If there is a core theme to the formal position it is that education isabout passing on information; for formalists, culture and civilization represent astore of ideas and wisdom which have to be handed on to new generations.Teaching is at the heart of this transmission; and the process of transmission iseducation.

Oakeshott saw educationas part of the ‘conversation of mankind’, wherein teachers induct their studentsinto that conversation by teaching them how to participate in the dialogue—howto hear the ‘voices’ of previous generations while cultivating their own uniquevoices.

There are, one might say, conservativeand liberal interpretations of this world view—the conservative putting theemphasis on transmission itself, on telling, and the liberal putting the emphasismore on induction, on initiation by involvement with culture’s established ideas.

While progressive educators stress the child’s development from within,formalists put the emphasis, by contrast, on formation from without—formationthat comes from immersion in the knowledge, ideas, beliefs, concepts, andvisions of society, culture, civilization.

Out of the ideas of Pestalozzi and Froebel, in the early 1900s Maria Montessorideveloped her method, depending on practical tasks such as personal care andcare for the environment, putting independence at the centre of the curriculum.

Aristotle, who had said, many centuries before in Politics (BookVIII): ‘No one would dispute the fact that it is a lawgiver’s prime duty to arrangefor the education of the young. In states where this is not done the quality of theconstitution suffers.’

We could saythat he was the first progressive educator not simply because he encouraged hiscontemporaries and successors to think about the child as a special kind oflearner, but also because of his views on education’s role in helping to developan open, liberal polity. A political system, he said, needs people who are fair,open-minded, and think for themselves; it doesn’t want people who aresubservient to authority.

Samuel Butler had made the phrase ‘Spare the rod and spoil the child’immortal in his satirical poem Hudibras.

He even offeredgrim warnings about children’s bowel movements, stressing the absolute needfor regularity. Regularity should not be achieved, however, at the expense ofdensity or compactness in the, ahem, product, for ‘People that are very loosehave seldom strong thoughts or strong bodies’ (p. 22, original emphasis).

Not only does Locke providean intellectual foundation for Rousseau’s view of the child as an experimenter,we can also see the seeds of Rousseau’s notions of the plasticity of the child’smind

We are getting our minds so clear about them that soon we shall be able to demonstrate them and explain them to our children in our schools. We do not do so at present. We do not give our children a chance of discovering that they live in a world of universal change.

In the fall of 2015, she assigned students to write chapter introductions and translate some texts into modern English.

Universities are factories of human knowledge. They’re also monuments to individual ignorance.

Frantz Fanon and Education

And, my kids learned all about the inner workings of the car in areas that are usually hidden. This was an exhilarating accomplishment, and a triumph of a homeschool project. I hope to do more with the kids over the years so that they have practical life skills, and I encourage other parents to work with their children to fix the family car.

For open educators, this runs counter to the very reason we use OER in the first place. Many open educators choose OER because there are legal permissions that allow for the ethical reuse of other people’s material — material the creators have generously and freely made available through the application of open licenses to it. The thought of using work that has not been freely gifted to the commons by the creator feels wrong for many open educators and is antithetical to the generosity inherent in the OER community.

Zo wordt erop gewezen dat wij een zeer beperkt werkgeheugen hebben, het belang van aandacht, en dat “multitasking” (eigenlijk schakelen tussen taken) door leerlingen interfereert met aandachtig luisteren en het functioneren van het werkgeheugen. Andere uitkomsten zijn dat ook kinderen die zelf niet bezig zijn met mobieltje of laptop last hebben van klasgenoten die dat wel doen (trekt de aandacht). Een verschijnsel dat vergelijkbaar is met gedwongen meeroken.

Those who decide to pursue their education in another nation are afforded the opportunity to witness first-hand the natural splendour and diverse cultural traditions of that nation.

they involve the flow state. For this it is necessary to make use of adaptability that in the educational scope allows the personalization of the experience to extend the immersion and fun.

1· Un droit d’accès égal à l’école

JEA 2020 : Souvenez vous du futur

L'école accroît-elle les inégalités ?

"Physics, engineering and computer science fields are differentially attracting and retaining lower-achieving males, resulting in women being underrepresented in these majors but having higher demonstrated STEM competence and academic achievement," said Joseph R. Cimpian, lead researcher and associate professor of economics and education policy at NYU Steinhardt.

