teach for mastery? And mastery means memory
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This Neuroscientist Wants to Know Your Brain On Art-and How It Improves Learning | EdSu... - 0 views
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one of the most important protective factors for kids is a relationship with a caring adult in a school building.
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So how can the arts help to reinforce content, and then how can it help to teach it in the first place? And so we started embedding the arts into every Brain-Targeted Teaching learning unit.
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Creating an Ecology of Wonder | Edutopia - 0 views
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Wonder leaves us with a sense of fascination about mysteries yet unsolved or questions yet unanswered.
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In a learning ecology that focuses on wonder, an artful approach can be introduced in any subject area
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SMU disrupts design with new Master's in art and design innovation - 0 views
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One of the mandatory classes places students in studio classes where they are given a client and a prompt to solve an open-ended problem using human-centered design.
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The current client is Café Momentum, a nonprofit restaurant that trains and hires juvenile offenders. The problem students have to solve is that many of the young men who work at Café Momentum are unable to get a lease or live in unaffordable housing because of their age.
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Students can take two elective courses in almost any subject as long as they can justify why they are taking the classes. She also emphasized that MADI is for anyone.
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Mastering the Fine Art of Managing People | Inc.com - 0 views
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Our culture is also an amazing recruitment tool. When we share it with people online, it's like branding from the inside out.
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The Art of Getting Opponents to "We" - The New York Times - 0 views
opinionator.blogs.nytimes.com/...art-of-getting-opponents-to-we
collaboration schoolreform #MustRead
shared by Bo Adams on 04 Nov 15
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Significantly, participants all came to align behind a single vision statement — and now they are actively communicating and advancing that vision nationwide through their organizations and networks. They host meetings with educational networks, superintendents, principals, teachers and philanthropists, reach out to libraries, museums and after-school programs, and identify and connect pioneers in learner-centered education.
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Convergence staff and facilitators work to create a “safe space,” maintaining a strict neutrality and ensuring that everyone feels heard, says Fersh. It’s important that participants “feel they’re not in a place that’s already cooked or leaning toward any solutions.”
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Convergence staff members look continually for opportunities to forge connections among participants. They begin meetings with “connecting” questions — for example: “When did you know that education was of great importance to you?” — that are designed to reveal people’s values and experiences, rather than highlight their disagreements. The objective is not to sweep differences under the rug, but to build rapport that a group needs to grapple effectively with its differences.
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Another key is to identify a frame that energizes everybody, but is not so broad that it is meaningless. “For us the gold standard is that the dialogue has to lead to action,” said Fersh. To do that, he said, there are intermediate goals: “Can you get people to the table and sustain their presence? Can you find agreements that are worth fighting for? And can you keep people together to keep working over time to make sure something happens?”
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In the end, she said, people converged on the notion that they had to do far more than tinker around the edges of a broken system held over from a bygone industrial age. “There was a lot of conversation that the current system is ill designed to create 21st century outcomes for students,” said Young. “But there wasn’t alignment around what a new system could look like. People really wanted to be part of that conversation.”
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How to Cultivate the Art of Serendipity - The New York Times - 0 views
www.nytimes.com/...te-the-art-of-serendipity.html
serendipity innovation creativity iDiplomaSeminar reading list #MustRead #fsbl observationjournals
shared by Meghan Cureton on 03 Jan 16
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In the 1960s, Gay Talese, then a young reporter, declared that “New York is a city of things unnoticed” and delegated himself to be the one who noticed.
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Some scientists even embrace a kind of “free jazz” method, he said, improvising as they go along: “I’ve heard of people getting good results after accidentally dropping their experimental preparations on the floor, picking them up, and working on them nonetheless,” he added.
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an incredible 50 percent of patents resulted from what could be described as a serendipitous process.
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That’s why we need to develop a new, interdisciplinary field — call it serendipity studies — that can help us create a taxonomy of discoveries
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A number of pioneering scholars have already begun this work, but they seem to be doing so in their own silos and without much cross-talk.
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The Art of Reflection | Edutopia - 0 views
www.edutopia.org/...art-of-reflection-beth-holland
reflection assessment eportfolios learning deeperlearning
shared by Meghan Cureton on 24 Aug 18
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Portfolios allow students to regularly reflect on their learning process—deepening their connection to content.
