Introduction

New understandings about the brain; about how people learn; about the potential of information and communication technologies; about radical changes in patterns of work, as well as increasing economic inequality and social divisions within and between nations, necessitate a profound rethinking of the structures of education.

Firstly, the emerging multi-layered knowledge economy requires of all people far more than just basic skills. It requires creativity, flexibility, collaboration and the practical skills of the entrepreneur. These higher order skills are more effectively learned and developed in the rich, collaborative, problem-solving, but uncertain world of apprentice-type learning than ever they can be in the formal classroom with its inevitable emphasis on abstract tasks and predictable results. Learning has to be about more than schooling.

Secondly, in a world of change successful individuals will be those who can direct, manage and monitor their own learning in response to new opportunities. In a vibrant democratic society it is essential to give young people such a mastery of their own learning so, as they grow older, they are weaned of their earlier dependence on teachers and institutions and become evermore self-motivated and responsible for their own progression. The desire to be a life-long learner has its origins in the nursery school and it is critical that such skills are incrementally and progressively developed by the conclusion of secondary school. It should be students who are tired at the end of term, not the teachers!

Thirdly, not only do an ever greater proportion of people require such expanded learning opportunities, but for most countries all this must be achieved at a total level of expenditure no greater than at present. It is inconceivable that this could be achieved through further reform or simple expansion of current arrangements. A redesign is necessary.

For more information on this course and its availability in other areas please contact either:

In the UK: Janet M. Lawley. Fellow of the 21st Century Learning Initiative. 16 Windsor Close. Greenmount, Bury, Lancs., BL8 4DE. Email: jandk@netcomuk.co.uk. Fax: 01204-884540.

In the US: Terence Ryan. Senior Researcher. The 21st Century Learning Initiative. 11739 Bowman Green Drive. Reston, VA 20190. Email: mail@21learn.org. Ph: 703-787-4020. Fax: 703-787-4024

Note: The Initiative fully appreciates that for education to make sense it must be understood in the context of the culture it is meant to serve. These materials are for the readers to determine how to use, if to use and where to use. The materials are primarily from English speaking countries. Any materials the readers wish to share would be greatly appreciated. Please contact our officers at mail@21learn.org

The first major report prepared by the Initiative was the December, 1996, Synthesis document. It was the result of the Initiative's Wingspread Conferences, and it summarized the research shared at the conferences by 60 leading researchers, policy makers and educators from 14 different countries.

John Abbott and Terry Ryan incorporated the findings from the Synthesis into many articles for publication in the United States and the United Kingdom. The most recent of these was "Constructing Knowledge and Shaping Brains" which was published in November 1999 in the influential American educational journal Educational Leadership.

In early 1999 the Initiative produced its Policy Paper which built on the Synthesis document, and the work of the Initiative between 1995 and the end of 1998. The Policy Paper was written specifically for "those in positions of influence to initiate powerful changes to current educational arrangements." It outlines in annotated detail why current systems of education are, based on the needs of post-industrial societies, largely "Upside Down and Inside Out." The Paper is summarized in John Abbott's speech to the North of England Education Conference "Battery Hens, or Free Range Chickens: What Kind of Education for What Kind of World?"

The Policy Paper itself is a recommended reading, and it argues for a more focused investment on early years learning that would be in-line with what is now known about predispositions. Following on from the benefits of the increased investment in early years learning would be an increasing emphasis on young people to take more responsibility for their own learning as they move into adolescence. The Initiative calls this process intellectual weaning, and it is at the heart of the argument that more effective models of learning can be developed by reapportioning funds rather than simply expanding the current system (and funding) on both ends - in the early years and at the tertiary level.

The final source dealing specifically with synthesis is John Abbott's book; The Child is Father of the Man: How Humans Learn, and Why. The book, available to those who want to read it, outlines in detail the history of Education 2000's 13-year effort to develop learning communities in the United Kingdom. It also provides the intellectual basis for the arguments incorporated in the previous documents.

A Curriculum Defining the Key Areas of Study that Inform Efforts to Transform Current Mass Education Systems into More Effective Models of Learning

This is a curriculum designed for a training program to deepen people's understanding of the key issues that call into question the long-term viability of current models of education. By current models of education we mean those in all OECD countries that fit a pattern of least expenditure per pupil in the earliest years of schooling and most expenditure per pupil at the tertiary level of schooling.

The empirical evidence, taken "in toto," in this curriculum provides the basis for more effective models of learning for those countries and communities willing to take these findings, meld them to their cultural and social needs, and open up space for radical innovation. The curriculum calls on findings from research in the brain sciences, the evolutionary sciences, the social sciences, the science of information communication technologies, and from best educational, business and community practice.