Whewell was prominent not only in scientific research and philosophy but also in university and college administration. His first work, An Elementary Treatise on Mechanics (1819), cooperated with those of George Peacock and John Herschel in reforming the Cambridge method of mathematical teaching.

promouvoir des actions en faveur du sport au service de lasanté et du sport pour tout, développer des activité en faveurde la jeunesse et de l’éducation populaire

En France, par exemple, les déclarations du président Emmanuel Macron voulant qu’« on ne pourra pas rester durablement dans un système où l’enseignement supérieur n’a aucun prix pour la quasi-totalité des étudiants » ont suscité un tollé puisqu’elles sont en rupture avec la longue tradition de frais modiques (quasi-gratuité) faisant partie de la culture et de la tradition nationales8

La gratuité scolaire : impossible?

the manner in which knowledge is acquired, communicated and shared is internal to the nature of knowledge itself, and that the metaphysics of personhood needs to countenance the formation of reason if we are to understand how rationality and animality are united in the human person.

education is not a merely contingent addition to the human life-form. Education is reason’s vehicle.

why exactly education should matter to philosophy. The reason is that education makes us what we are. Human beings do not enter the world with their rational powers ‘up and running’. Those powers are actualised in the child in a process of formation, or education in the broadest sense

It was Eric Williams (Capitalism and Slavery) who first developed the idea thatEuropean slave plantations in the New World were, in effect, the first factories; theidea of a “pre-racial” North Atlantic proletariat, in which these same techniques ofmechanization, surveillance, and discipline were applied to workers on ships, waselaborated by Peter Linebaugh and Marcus Rediker (The Many-Headed Hydra).

She was openly critical of the Supreme Court’s decision in Brown vs. Board of Education, which declared racial segregation of public schools unconstitutional. “When Brown comes out, her point is ‘I don’t want to have to force someone to associate with me,’” Strain says. Today she would probably be considered a libertarian.

Il existe une autre gratuité (que l’on ne saurait pourtant qualifier de « vraie », car elle ne l’est pas réellement), que Jean-Louis Sagot-Duvauroux appelle la gratuité « par cotisation », financée par les impôts, les taxes. Celle des services publics, par exemple, que sont l’éducation, la santé (pour partie), la sécurité, la défense… Le financement en est à la fois connu et méconnu. Cette gratuité-là n’est pas suspecte, mais elle se trouve souvent dévalorisée ou jugée dangereuse. Parce que le bénéficiaire ne perçoit pas la valeur de ce qui lui est offert. De nombreux économistes de la santé, par exemple, regrettent que le coût des soins, des examens de laboratoire, des médicaments ne soit pas toujours perceptible par le patient. Une réflexion de même nature sur le secours en montagne a conduit à faire payer aux alpinistes imprudents certains des frais engagés pour les secourir. En espérant une prise de conscience plus grande.

Around 1956: "My next task was to prepare my course. Since none of the textbooks known to me was satisfactory, I resorted to the maieutic method that Plato had attributed to Socrates. My lectures consisted essentially in questions that I distributed beforehand to the students, and an abstract of the research that they had prompted. I wrote each question on a 6 × 8 card. I had adopted this procedure a few years earlier for my own work, so I did not start from scratch. Eventually I filled several hundreds of such cards, classed them by subject, and placed them in boxes. When a box filled up, it was time to write an article or a book chapter. The boxes complemented my hanging-files cabinet, containing sketches of papers, some of them aborted, as well as some letters." (p. 129)

The posture of democratic citizenship is avowal of rights and obligations of membership in a civic community. The rationale for this is the moral and political goodness of a civic way of living and the shared promise of human self-realization through interdependence. As such it is the exemplary, most inclusive form of membership; it is a precondition for the sustainability in the modern secular era of other expressions of membership in our lives—social, economic, kinship, familial, and intimate.[17] Again, citizenship avows—makes a vow, takes on a trust—on behalf of a future of moral and political potential toward which it is reasonable to strive. Citizenship is iterative and ongoing; it provides continuity and provokes innovation; each generation of democratic citizens begins a new story of the demos and continues an ongoing one.[18]

He points out that the power of takingnotes efficiently does not come by nature, but that,it is an art that improves with cultivation,

Repérer et accompagner les personnes en difficulté avec le numériquerecommandation 16Organiser un test d’évaluation des apprentissages fondamentaux de l’usage du numérique àl’occasion de la journée défense et citoyenneté.Suites données depuis trois ansAu niveau du ministère de l’Éducation nationale : certification PIX au collège et en classe determinale / 1h30 de sciences du numérique en classe de seconde / apprentissage du codage aucollège et au lycée en cours de mathématiques. Négociation en cours entre le GIP PIX et le ministèredes Armées pour intégrer un test dans le cadre de la Journée Défense et Citoyenneté.

He also open-sourced his entire curriculum, templates and all. Link in first comment 👇

FREE Google #Courses you need to take in 2023.

