related topics on his Substack channels. One can also find related videos about reading, writing, and research process as well as zettelkasten on his YouTube channel. In addition to this, Dan has a book on note taking and writing which focuses on using a card index or zettelkasten centric process.

Shawn Graham has both a blog as well as a prior course on the history of the internet using Obsidian. In the course materials he has compiled significant details and suggestions for setting up an Obsidian vault for students interested in using the tool.

Kathleen Fitzpatrick has a significant blog which covers a variety of topics centered around her work and research. Her current course Peculiar Genres of Academic Writing (2024) focuses on writing, note taking (including Zettelkasten) and encourages students to try out Obsidian, which she's been using herself. A syllabus for an earlier version of the course includes some big name bloggers in academia whose sites might serve as examples of academic writing in the public. The syllabus also includes a section on being an academic blogger and creating platform as a public intellectual.

Morganeua is a Ph.D. candidate who has a fairly popular YouTube channel on note taking within the academic setting (broadly using Obsidian, though she does touch on other tools from time to time).

Chris Aldrich is independent research who does work at the intersection of intellectual history and note taking methods and practices. He's got an active website along with a large collection of note taking, zettelkasten, commonplace books, and sense-making related articles. His practice is a hybrid one using both analog and digital methods including Obsidian and Hypothes.is.

Bob Doto is a teacher and independent researcher who focuses on Luhmann-artig zettelkasten practice and writing. He uses Obsidian and also operates a private Discord server focused on general Zettelkasten practice.

Manfred Kuehn, a professor of philosophy at Boston University, had an influential blog on note taking practices and culture from 2007 to 2018 on Blogspot. While he's taken the site down, the majority of his work there can be found on the Internet Archive.

Andy Matuschak is an independent researcher who is working at the intersection of learning, knowledge management, reading and related topics. He's got a Patreon, YouTube Channel and a public wiki.

Broader community-based efforts

Here are some tool-specific as well as tool-agnostic web-based fora, chat rooms, etc. which are focused on academic-related note taking and will have a variety of people to follow and interact with.

Obsidian runs a large and diverse Discord server. In addition to many others, they have channels for #Academia and #Academic-tools as well as #Knowledge-management and #zettelkasten.

Tinderbox hosts regular meetups (see their forum for details on upcoming events and how to join). While their events are often product-focused (ways to use it, Q&A, etc.), frequently they've got invited speakers who talk about their work, processes, and methods of working. Past recorded sessions can be found on YouTube. While this is tool-specific, much of what is discussed in their meetups can broadly be applied to any tool set. Because Tinderbox has been around since the early 00s and heavily focused on academic use, the majority of participants in the community are highly tech literate academics whose age skews to the over 40 set.

A variety of Zettelkasten practitioners including several current and retired academicians using a variety of platforms can be found at https://forum.zettelkasten.de/.

Boris Mann and others held Tools for Thought meetups which had been regularly held through 2023. They may have some interesting archived material for perusal on both theory, practice, and a wide variety of tools.

Others?

I've tried to quickly tip out my own zettelkasten on this topic with a focus on larger repositories of active publicly available web-based material. Surely there is a much wider variety of people and resources not listed here, but it should be a reasonable primer for beginners. Feel free to reply with additional suggestions and resources of which you may be aware.

for - book - Aims of Education

Followup - book - Aims of Education - author: Alfred North Whitehead - a collection of papers and thoughts on the critical role of education in determining the future course of civilization

epiphany - adjacency between - Lifework and evolutionary nature of the individual - - people-centered Indyweb -- Alfred North Whitehead's ideas and life history - adjacency statement - Listening to the narrator speaking about Whitehead's work from a historical perspective brought up the association with the Indyweb's people-centered design - This is especially salient given that Whitehead felt education played such a critical role in determining the future course of humanity - If Whitehead were alive, he would likely appreciate the Indyweb design because it is based on the human being as a process rather than a static entity, - hence renaming human being to human INTERbeCOMing, a noun replaced by a verb - Indyweb's people-centered design and default temporal, time-date recording of ideas as they occur provides inherent traceability to the evolution of an individual's consciousness - Furthermore, since it is not only people-centered but also INTERPERSONAL, we can trace the evolution of ideas within a social network. - Since individual and collective intelligence are both evolutionary and intertwingled, they are both foundational in Indyweb's design ethos. - In particular, Indyweb frames the important evolutionary process of - having a conversation with your old self - as a key aspect of the evolutionary growth of the individual's consciousness

Benefits of state-based school choice programs are going to affluent parents

The kinds are already going to private schools; the money isn't going to low-income parents. As a result, private schools are emboldened to raise tuition.