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For portfolios to be truly valuable to both students and teachers, they need to provide insight into not only what students created as a representation of their learning, but also how and why they created it. If the ultimate goal is to develop students as learners, they need an opportunity to make connections to the content as well as the overarching learning objectives.
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“By capturing student learning progress and performance in the moment… we can bring learning to life.”
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students can curate a body of work that represents their progress as well as their performance to show their thinking throughout their learning experiences.
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when we encourage students to capture their thinking on a daily basis, reflection is no longer merely a task at the end of a project.
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As educators, our challenge is ensuring that students have an opportunity to engage in reflection such that they create a meaningful product to actually visit (and learn from) again and again.
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mathematics is art (all the mathematicians say so) - 0 views
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Education innovator advocates for transdisciplinary 'StudioLab' | Cornell University Co... - 1 views
as.cornell.edu/...ry-%E2%80%98studiolab%E2%80%99
designthinking transdisciplinary humanities communication media
shared by Bo Adams on 06 Dec 17
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“Design thinking is a collaborative, interdisciplinary problem-solving approach to social innovation, organizational change, and product development that has been used in design, engineering, and education industries,” he says.
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"A 21st century learning approach requires more than rows of fixed seats, says Jon McKenzie. In a new transdisciplinary pedagogy that encourages active learning, McKenzie has combined the kinds of conceptual, aesthetic, and technical learning found in seminar, studio, and lab spaces into an approach he calls "StudioLab.""
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American Schools Are Training Kids for a World That Doesn't Exist | WIRED - 0 views
www.wired.com/...on-learning-by-doing
deeperlearning innovation discovery interdisciplinary transdisciplinary realworldlearning School Change #MustRead #mvifishares
shared by Bo Adams on 23 Oct 16
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Culture labs conduct or invite experiments in art and design to explore contemporary questions that seem hard or even impossible to address in more conventional science and engineering labs.
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The culture lab is the latest indication that learning is changing in America. It cannot happen too fast.
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The time is now to support the role of learning in the pursuit of discovery and to embrace the powerful agency of culture.
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Here's Why Coding Is Much More Creative Than You Think - 0 views
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The directions for learning Processing are all written in a way that people who've never coded before can still understand, and there are simple examples to guide beginners through the process
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Processing's flexibility makes it more appealing to students just starting to code, and computer science programs across the country are combining art and programming to meet this creative coding niche need.
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Let 'Em Out! The Many Benefits of Outdoor Play In Kindergarten | MindShift | KQED News - 0 views
ww2.kqed.org/...f-outdoor-play-in-kindergarten
#LiquidNetworkSpill MindShift play kindergarten executive function blog article child development outdoors learning
shared by Jim Tiffin Jr on 28 Feb 16
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With no explicit math or literacy taught until first grade, the Swiss have no set goals for kindergartners beyond a few measurements, like using scissors and writing one’s own name. They instead have chosen to focus on the social interaction and emotional well-being found in free play.
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With many parents and educators overwhelmed by the amount of academics required for kindergartners — and the testing requirements at that age — it’s no surprise that the forest kindergarten, and the passion for bringing more free play to young children during the school day, is catching on stateside.
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“So much of what is going on and the kind of play they do, symbolic play, is really pre-reading,” Molomot said. “It’s a very important foundation for reading.
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Donnery notices that the gross motor skills of many of her kindergartners are underdeveloped, noting that usually means that fine motor skills are also lacking. “Developing those gross motor skills is just critical, can impact so much of later learning,” she said.
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Scenes of rosy-faced children building forts in the snow are presented in sharp contrast to the academic (and mostly indoor) kindergarten in New Haven, Connecticut, where a normal day is packed full of orderly activities: morning meeting, readers’ workshop, writers’ workshop, a special activity (like art, gym, and music), lunch and recess, storytime, “choice” (a fancy word for play), math centers, then closing meeting.
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lacking in the attention needed to learn, with more than 10 percent of the school population diagnosed with some kind of attention disorder.
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occupational therapist Angela Hanscom opined in the Washington Post that there’s good reason our kids are so fidgety: more and more students come to class without having enough core strength and balance to hold their bodies still long enough to learn.
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“In order for children to learn, they need to be able to pay attention. In order to pay attention, we need to let them move.”