With medicine, the story was slightly different because of theconstant and urgent need for it. Medical knowledge was alwaysuseful, always relevant, so books on medicine were constantly indemand, and would have been available in the majority of libraries inlate antiquity.

FOSSDLE Commons (new OER Foundation project) https://social.fossdle.org/ 4 OERu https://mastodon.oeru.org/ 6 Open EdTech https://openedtech.social/ 8 Fossodon (open source) https://fosstodon.org/ 1 Wikis World (wiki enthusiasts) https://wikis.world 1

“I thought that art schools should just be places where you thought about creative behavior, whereas they thought an art school was a place where you made painters,” he said later.

The magic bullet of education and skillseliminating poverty is an alluring one, but without a substantial increase in thenumber and quality of opportunities available, it is only a mirage.

Musical Chairs

What greater education and skills allow an individual to do is to move fur-ther up in the overall queue of people looking to find a well-paying and re-warding job. However, because of the limited number of such jobs, only a setamount of people will be able to land such jobs. Consequently, one’s positionin the queue can change as a result of human capital, but the same amount ofpeople will still be stuck at the end of the line if the overall opportunities re-main the same.

Human capital consists of those skills and resources that eachof us brings into the labor market. They include the quantity and quality ofeducation we have attained, job training received, acquired skills and experi-ence, aptitudes and abilities, and so on.

One of the most enduring poverty myths across the political and ideologicalspectrum is that if we were able to provide individuals with enough educationand skills, poverty could be eliminated.

In the last two years while teaching in various schools and institutions all around the world, we’ve been experimenting with a new workshop format called Design with Other Intelligences.

Donations

competition relies upon universal quantification and comparison. The result is that workers, job-seekers and public services of every kind are subject to a pettifogging, stifling regime of assessment and monitoring, designed to identify the winners and punish the losers.

“Our kids have lost so much—family members, connections to friends and teachers, emotional well-being, and for many, financial stability at home,” the article begins, sifting through a now-familiar inventory of devastation, before turning to a problem of a different order. “And of course, they’ve lost some of their academic progress.”

Analysts have labelled this as “learning loss,” and many have blamed school closures and remote instruction in the course of the past two years as the culprit. Essentially, schools serving largely Black and Latino populations were more likely to turn to remote teaching.

These labor actions underscored the frustrations of teachers, who have had to navigate not only the pandemic but also political harangues about their curricula, as well as insufficient pay and other long-standing issues tied to their actual work as educators. Teachers were already leaving the profession, but stress induced by the pandemic accelerated the pace.

Scaffolding is the act of providing learners with assistance or support to perform a taskbeyond their own reach if pursued independently when “unassisted.”

Schemas are chunks of multiple individual units of memory that are linked into a system ofunderstanding

Learning is defined to be “storage of automated schema in long-term memory.

two streams of thought which run through the history of education—they areusually called the progressive and the formal.

social historian G. M. Trevelyan (1978) put theissue some time ago, ‘Education...has produced a vast population able to readbut unable to distinguish what is worth reading.’

It’s a basic question—what are children and young people in school for?

As the British prime minister WilliamGladstone put it at the time in the Edinburgh Review, speaking of the remarkablePrussian success in the Franco-Prussian War: ‘Undoubtedly, the conduct of thecampaign, on the German side, has given a marked triumph to the cause ofsystematic popular education.’

it was clear that the European and US competitors werebenefiting from these changes to the curriculum in advances in commerce, inindustry, and even on the battlefield.

Forster’sAct in 1870, which mandated education for all children up to the age of 10 inBritain.

Samuel Bowles and Herbert Gintis intheir classic Schooling in Capitalist America

Javascript Rich Text Editors

Putting transformative learning theory into practice

Experiential Learning Theory as a Guide for Experiential Educators in Higher Education

Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education

The integration of information technology in higher education: a study of faculty's attitude towards IT adoption in the teaching process

Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education

Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education

Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice

Teaching and technology in higher education: student perceptions and personal reflections

Teaching with technology in higher education: understanding conceptual change and development in practice

Teaching excellence in higher education: critical perspectives

Student Involvement: A Developmental Theoryfor Higher Education

Evaluation of competence-based teaching in higher education: From theory to practice

How should the higher education workforce adapt to advancements in technology for teaching and learning?