Gallup polling shows drop in confidence in public schools, especially among Republicans

Losses by Moms-for-Liberty candidates reinforce the notion that there is partisanship in public education.

first referent "he" is George Orwell

Example of a time in which patriotism and nationalism may have been beneficial.

from World Brain, double check with source

• for:question - SONEC - is equal voting really equal?, question - SONEC - voter education

• question

  • all may decide as equals with each other, but each human being is unique so each decision will be unique.
  • some may be better suited to make a decision than another, but if all have equal weight, that is also not fair if someone without enough education decides. How to resolve this?
  • Can the Indyweb help with this to map out the unique lifeworld (lebenswelt) of each individual to surface the unique capacities of each person, and their competencies for voting on a particular issue?
  • Voting is an important decision-making position and the voter is either informed, or if not sufficiently informed should ideally be educated to make an informed decision

https://danallosso.substack.com/p/journey-update-day-139

Duru-Bellat et Henriot-Van Zanten, 1992

• for: Jawara - right to self-determination - indigneous people

• comment

• education: self determination
  • there is a need to translate to lay people terms what the saliance of this

• for: SRG intervention - Jawara - tourist education

• SRG intervention - Jawara - tourist education

  • Is it possible to transform this myopic, ignorant tourism approach into one that could create more cross-cultural harmony?

• for: Ruben Nelson education

• Ruben Nelson bio

  • Queen's University, Calgary
  • Queen's Theological College
  • United Theological College, Bangalore, India
  • a leading practitioner of strategic foresight

Heather Stark in I've Been To Over 20 Homeschool Conferences. The Things I've Witnessed At Them Shocked Me.

https://shindig.com/login/event/gutkin

One of the primary problems with note taking in most of the mid-twentieth century (and potentially well before, particularly as framed in most educational settings) was that students would take notes, potentially review them once or twice for a test, but then not have easy access to them for later review or reuse.

People collected piles of notes without any ability to reuse or review them. Perhaps we should reframe the collector's fallacy as this: collection without reuse has dramatically decreasing returns. Certainly there may be some small initial benefit in writing it down as a means of sense making, but not reviewing it past a short period of two weeks or even several months and not being able to reuse it in the long term is a travesty, especially in a world of information overload.

Shulman, James L. The Synthetic University: How Higher Education Can Benefit from Shared Solutions and Save Itself. Princeton, N.J: Princeton University Press, 2023. https://press.princeton.edu/books/hardcover/9780691190990/the-synthetic-university.

Snyder, Christopher A. “A Liberal Education in Name Only.” Inside Higher Ed (blog), October 23, 2023. https://www.insidehighered.com/opinion/views/2023/10/23/liberal-education-name-only-opinion.

read Mon 10/23/2023 7:37 PM

reply to Our Journey, Day 84 by Dan Allosso at https://danallosso.substack.com/p/our-journey-day-84

There's already a movement afoot calling for schools who are dramatically cutting their humanities departments to quit calling what they're offering a liberal education. This popped up on Monday and has a long list of cuts: https://www.insidehighered.com/opinion/views/2023/10/23/liberal-education-name-only-opinion I was surprised that Bemidji wasn't listed, but then again there may be several dozens which have made announcements, but which aren't widely known yet. The problem may be much larger and broader than anyone is acknowledging.

Cutting down dozens of faculties into either "schools" or even into some sort of catch all called "Humanities" may be even more marginalizing to the enterprise.

Apparently, the Morlocks seem to think that the Eloi will be easier to manage if there isn't any critical thinking?

Morgan, Robert R. “Opinion | Hard-Pressed Teachers Don’t Have a Choice on Multiple Choice.” The New York Times, October 22, 1988, sec. Opinion. https://www.nytimes.com/1988/10/22/opinion/l-hard-pressed-teachers-don-t-have-a-choice-on-multiple-choice-563988.html.

https://web.archive.org/web/20150525091818/https://www.nytimes.com/1988/10/22/opinion/l-hard-pressed-teachers-don-t-have-a-choice-on-multiple-choice-563988.html. Internet Archive.

Example of a teacher pressed into multiple-choice tests for evaluation for time constraints on grading.