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A recent study by psychologists at the University of Colorado shows an even stronger reason for free play: children who experienced more undirected free play showed signs of stronger executive function, a strong predictor of success in school. “The more time that children spent in less-structured activities,” wrote researchers, “the better their self-directed executive functioning.”
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While this kind of adult-led movement is a far cry from the nearly unstructured free play of a forest kindergarten, it does serve the school’s purpose of high academic standards for their kindergartners, in hopes this prepares them for future academic success.
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Maker Empowerment Revisited | Agency by Design - 2 views
www.agencybydesign.org/maker-empowerment-revisited
AgencyByDesign agency cognition dispositions Habits of Mind learning MakeEd empowerment blog post #LiquidNetworkSpill
shared by Jim Tiffin Jr on 26 Jul 17
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The big idea behind the concept of maker empowerment is to describe a kind of disposition—a way of being in the world—that is characterized by seeing the designed world as malleable, and understanding oneself as a person of resourcefulness who can muster the wherewithal to change things through making.
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The concept of maker empowerment is meant to be somewhat broader than the label of maker. It certainly includes maker-types—i.e., hackers, DIYers, and hobbyists—but it also includes people who may not define themselves as wholly as makers, yet take the initiative to engage in maker activities from time to time.
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We teach art, or history, or auto mechanics not solely to train practitioners of these crafts, but to help all students develop the capacity to engage with world through the lenses of these disciplines—even if not all students will become artists or historians or auto mechanics. The concept of maker empowerment aims for this same breadth.
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Maker Empowerment (v2): A sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking.
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one of the main purposes of the Agency by Design project, which is to understand how maker activities can develop students’ sense of agency or self-efficacy.
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maker empowerment is a dispositional concept. That is, rather than simply naming a set of technical skills, it aims to describe a mindset, along with a habitual way of engaging with the world.
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the research I’ve just described wasn’t conducted with the disposition toward maker empowerment in mind. So we don’t know if the findings about sensitivity transfer.
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People we label as open-minded tend to have a distinctive and dependable mindset that flavors their engagement with the world:
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Through a series of rather elaborate experiments, we were able to show that the contribution of these three elements—ability, inclination, sensitivity—could indeed be individually distinguished in patterns of thinking and that a shortfall in any of the three elements would block cognitive performance.
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It turns out that the biggest bottleneck in behavior—in other words, the shortfall that most frequently prevents inclination, ability, and sensitivity from coalescing into sustained cognitive activity—is a shortfall of sensitivity. In other words, at least in terms of critical and creative thinking, young people don’t follow through with these habits of mind not because they can’t (ability), and not because they don’t want to (inclination), but mainly because they don’t notice opportunities to do so.
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This doesn’t mean that young people’s inner detection mechanisms are woefully flawed. Rather, sensitivity has everything to do with the saliency of cues in the environment. If an environment doesn’t have strong cues toward certain patterns of behavior—or actually contains counter-cues—it can be pretty hard for those patterns of behavior to be cued up.
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the maker movement can empower people to shift from being passive consumers of their world to being active producers or collaborators.
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As the maker movement continues to infiltrate mainstream education, a dispositional analysis of maker empowerment might serve as a similarly useful tool.
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"The big idea behind the concept of maker empowerment is to describe a kind of disposition-a way of being in the world-that is characterized by seeing the designed world as malleable, and understanding oneself as a person of resourcefulness who can muster the wherewithal to change things through making."
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The Trailblazers - How Students Are Learning To Make Impact Design Better - Impact Desi... - 2 views
impactdesignhub.org/...g-to-make-impact-design-better
design design for social impact design thinking impact #MustRead higher ed degrees
shared by Bo Adams on 23 Dec 15
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Impact Design Hub spoke with Sara Cornish and Josh Treuhaft, two graduates from the inaugural class of the School of Visual Arts’ Design for Social Innovation (DSI) program, a two-year, cross-disciplinary MFA program, which aims to teach students to address social challenges through systems-level design thinking and offers one of the first graduate degrees in this field.
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Yeah, and I think there was an understanding that we were not only joining the program, but also helping to build it, which was really exciting. I remember that the interviews were so filled with anticipation. They told us, “This is going to be amazing. You’re going to be part of something that’s an absolute first. You’re going to help trailblaze the field.”
