By Douglas Thomas
The twenty-first century is an international in consistent swap. In a brand new tradition of studying, Doug Thomas and John Seely Brown pursue an figuring out of ways the forces of switch, and rising waves of curiosity linked to those forces, motivate and invite us to visualize a way forward for studying that's as strong because it is optimistic.
Typically, once we think about tradition, we predict of an latest, sturdy entity that alterations and evolves over lengthy classes of time. In a brand new tradition, Thomas and Brown discover a moment feel of tradition, person who responds to its atmosphere organically. It not just adapts, it integrates develop into its strategy as one in every of its environmental variables. through exploring play, innovation, and the cultivation of the mind's eye as cornerstones of studying, the authors create a imaginative and prescient of studying for the long run that's attainable, scalable and person who grows in addition to the expertise that fosters it and the folks who have interaction with it. the result's a brand new type of tradition during which wisdom is obvious as fluid and evolving, the non-public is either better and subtle when it comes to the collective, and the facility to regulate, negotiate and perform the area is ruled via the play of the imagination.
Replete with tales, it is a ebook that appears on the demanding situations that our schooling and studying environments face in a clean approach.
Read Online or Download A New Culture of Learning: Cultivating the Imagination for a World of Constant Change PDF
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Extra resources for A New Culture of Learning: Cultivating the Imagination for a World of Constant Change
To harness that new kind of learning and understand where we are now headed, we must dig deeply into that emerging culture. ” 2 A TALE OF TWO CULTURES For most of the twentieth century our educational system has been built on the assumption that teaching is necessary for learning to occur. Accordingly, education has been seen as a process of transferring information from a higher authority (the teacher) down to the student. This model, however, just can’t keep up with the rapid rate of change in the twenty-first century.
But in each case, the participation has an effect, both in terms of what the individual is able to draw from it and how it shapes and augments the stream of information. This core aspect of education in the new culture of learning presents a model for understanding learning in the face of rapid change. Teachers no longer need to scramble to provide the latest up-to-date information to students because the students themselves are taking an active role in helping to create and mold it, particularly in areas of social information.
Environments with well-defined and carefully constructed boundaries are not usually thought of as standardized, nor are they tested and measured. Rather, they can be described as a set of pressures that nudge and guide change. They are substrates for evolution, and they move at varying rates of speed. By reframing the discussion this way, we can see how the new culture of learning will augment—rather than replace—traditional educational venues. ” At first, it seems hard to argue with that. But what the proponents of that position mean is that schools have ceased to function efficiently; they are failing as machines.
A New Culture of Learning: Cultivating the Imagination for a World of Constant Change by Douglas Thomas
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