He falls prey to the teacher's guilt of feeling they need to grade every single essay written. This may be possible at the higher paid levels of university teaching with incredibly low student to teacher ratios, but not at the mass production level of public education.

While we'd like to have education match the mass production assembly lines of the industrial revolution, this is sadly nowhere near the case with current technology. Why fall prey to the logical trap?

Google is free, do not pay to learn about anything...

04:30 education business as scam (bec information is not tangible)

• information and knowledge, historically speaking, is fundamental to society and culture

10:50 prioritising education (attracting one’s own audience)

There are a total of four development stages described in Piaget's theory: the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage.

https://en.wikipedia.org/wiki/Ferdinand_Berthier

https://www.opencampusmedia.org/2023/09/12/the-inspiration-for-californias-grand-experiment-at-community-colleges-wisconsin/

Via Nate Maertens

• for: example - animal-plant communication, bee-flower communication, bee - primrose flower communication, communication - animal - plant, communication - bee - flower, 2019 University of Tel Aviv study, education, education - climate change, education - climate departure, education - species extinction

• for: communication - plants, education, education - climate change, education - climate departure, education - species extinction
• question: climate change education, climate departure education

Hi Allison, I really appreciate interactive methodology you have adopted for this course. Do we need to deliver seminar lecture for seminar teaching methodology?

https://saragoldrickrab.com/

The Great Conversation: The Substance of a Liberal Education. 27th Printing. Vol. 1. 54 vols. The Great Books of the Western World. 1952. Reprint, Encyclopedia Britannica, Inc., 1984.

I read the first edition.

Hutchins, Robert M. The Great Conversation: The Substance of a Liberal Education. Edited by Robert M. Hutchins and Mortimer J. Adler. 1st ed. Vol. 1. 54 vols. Great Books of the Western World. Chicago, IL: Encyclopedia Britannica, Inc., 1952.

urn:x-pdf:0ce8391ed9f9f1cfc78c28b6c923abac<br /> Annotation search: https://jonudell.info/h/facet/?user=chrisaldrich&max=100&exactTagSearch=true&expanded=true&addQuoteContext=true&url=urn%3Ax-pdf%3A0ce8391ed9f9f1cfc78c28b6c923abac

I love this image:

Via Bryan Mathers at https://bryanmmathers.com/education-work/

Gould, Jessica. “Teachers College, Columbia U. Dissolves Program behind Literacy Curriculum Used in NYC Public Schools.” Gothamist, September 8, 2023. https://gothamist.com/news/columbia-university-dissolves-program-behind-literacy-curriculum-used-in-nyc-public-schools.

The Teachers College of Columbia University has shut down the Lucy Calkins Units of Study literacy program.

Missing from the story is more emphasis on not only the social costs, which they touch on, but the tremendous financial (sunk) cost to the system by not only adopting it but enriching Calkins and the institution (in a position of trust) which benefitted from having sold it.

link to: https://hypothes.is/a/eicbpgSKEe6vc0fPdIm05w

The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.

The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.

Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.

Quote from chat:

"Academia will panic... slowly." —Peter Shea (first portion) and Lisa Durff for the second portion.

https://www.theatlantic.com/author/james-l-mursell/

See: Mursell, James L. “The Defeat of the Schools.” The Atlantic, March 1939. https://www.theatlantic.com/past/docs/issues/95dec/chilearn/murde.htm.

———. “The Reform of the Schools.” The Atlantic, December 1, 1939. https://www.theatlantic.com/magazine/archive/1939/12/the-reform-of-the-schools/654746/.

For those interested in the history of classical education, manuscripts, books, and knowledge transfer, the University of Pennsylvania Libraries and the Shoenberg Institute have a potentially relevant ongoing zoom series called Coffee with a Codex in which they regularly bring out rare manuscripts, codices, incunabula, etc. from their collection to show and discuss.

Keep in mind that the presentation is done by library curators who may not be subject matter experts on the books they present, but the topics are nearly all relevant to classical education. Most attendees are academics, historians, medievalists, or regularly doing research in the areas of information studies and will often have thoughts, ideas, or experience with classical education, and may be able to answer questions about historical practices in the chat. Presentations are generally informal, short, and meant for a generalist audience. Quite often digital scans of the materials they present are available for browsing online or downloading for further study.