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it was never explicitly about learning the way to design for social innovation. It was more about teaching a variety of different thought models, processes, and tools that you can use for various types of work relating to social impact. Ultimately, the program is about systems thinking and how things are connected to each other.
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Framing and strategizing and mapping is great, but at the end of the day, actually putting things in the world and seeing what they do is really important.
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If you treat your thesis and your projects as real opportunities that could lead to some sort of impact or change and take it all seriously, you’d be amazed at what you can accomplish.
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When Everyone Is Doing Design Thinking, Is It Still a Competitive Advantage? - 1 views
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Design thinking has come a long way since I wrote about it here in 2008. The most valuable company in the world places design at the center of everything it does. Designers are on the founding team of countless disruptive startups. Domains such as healthcare, education, and government have begun to prototype, iterate, and build more nimbly with a human-centered focus. Now that design thinking is everywhere, it’s tempting to simply declare it dead—to ordain something new in its place. It’s a methodology always in pursuit of unforeseen innovation, so reinventing itself might seem like the smart way forward. But in practice, design thinking is a set of tools that can grow old with us.
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And I’d argue that in order to create sustained competitive advantage, businesses must be not just practitioners, but masters of the art.
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Umpqua
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UK’s Design Policy Unit
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Company evangelists handed out Moleskines with tips on “how to be better-makers,” and an internal tool (built on IDEO’s OI Engine) helps teams master design thinking through open-platform challenges.
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Design thinking even shows up in the questions asked during reviews, when employees are evaluated on how successfully they’re building its principles into everyday work.
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Getting to that kind of mastery is our challenge for the next decade. How might organizations build deep design thinking skills and creative leadership at all levels?
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host of resources
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Generative Art and Computational Creativity Course - 0 views
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The World Might Be Better Off Without College for Everyone - 0 views
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From kindergarten on, students spend thousands of hours studying subjects irrelevant to the modern labor market. Why do English classes focus on literature and poetry instead of business and technical writing? Why do advanced-math classes bother with proofs almost no student can follow? When will the typical student use history? Trigonometry? Art? Music? Physics? Latin? The class clown who snarks “What does this have to do with real life?” is onto something.
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The disconnect between college curricula and the job market has a banal explanation: Educators teach what they know
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Lest I be misinterpreted, I emphatically affirm that education confers some marketable skills, namely literacy and numeracy. Nonetheless, I believe that signaling accounts for at least half of college’s financial reward, and probably more.
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The labor market doesn’t pay you for the useless subjects you master; it pays you for the preexisting traits you signal by mastering them.
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Those who believe that college is about learning how to learn should expect students who study science to absorb the scientific method, then habitually use it to analyze the world. This scarcely occurs.
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Students know less at the end of summer than they did at the beginning. But summer learning loss is only a special case of the problem of fade-out: Human beings have trouble retaining knowledge they rarely use
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The conventional view—that education pays because students learn—assumes that the typical student acquires, and retains, a lot of knowledge. She doesn’t.
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Actually, that’s optimistic. Educational psychologists have discovered that much of our knowledge is “inert.” Students who excel on exams frequently fail to apply their knowledge to the real world.
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But ignorance of the future is no reason to prepare students for occupations they almost surely won’t have—and if we know anything about the future of work, we know that the demand for authors, historians, political scientists, physicists, and mathematicians will stay low.
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Kids, Would You Please Start Fighting? - The New York Times - 0 views
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The skill to get hot without getting mad — to have a good argument that doesn’t become personal — is critical in life.
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Our legal system is based on the idea that arguments are necessary for justice. For our society to remain free and open, kids need to learn the value of open disagreement.
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If no one ever argues, you’re not likely to give up on old ways of doing things, let alone try new ones. Disagreement is the antidote to groupthink. We’re at our most imaginative when we’re out of sync. There’s no better time than childhood to learn how to dish it out — and to take it.
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They discover that no authority has a monopoly on truth. They become more tolerant of ambiguity. Rather than conforming to others’ opinions, they come to rely on their own independent judgment.
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Instead of trying to prevent arguments, we should be modeling courteous conflict and teaching kids how to have healthy disagreements. We can start with four rules:• Frame it as a debate, rather than a conflict.• Argue as if you’re right but listen as if you’re wrong. 30 Comments • Make the most respectful interpretation of the other person’s perspective.• Acknowledge where you agree with your critics and what you’ve learned from them.
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