Peer-to-peer Teaching in Higher Education: A Critical Literature Review

Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review

Mr. Sunak said in a series of tweets that Britain’s 30 Confucius Institutes, most of which are Chinese government-run facilities located on British university campuses, will be shuttered under his government’s new China policies.  cnxps.cmd.push(function () { cnxps({ playerId: '2dd9afad-0104-402b-b341-830f7d9e8ccc' }).render('52b1f7f094294ef9a64f6c534558cada'); }); “Almost all UK government spending on Mandarin language teaching at school is channeled through university-based Confucius Institutes, thereby promoting Chinese soft power,” Mr. Sunak said. Mr. Sunak also said he will seek a new alliance of free nations to counter Chinese cyber threats and to improve the security of technology, a major target of Chinese covert and overt acquisition.

information technology can support organizational memory in twoways, either by making recorded knowledge retrievable or by makingindividuals with knowledge accessible

Bryan Caplan has made a spirited defense of school as signaling in his book, The Case Against Education. He argues that what is taught in school isn’t particularly useful on the job. Instead, schooling provides a mechanism for figuring out who has the talent, ambition and obedience to learn on the job successfully.

Having an MIT degree is probably more valuable than having an MIT education.

For the sole true end of educationis simply this: to teach men how to learn for themselves; and whateverinstruction fails to do this is effort spent in vain.

disport itself happily in its new and extended Quadrivium withoutpassing through the Trivium. But the scholastic tradition, though broken andmaimed, still lingered in the public schools and universities:

We dole out lip-service to the importance of education—lip-service and, just occasionally, a little grant of money; we postpone theschool leaving-age, and plan to build bigger and better schools; the teachersslave conscientiously in and out of school-hours, till responsibility becomes aburden and a nightmare; and yet, as I believe, all this devoted effort is largelyfrustrated, because we have lost the tools of learning, and in their absencecan only make a botched and piecemeal job of it.

We will endow them with exceptionally docile parents;

modern education concentrates onteaching subjects, leaving the method of thinking, arguing, and expressingone’s conclusions to be picked up by the scholar as he goes along;

Émile flew offthe shelves in 18th-century Paris. In fact, booksellers found it more profitable torent it out by the hour than to sell it. Ultimately the excitement got too much forthe authorities and Émile was banned in Paris and burned in Geneva

Rousseau’sheretical view was that anything which was outside children’s experience wouldbe meaningless to them, much as Plato, Comenius, and others had warned. Hisinsights had condensed principally out of the prevailing intellectual atmosphereat the time—empiricism, explicated by philosophers such as John Locke. We’lllook at Locke and Rousseau in more detail in Chapter 2.

Jean-Jacques Rousseau, who shockedthe world with Émile: or On Education ([1762] 1993).

Czech teacherComenius (1592–1670). He championed universal education, which hepromoted in his Didactica magna, arguing for the commonality of education—itwas for everyone, including, shockingly, females.

Theodulf, bishop of Orléans, hadordered that ‘the priests establish schools in every town and village.

‘Now, all this study of reckoning and geometry...must be presented to them while still young, not inthe form of compulsory instruction.’ ‘Why so?’ ‘Because,’ said I, ‘a free soul ought not to pursueany study slavishly; for while bodily labours performed under constraint do not harm the body,nothing that is learned under compulsion stays with the mind.’ ‘True,’ he said. ‘Do not, then, myfriend, keep children to their studies by compulsion but by play.’The Republic, 536d–e; 537a

Albert Einstein asserted that‘Education is what remains when we have forgotten everything that has beenlearned at school.’

Winston Churchill’s ‘The only time my educationwas interrupted was while I was at school.’

Mark Twain quipped, ‘I have never let my schooling interfere with myeducation.’

schools and education, are not, sadly, necessarily linked at all

The Department of Education has been rolling out its own free grades, attendance and messaging applications, to replace banned third-party software that was involved in a data breach of more than 800,000 students last school year.

. The goal a reader seeks-be itentertainment, information or understanding-determines theway he reads.

The Activity and Art of Reading 15 If you ask a living teacher a question, he will probably answer you. If you are puzzled by what he says, you can save yourself the trouble of thinking by asking him what he means. If, however, you ask a book a question, you must answer it yourself.

Consider another example—education. It is true that in most countries, asin the United States, a higher level of educational attainment is typically as-sociated with a lower risk of economic insecurity. But the penalties associatedwith low levels of educational attainment, and the rewards associated with highlevels of attainment, vary significantly by country. Full-time workers without ahigh school degree in Finland, for instance, report the same earnings as thosewith a high school degree. In the United States, however, these workers ex-perience a 24 percent earnings penalty for not completing high school.23 InNorway, a college degree yields only a 20 percent earnings increase over a highschool degree for full-time workers, versus a much higher 68 percent increase inthe United States.24 The percentage of those with a high school degree earningat or below the poverty threshold is more than 4 times higher in the UnitedStates than in Belgium.25

Employment, education, and marriage are helpful in both avoiding povertyand exiting faster if one does become poor.