See the full schedule for Coffee with a Codex three weeks ahead at https://schoenberginstitute.org/coffee-with-a-codex/

To give folks an idea of the presentations, recordings of Coffee With A Codex since January 2022 are available at their YouTube Playlist. (To my knowledge they don't archive copies of their chat transcripts where the participants are usually fairly active, but some of the chat does make it verbally into the recorded discussion.)

​

Of particular interest this coming week is a presentation on a book which will touch on the recent conversation "Ancient Textbooks for Ancient Curriculums?" by u/psimystc with respect to the Carolingian educational program in the 9th-11th centuries.

https://libcal.library.upenn.edu/event/11148297

Details

Date: Thursday, September 7, 2023<br /> Time: 12:00pm - 12:30pm

Coffee with a Codex: Boethius and Aristotle <br /> On September 7, Curator Dot Porter will bring out LJS 101, a 9th and 11th century copy of Aristotle translated by Boethius, created as part of the Carolingian educational program. See the record: https://franklin.library.upenn.edu/catalog/FRANKLIN_9951865503503681

Free registration is required. https://libcal.library.upenn.edu/event/11148297

An informal lunch or coffee time to meet virtually with Kislak curators and talk about one of the manuscripts from Penn's collections. Each week we'll feature a different manuscript and the expertise of one of our curators. Everyone is welcome to attend. Welcome back for 2023-2024!

Syndication link: https://www.reddit.com/r/ClassicalEducation/comments/16a1oyi/coffee_with_a_codex_at_penn_libraries_recurring/

• for: system change, polycrisis, extreme weather, planetary tipping points, climate disruption, climate chaos, tipping point, hothouse earth, new meme, deep transformation
• title: The Great Disruption has Begun
• author: Paul Gilding
• date: Sept 3, 2023
• source: https://www.paulgilding.com/cockatoo-chronicles/the-great-disruption-has-begun

• summary

  • good q uick opening paragraphs that summarize the plethora of extreme events in 2023 up to Sept 2023 (but misses the Canadian Wildfires) and also the list of potential planetary tipping points that are giving indication of being at the threshold.
  • He makes a good point about the conservative nature of science that underestimates impacts due to the inertia of scientific study.
  • Coins a good meme
    • Everything, everywhere, all at once
  • He ties all the various crisis together to show the many components of the wicked problem we face
  • finally what it comes down to is that we cannot stop the coming unprecedented changes but we can and must slow it down as much as possible and we should be prepared for a wild ride

• comment

  • It would be a good educational tool for deep and transformative climate education to map all these elements of the polycrisis and show their feedbacks and interactions, especially how it relates to socio-economic impacts to motivate transformative change and mobilize the urgency now required.

Mills, Anna, Maha Bali, and Lance Eaton. “How Do We Respond to Generative AI in Education? Open Educational Practices Give Us a Framework for an Ongoing Process.” Journal of Applied Learning and Teaching 6, no. 1 (June 11, 2023): 16–30. https://doi.org/10.37074/jalt.2023.6.1.34.

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What does open education tell us about AI in academia?

(~13:00) Koe argues for making information relevant (Dr. Sung always says you must make info relevant) through the learning for the solving of a particular problem, either for a client, your business, or your personal life. Your problem becomes the lense through which you learn.

For self-education this is ideal.

Dr. Sung's approach differs in that he advocates for the creation of relevancy through inquiry (the asking of relational questions) which is also incredibly powerful, however this is more suited to gaining more motivation for forced learning, i.e., in the formal education system.

In addition, Koe's lense is, I think, more of a high-level filter, whereas Sung's questioning is applicable on the content level. Therefore, both approaches could be, and should be, combined into the same overall (self-)educational system.

(~10:20) Koe makes a very, very, very valid point about education:

I quote: "There is one thing that the school system did get right which is consistent, daily education in hopes for a better future. But, schools don't prioritize curiosity, so most people hate learning by the time they graduate." (emphasis added by me)

The larger point that Koe is making is that if we own anything in life, it is our mind; for everything else can be taken away from us; as such, we must spend a significant amount of effort to cultivate it, grow it, care for it, and make it unique.

(~6:07) Koe argues that specializing, or focusing on one aspect only, limits your potential in every conceivable way.

I think I agree, yet I do also think there is a place for that... It depends on the person and what they enjoy. However, I might still be mistaken.

Dan Koe seems to argue against a specialistic education based on the argument that it is nigh-impossible for a teenager to decide what they want (to be) for the rest of their lives. He also gives the argument that it results in a lack of creativity and underlying knowledge (that which connects the dots, instead of compartmentalization) which would result in abnormal performance.

