CCReflect

""Play will be to the 21st century what work was to the Industrial Age - our dominant way of knowing, doing and creating value""

Forming the self through interaction

"I choose the term "conviviality" to designate the opposite of industrial productivity. I intend it to mean autonomous and creative intercourse among persons, and the intercourse of persons with their environment; and this in contrast with the conditioned response of persons to the demands made upon them by others, and by a man-made environment. I consider conviviality to be individual freedom realized in personal interdependence and, as such, an intrinsic ethical value. I believe that, in any society, as conviviality is reduced below a certain level, no amount of industrial productivity can effectively satisfy the needs it creates among society's members. "

5 keys and 7 habits

See comments as well, not all positive.

welfare

creating a collaboratory

"Reflective practice and teacher professional development: using stories of practice"

The goals of engagement and insight are well worth students keeping in mind. Linking them to grades, however, sends the very traditional message of the educational system, which works against students developing the kind of self-directed, avid learning that the instructor wants. My advice is to de-emphasize grades even if they have to be given at the end of the course.

The comments illustrate my use of sports as an example of the point that everyone can think critically if the context is right. (Which shifts discussion from people's deficits as critical thinkers to examining how to create contexts that foster people getting access to their critical thinking intelligence.)

"For all of us, learning was an innate part of life. It was something we just did, that was as natural to us as breathing. If not for this innate desire to learn and with it the ability to do so, we would never learn to walk, or speak or interact with others. But at some point learning stops being something we do and becomes more like something that happens to us. Our initial self-drive to learn is replaced by learning as a part of our life that is highly regulated, controlled, monitored and externalised. "