Learning to Change

We are all students, we are all teachers.

doing them well means having a sensitivity to making that process whole, rich and meaningful, never reaching an end

What should we do about climate change? The question is an ethical one. Science, including the science of economics, can help discover the causes and effects of climate change. It can also help work out what we can do about climate change. But what we should do is an ethical question.

Weighing our own prosperity against the chances that climate change will diminish the well-being of our grandchildren calls on economists to make hard ethical judgments

FriendFeed enables you to keep up-to-date on the web pages, photos, videos and music that your friends and family are sharing. It offers a unique way to discover and discuss information among friends.

customized feed

shift from the “computer class” mindset to an “integrated” technology program

very similar problems, very similar history

very similar ideas

Practice and meaning are the most important parts of this art

When our students find the right connections, they will learn. They won't be able to help themselves. It is just what the brain does. And having that faith in learning is part of the "Art."

simulating traditional face-to-face classroom methods using asynchronous online learning simply misses the point that we are operating in a new medium with unique properties. 

have both interaction and independence. Not long ago it was impossible to have both; more of one meant less of the other.

we identify connectivity and asynchronicity as the core properties of online learning, and which have the potential to create a uniquely effective higher-order learning environment. 

The first compulsory education law in the United States wasn’t enacted until 1852. This Massachusetts law required that all young people between the ages of 8 and 14 attend school three months a year—unless, that is, they could demonstrate that they already knew the material; in other words, this law was competency-based. It took 15 years before any other states followed Massachusetts’ lead and 66 years before all states did. Along the way, some powerful segments of society staunchly opposed the mandatory education trend. In 1892, for example, the Democratic Party stated as part of its national platform, “We are opposed to state interference with parental rights and rights of conscience in the education of children.”

It wasn’t until the late 1800s that laws restricting the work opportunities of young people began to take hold. Those laws, too, were fiercely opposed, and in fact the first federal laws restricting youth labor—enacted in 1916, 1918, and 1933—were all swiftly struck down by the U.S. Supreme Court.

the idea that there should be limits on youth labor, or that young people shouldn’t be allowed to do any work, seemed outrageous to many people.