I can bypass the limitation of the first point by giving the counter-point that when one has an insane amount of metacognition, which can be trained, it does not matter if one changes path later; why? Because one can easily learn the new subject matter and skills.

However, the second point is interesting and I think I agree with it. That said, I think there is a continuum, instead of only two points, between super-specialists and super-generalists. I myself enjoy specializing. And I believe a team of specialists (that can also work together) can accomplish much more than one (or even multiple) generalist.

https://sourcebooks.fordham.edu/source/courcon1.asp

Medieval Sourcebook: Robert de Courçon: Statutes for the University of Paris, 1215 The basic course was in the arts. Of the other faculties theology was best represented at Paris, law at Bologna, and medicine at Salerno. Robert de Courçon's statutes lay down the course in arts and enumerate the books to be studied. Students were expect to be able to teach as well as learn.

https://en.wikipedia.org/wiki/Ratio_Studiorum

These various shifts in culture and perspective were concurrent with the shift in education from the formal to the progressive.

See also Education: A Short Introduction

Hutchins attributes the loss of classical education to both internal decay and external confusion, but I would suggest that some of the shift was also the need for industrialization and expanded access.

ouch!

This is an extreme statement which bundles together a lot without direct evidence.

Written in an era in which there was a lot of pro-Democracy and anti-Communist discussion, Hutchins is making an almost religious statement here which binds education and democracy in the ways in which the Catholic church bound education and religion in scholasticism. While scholasticism may have had benefits, it also caused a variety of ills which took centuries to unwind into the Enlightenment.

Why can't we separate education from democracy? Can't education of this sort live in other polities? Hasn't it? Does critical education necessarily lead to democracy?

What does the explorable solution space of admixtures of critical reasoning and education look like with respect to various forms of government? Could a well-educated population thrive under collectivism or socialism?

The definition of "natural slavery" here is contingent and requires lots of context, particularly of the ways in which Aristotle used it versus our current understanding of chattel slavery.

Interesting history and possible solutions.

Dewey on the humanization of work front running the dramatic changes of and in work in an industrial age?

Note here the potential coupling of democracy and education as dovetailing ideas rather than separate ideas which can be used simultaneously. We should take care here not to end up with potential baggage that could result in society and culture the way scholasticism combined education and religion in the middle ages onward.

Current day book banners (2022-2023) wouldn't agree here.

Purpose for the work involved or purpose for the worker? Does it show a shift to living to work or working to live here?

Hutchins indicates that John Dewey was misunderstood as a philosopher of education.

"The educational ideas of John Locke" -- but where they actually his ideas though?

See: Graeber & Wengrow: The Dawn of Everything.

Dan Allosso in Retrenchment, Day 21 at 2023-08-23<br /> (accessed:: 2023-08-23 12:50:42)

• for: quote, quote - Barry Chudakov, quote - progress trap, progress trap, cultural evolution, technology - futures, futures - technology, progress trap, indyweb - support, future - education
• quote
• paraphrase
  • Technology’s greatest contribution to social and civic innovation in the next decade
  • will be to provide
    • accurate, user-friendly context and
    • honest assessment of
      • issues,
      • problems and
      • potential solutions / comment - indyweb /
  • We are facing greater accelerations of
    • climate change,
    • social mobility,
    • pollution,
    • immigration and
    • resource issues.
  • Our problems have gone from complicated to wicked.
  • We need
    • clear answers and
    • discussions that are
      • cogent,
      • relevant and
      • true to facts.
  • Technology must guard against becoming a platform to enable targeted chaos,
  • that is, using technology as a means to
    • obfuscate and
    • manipulate.
  • We are all now living in Sim City:
  • The digital world is showing us a sim,
    • or digital mirror,
  • of each aspect of reality.
  • The most successful social and civic innovation I expect to see by 2030
  • is a massive restructuring of our educational systems based on new and emerging mirror digital worlds. / comment: This bodes well for Indyweb for education/
  • We will then need to expand our information presentations to include
    • verifiable factfulness that ensures any digital presentation faithfully and
    • accurately matches the physical realities.
  • Just as medicine went from
    • bloodletting and leeches and lobotomies to
    • open-heart surgery and artificial limbs,
  • technology will begin to modernize information flows around core issues: urgent need, future implications, accurate assessment.
  • Technology can play a crucial role to move humanity
    • from blame fantasies
    • to focused attention and working solutions.”