The syllabus is broken down into six sections. The first section, entitled the biological nature of learning, provides evidence from a convergence of findings in the evolutionary sciences and the brain sciences which show that many of our current arrangements for learning are based on misunderstandings about how the brain functions, how learning takes place and how young people naturally develop. Much of this evidence is new for, as the eminent neurologist Marian Diamond has observed, "in the 1990s, researchers made remarkable gains in understanding how a child's brain develops, grows, and produces uniquely human capacities."

The second section, entitled the science of learning, provides evidence from findings in cognitive science, anthropology and developmental psychology. The research shows that more effective models of learning would be based on our best understandings about the brain, learning and human development. The readings in this section deal with intelligence - it's multiple forms and its non-static nature; emotions - drive the learning process as much as intellect; the importance of intrinsic motivation; learning happens through the construction of knowledge; and expertise goes beyond specialization.

The third section, entitled culture and nurture: how our ideas shape our thinking, is based on evidence comes from a convergence of findings in quantum physics, ecology, economics, the biological sciences, philosophy, political science and sociology. This section shows that within science there is a revolution underway in how science views the man, the planet and the universe. This revolution is leading to new models of the brain and mind, and economic and political models that are now beginning to impact on how work gets done and complex economic phenomena are understood.

The fourth section, entitled technologies of information and communication; impact on culture and learning, comes largely from research at computer technology centers, government agencies and businesses, and incorporates leading practice around the world to show that the tools now available to children in both the home and school offer powerful learning alternatives to a simple reliance on classroom based instruction.

The fifth section, entitled spontaneous informal learning; the significance of the home and community, incorporates cross-disciplinary evidence to provide a history of how cultures have traditionally been transferred from generation to generation. This section argues that, given the needs of post-industrial societies, schools alone are incapable of equipping children with the attitudes, skills and behaviors necessary for a rapidly changing society.

The sixth section, entitled education for what, addresses the philosophical issues that need to underpin education in democratic societies. It looks at the questions, problems and opportunities that today's young people will most likely be confronted with in the 21st century.

Section One: The biological nature of learning

General review of the brain and brain research:

Joel Davis. Mapping the Mind: The Secrets of the Human Brain & How It Works. This is a well-written book reviewing, in lay language, what is now known about the brain, brain development, brain imaging and language acquisition. It is an excellent starting point for the section on the biological nature of learning and is a course text book.

Early years learning

The first introductory article for this topic is "Your Child's Brain" which appeared in Newsweek in 1996. It was based on the work outlined for the Clinton's at the White House Conference on Early Years Learning and Child Development. This can be followed by "Fertile Minds" which appeared in Time in 1997, and emphasizes the importance of the first three years of life in cognitive development and the skills of lifelong learning.

Marian Diamond, Ph. D., and Janet Hopson. Magic Trees of the Mind: How to Nurture Your Child's Intelligence, Creativity, and Healthy Emotions from Birth Through Adolescence. This book, written by one of America's most respected brain researchers, provides a detailed review of what is now understood from the neurosciences about how the brain develops from conception through adolescence. Drawing on decades of research the book acts as a practical guide for parents eager to give their children a head start in life. The first two chapters are required reading. The whole book is recommended additional reading for any who wish to extend their knowledge and understanding of this area.

Brain based learning

For a general overview of the key concepts, the twelve "Mind/Brain Learning Principles" of the husband and wife team, Renata and Geoffrey Caine are an excellent introduction. They come from their book Making Connections: Teaching and the Human Brain.

Bob Sylwester's article on "What the Biology of the Brain Tells Us About Learning" gives an "evolutionary perspective" to brain based learning. It builds on many of the themes addressed by the Caine's, but is more focused on the nature of learning rather than the role of nurture in the learning process.

Predispositions

The evolutionary inheritance of predispositions is addressed by Michael Gazzaniga in the article "What Are Brains For?" which appeared in the book Mind and Brain Sciences in the 21st Century. "The Human Adventure (pp. 257-263)" in Fritjof Capra's The Web of Life is excellent. The Web of Life is the second course text book, containing much that is relevant throughout the course.

The language predisposition

Two introductory articles into this topic are available. The first is from Newsweek and is entitled "The Language Explosion." The second article, we recommend, is more detailed and scientific and is entitled "The Cognitive and Neural Bases of Language Acquisition," and this comes from The Cognitive Neurosciences.

