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thoughts on teaching
The truth of the matter is, we will probably not see a classroom strategy that goes for less test and teacher talking at us and the system staying the way it is. This is especially true at the University of Michigan because it is a traditional place, it has to uphold certain aspects of the universities. Plus this university, as much as we want to believe, is not the front-runner in creative thinking. I say this because as a whole we are known for putting young people in the world to become CEO's, neurosurgance, and stock-brokers. Not for people who are poets, muscians, and acotrs (exclude Lucy Lu). Plus the system in place works: they want to churn out people who get jobs and that's is what the University does. So why, at least in the presidents eyes, would you change up your strategy. For these two reasons I think that you should no t hold your breath for any changes."
Should we even change educational space as it works in our society? Why fix what is not broken?... Thank you for this post classmate... it has given a new perception and approach to consider in my project...
1 comment:
And what the framing systems used to determine what is broken and what is not?
On which scale[s]?
When?
Existing educational space {which is subject to different configurations without imposing changes in the physicalities, according to framing systems used to determine how the existing educational spaces are configured);
existing educational space works in which contexts? on which scales? is this work that should be continued? is the work where it, according to some framing system, needs to be? can be?
Where might we go, and what are the educational spaces that can be vehicles to those locations?
And what can happen if those destinations are reached, if those destinations turn out not to be reachable (which framing systems might determine that, which might not?)
Educational spaces that try to teach ways of learning, ways of framing learning systems?
leaving what to do with what is learned, leaving ways in which learning might be applied open
to, among possible outcomes (only --can the impossible happen? Once there is occurrence, does impossible become reframed, at least momentarily, as possible?);
open to, among possible outcomes, growth?
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