https://danallosso.substack.com/p/retrenchment-day-18?utm_source=post-email-title&publication_id=40880&post_id=136245201&isFreemail=true&utm_medium=email

An interesting example of academic administrative bloat discussed here.

https://www.thenation.com/article/society/wvu-cuts-higher-education/

https://danallosso.substack.com/p/retrenchment-day-14

If done solely from a business perspective, the administration ought to be looking very closely on what their "product" actually is and the quality of what they're directly selling and to whom. It sounds like they ought to re-evaluate their priorities and might benefit from reading The Fall of the Faculty by Benjamin Ginsberg. Is it worthwhile to get a bulk discount and buy a couple hundred copies to send to the deans and senior administration?

https://danallosso.substack.com/p/retrenchment-day-8

What is it that colleges are actually selling that they can so easily cut faculty over staff?

https://danallosso.substack.com/p/retrenchment-day-5

https://danallosso.substack.com/p/retrenchment-day-16

https://www.youtube.com/watch?v=Z8OTapyT-YM

Retrenched! by Dan Allosso

Two of the driving reasons behind the Great Books project were improvement of both education and democracy.

The democracy portion was likely prompted by the second Red Scare from ~1947-1957 which had profound effects on America. Published in 1952, this series would have considered it closely and it's interesting they included Marx in the thinkers at the end of the series.

disappearance [of education] as an...

there's also disappearance of context of what has gone before

AI as subject matter expert?

What does that look like though?

Needs citation

AI for teachers as creating efficiencies around how they use their time. Providing feedback to students as opposed to creating or even leading activities.

(13:36) Perhaps this is also why visual information is so useful for learning and cognition (see GRINDE)... Maybe the visual medium should be used more in instruction instead of primarily auditory lectures (do take into account redundancy and other medium effects from CLT though)

In some respects, even the past is not a done deal. It must be examined and studied and will be viewed differently in the present and in the future, thus making history a feedback loop, though hopefully in positive ways.

These are much pithier versions of what Robert Hutchins is getting at when he's talking about the importance of the Great Conversation with respect to Democracy.

Benjamin Bloom was the originator (and the taxonomy was named after him)

Why do governments and some so-called education leaders ask about how to best help (academically) children from "poor circumstances" in such a way that improving their circumstances is never part of the equation despite it being the immediate root of their problem?

Gary Thomas feels that the 1960s Plowden Report was the strongest official impetus for progressive education in the 20th century.

He suggest that it was a natural successor to the Hadow Report.

experience’ (1916: 101).

Bennett, Neville. Teaching Styles and Pupil Progress. Open Books, 1976.

a nice little comparative table

Perhaps there is a need for balance between the two perspectives of formal and progressive education. While one can teach another the broad strokes of the "rules" of note taking, for example, using the zettelkasten method and even give examples of the good and the bad, the affordances, and tricks, individuals are still going to need to try things out to see what works for them in various situations and for their specific needs. In the end, its nice to have someone hand one the broad "rules" (and importantly the reasons for them), so that one has a set of tools which they can then practice as an art.

Formalist education stance: One can't simply discover everything and as a result leaning can require specific work and long practice (learning to write, for example).

Progressive education stance: learning is easy and we've got an innate ability to do complex learning tasks. As a result, putting students into situations where they have the ability to think is better than simply telling them what to think, which might be a more formalist stance.

Basically, you must be unique. You can't compete when you learn exactly the same as everyone else. The education system sets up to fail and makes you a modern slave.

This is a painful statement to be said by an educator, a word whose root means to "lead out".

Many developed countries have national curricula and specific teacher-training standards, but the United States does not. Instead decisions on curricular and standards are created and enforced at the state and local levels, often by politically elected figures including governors, mayors, superintendents, and school boards.

This leaves early education in the United States open to a much greater sway of political influence. This can be seen in examples of Texas attempting to legislate the display the ten commandments in school classrooms in 2023, reading science being neglected in the adoption of Culkins' Units of Study curriculum, and other footballs like the supposed suppression of critical race theory in right leaning states.

C'est aussi ça, la justice épistémique!

Santalucia, Nick. “The Zettelkasten in the Secondary Classroom.” Blog, July 6, 2021. https://www.nicksantalucia.com/blog/the-zettelkasten-in-the-secondary-classroom-k12.

Or. perhaps, it's just rampant civic ignorance. I think there's a significant portion of the population who just don't care to be informed about the demographics of their own countries.