This should be followed up by Chapter four, "The Structure of the Mind," of Henry Plotkin's book Evolution in Mind. This chapter reviews the key issues raised about the "language instinct," as detailed by Chomsky, Pinker and Deacon in their various books. We also recommend chapter two of The Youngest Minds by Ann B. Barnet and Richard J. Barnet. For more detailed reviews of language development refer to Steven Pinker's The Language Instinct, Terrence Deacon's The Symbolic Species, and How Language Comes to Children by Benedicte de Boysson-Bardies.

Social Skill Predispositions

Ronald Kotulak. Learning How to Use the Brain. This paper presents finding from research and practice into how the brain of the young child develops - both in a positive and safe environment, and in a dysfunctional, threatening environment. It's a solid introductory piece into the nature of social predispositions, and the rewiring of the brain to respond more effectively to a violent environment. This article can be followed up by the recommended reading of Kotulak's book Inside the Brain: Revolutionary Discoveries of how the Mind Works. The importance of early childhood experiences in developing "socially functional" children is detailed in Chapters five, six and seven of The Youngest Minds by Ann B. Barnet and Richard J. Barnet.

For a review of the reasons why humans are partially predisposed to altruism, and why it has been advantageous over the millennia, refer to Chapter three, "Nice Guys Finish First" in William Allman's book The Stone Age Present. Also refer to Chapter one, "Altruism as a Biological Concept" in Elliot Sober and David Sloan Wilson's book Unto Others: the evolution and psychology of unselfish behavior.

Other Predispositions

The concept of predispositions is intertwined within the debate between the role of nature and nurture in the development of intelligence, personality, character, and other uniquely human traits. The article "Nature or Nurture" from Newsweek provides an introduction to basic concepts, and this can be followed up with an article that appeared in the Harvard Business Review - "How Hardwired is Human Behavior?"

Matt Ridley provides a base of evidence for the argument that humans are largely predisposed to being virtuous, trusting, social creatures. As Ridley writes, "society works not because we have consciously invented it, but because it is an ancient product of our evolved predispositions." Much of Ridley's case in The Origins of Virtue is developed in the prologue, Chapter five, and Chapter 13.

The eminent Harvard biologist Ernst Mayr adds to the discussion of predispositions and the role of nature and nurture in the development of human ethics in Chapter 11 and 12 of his book This is Biology: The Science of the Living World.

For an argument showing that nature (genetics) is predominate and that "parental nurturing of children" (beyond basic nutrition and education) matters relatively little refer to Forward by Steven Pinker, the Introduction, Chapters 1-4, Chapter 14 and appendix 2 in The Nurture Assumption: why children turn out the way they do; parents matter less than you think and peers matter more by Judith Rich Harris. Also refer to Chapters 1, 9 and 10 of Lawrence Wright's Twins: genes, environment and the mystery of identity, and the introduction and chapter one of Stranger in the Nest: Do Parents Really Shape Their Child's Personality, Intelligence or Character? by David B. Cohen. Also refer to Stanislas Dehaene's The Number Sense: How the Mind Creates Mathematics.

The Biological Basis of Adolescence

Studies into the biological basis of adolescence are rare. Therefore, following is a list mixing findings from the biological sciences and the social sciences.

For a brief review of neurological studies into the nature of brain changes in adolescents refer to "Physical Changes in Adolescent Brains may Account for Turbulent Teen Years, McLean Hospital Study reveals."

For a review of the sociology and economics of adolescence in America refer to the introduction and the conclusion of Grace Palladino's book Teenagers: An American History. Also refer to the introduction of Patricia Hersch's book A Tribe Apart: A Journey Into the Heart of American Adolescence.

For a psychological perspective of adolescence refer to part I (intro., and chs. 1-2, chs. 8, 9, 10) in Mihaly Csikszentmihalyi and Reed Larson's Being Adolescent: conflict and growth in he teenage years. Also refer to chapters 4, 8 and 9 in Mihaly Csikszentmihalyi's Finding Flow: the psychology of engagement with everyday life.

Section II: The Science of Learning

The evidence from the science of learning stems from findings in cognitive science, anthropology and developmental psychology. The research shows that more effective models of learning would be based on our best understandings about the brain, learning and human development. The readings in this section deal with intelligence - it is a developable commodity; emotions - drive the learning process as much as intellect; the importance of intrinsic motivation; learning happens through the construction of knowledge; and expertise goes beyond specialization.

