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but with a conscious mindfulness of their strengths and weaknesses.

What transformation does is shift the pattern of addiction altogether; changing the habits of your heart was the true genius of these social change giants.

The Internet, then, is great for spreading awareness and it can be quite powerful in terms of its impact as well.  Where it lacks, though, is the third element -- transformation.

lacks

guardrails

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patchwork collection of online courses that's difficult for students to navigate.

they can improve their online-education efforts to help students find streamlined, affordable pathways to a degree.

The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive

Yet therein lies the paradox. It’s exactly during these uncertain times when people must be willing to try new things, to be more open, curious and experimental, she said. In education, although there are great new models of learning and schooling, they are the exceptions, and the progressive movement has not gained much momentum.

“One thing we know for sure is that kids learn better when teachers are invested and paying attention and showing they care,” she said. “The biggest impact you’ll have as a teachers is the relationship you establish with your student.”

This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac.

the theme of “Trust and Regulation”

my Canadian values of equality, diversity, safety and choice

begin implementing policies that allow for experimentation and reform rather than protecting the status quo

One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.

Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.&nbsp; The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even&nbsp; use the toilet without explicit permission from an authority figure.

In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.

The article describes creative youth development in the larger contexts of arts education and of education reform.

Lastly, the article discusses policy, funding, and research needs and opportunities and provides questions for consideration.

Yet these two worlds largely exist apart, failing to address the reality that youth learn and grow—or fail to reach their potential—through influences and experiences in all spheres of their lives, including home, school, and the settings where they spend time outside of schoo