- Feb 2017
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marginalsyllab.us marginalsyllab.us
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He also got permission to provide instructional continuity for his students by “looping” the class the subsequent year. This meant that his AP classes included many seniors whom he had taught the previous year. He was thus able to teach his current juniors for two years in a row—once during their junior year and then again during their senior year when a new group of 11th-graders was encouraged to advocate for participation in AP classes in their senior year.
It is unusual for teachers to find such flexibility in their administrative team. Antero was very lucky and was able to recognize what an opportunity this could be.
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- Jan 2017
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marginalsyllab.us marginalsyllab.us
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What the best and wisest parent wants for his own child, that must the community want for all of its children.
It sounds obvious but unfortunately not everyone sees it through that lense.
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The children, as they gained in strength and capacity, were gradually initiated into the mysteries of the several processes. It was a matter of immediate and personal concern, even to the point of actual participation.
It is still the case in certain cultures. I am thinking about Senegal for instance where traditionally children are trained by their parents to take over the trade. It has been that way for generations.
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passive and receptive;
what the majority of our students are in the classroom unfortunately. Although I think there has been progress if I think back on my school years...
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We must conceive of work in wood and metal, of weaving, sewing, and cooking, as methods of life not as distinct studies.
Why is it that these days vocational school is a dumping ground for the types of students who are considered weak academically-speaking?
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It is our social problem now, even more urgent than in the time of Plato, that method, purpose, understanding, shall exist in the consciousness of the one who does the work, that his activity shall have meaning to himself.
This to me sums up the whole idea behind the article.
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The result has been an intellectual revolution. Learning has been put into circulation. While there still is, and probably always will be, a particular class having the special business of inquiry in hand, a distinctively learned class is henceforth out of the question. It is an anachronism. Knowledge is no longer an immobile solid; it has been liquefied. It is actively moving in all the currents of society itself.
I wonder what Dewy would have thought of the internet! I think this is even more true today in the age of technology where any piece of information, be it true or false, is at the click of a button.
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It is an education dominated almost entirely by the mediaeval conception of learning.
I'm trying to stay positive tonight, there are still a few things that we learned from that time that are valuable, are there not?
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a larger society which is worthy, lovely, and harmonious
Lofty goal and hopefully attainable one day...
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If we were to conceive our educational end and aim in a less exclusive way, if we were to introduce into educational processes the activities which appeal to those whose dominant interest is to do and to make, we should find the hold of the school upon its members to be more vital, more prolonged, containing more of cultu
Let's get to work!
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There is little order of one sort where things are in process of construction; there is a certain disorder in any busy workshop; there is not silence; persons are not engaged in maintaining certain fixed physical postures; their arms are not folded; they are not holding their books thus and so. They are doing a variety of things, and there is the confusion, the bustle, that results from activity.
I agree with Dewey about learning being messy and loud. Unfortunately this might equate to lack of discipline for some administrators or even colleagues!
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A society is a number of people held together because they are working along common lines, in a common spirit, and with reference to common aims
I see this idea of common and productive activity more in after school activities and clubs than in classrooms themselves.
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And in the self-direction thus given, nothing counts as much as the school
I disagree with Dewey on that point. Although school has a great part to play in the growth or development of individuals I also believe that parents are a major force in the forming their children.
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