Multiple Intelligences (intelligence is much more than simply a fixed commodity easily quantified)

An overview of intelligence is provided in "Intelligence Considered" by Philip Yam that appeared in the December 1998 edition of Scientific American. This can be followed up by a series of articles by Howard Gardner describing his work on Multiple Intelligence. Refer to "A Multiplicity of Intelligences," that appeared in Scientific American; "Reflections on Multiple Intelligences: Myths and Messages," that appeared in Phi Delta Kappan; "Who Owns Intelligence?" that appeared in The Atlantic Monthly; and a review of Gardner's book "The Unschooled Mind" produced by Education 2000.

Also refer to David Perkin's Outsmarting IQ: The Emerging Science of IQ (chapts 2, 3, 4, and 12, 13) and time permitting we recommend Howard Gardner's The Unschooled Mind: How Children Think and How Schools Should Teach. Another important resource that provides an alternative view of multiple forms of intelligence is "What Should We Ask About Intelligence?" by Robert Sternberg.

Emotions (they drive the learning process as much as intellect)

An overview of this section is offered in the article "The EQ Factor: New brain research suggests that emotions, not IQ, may be the true measure of human intelligence," by Nancy Gibbs of Time. A short-description of the concepts behind "Emotional Intelligence" is offered as Appendix 1 from Daniel Goleman's book Working With Emotional Intelligence. This should be followed by the more technical article by Joseph LeDoux entitled "Emotion, Memory and the Brain." Also refer to "Emotion and reason in the future of human life" by Antonio Damasio. "What Makes a Leader?" by Daniel Goleman, from the Harvard Business Review, shows how an appreciation and understanding of emotional intelligence helps business leaders thrive. We recommend following these articles by reading Aristotle's Challenge, chapters 1,2,3 and 14, 15, and 16 of Daniel Goleman's book Emotional Intelligence: why it can matter more than IQ. Goleman's book should be followed by Joseph LeDoux's The Emotional Brain: the mysterious underpinnings of emotional life and Antonio Damasio's Descartes' Error: Emotion, Reason and the Human Brain.

Intrinsic Motivation (the driving force behind learning is intrinsic desire)

An excellent introductory article is "Why American Education is Failing: A plea for intrinsic, rather than extrinsic, forms of motivation," by Joseph W. Gauld. This article should be followed by "What Money Makes You Do," by Geoffrey Colvin (Fortune) and "How to Kill Creativity," by Teresa Amabile (Harvard Business Review). These magazine articles lead into chapter 10 of How to Succeed in School Without Really Learning, by David F. Labaree; and Chapter 4 of Laurence Steinberg's Beyond the Classroom: why school reform has failed and what parents need to do. This should be followed by reading Edward Deci's Why We Do What We Do: Understanding Self-Motivation and we recommend Alfie Kohn's Punished by Rewards.

Constructivism and Cognitive Apprenticeship

An overview of constructivism is available in the Introduction to Lauren B. Resnick's book. This can be followed by "Natural Learning, Natural Teaching: Changing Human Memory" by Roger Schank and John Cleave, and "Teaching for Understanding" by David Perkins. "Cognitive Apprenticeship: Making Thinking Visible" by Allan Colin, John Seely Brown and Ann Holum is a description of a model of learning that confirms the principles of constructivism.

Expertise goes beyond specialization (learning how to learn)

An introductory book on this is How People Learn: Brain, Mind, Experience and School by the US National Research Council; in particular refer to the Executive Summary and chapters 1-3. A key article on transfer and how school rarely helps facilitate knowledge transfer from the academic domain to the real world refer to Lauren B. Resnick's "Learning In School and Out." For an overview of how expertise leads to wisdom refer to "The psychology of wisdom: an evolutionary interpretation" by Mihaly Csikszentmihalyi and Kevin Rathunde.

An archeological view of the science of learning

To tie all the ideas in the science of learning together into an evolutionary perspective refer to Steven Mithen's The Prehistory of the Mind: the cognitive origins of art, religion and science.

Section III: Culture and Nurture: How Our Ideas Shape Our Thinking

The evidence for this section comes from a convergence of findings in quantum physics, ecology, economics, the biological sciences, philosophy, political science and sociology. This section shows that within science there is a revolution underway in how science views Man, the planet and the universe. This revolution is leading to new models of the brain and mind, and economic and political models that are now starting to impact on how work gets done and complex economic and social phenomena are understood.

A Copernican Revolution and the New Sciences

An introduction to the revolution within the natural sciences for educators and laymen is Stephanie Pace Marshall's speech "Leaders, Learners and the Hero's Journey - Understanding the Dancer through Dance: Creating Sustainable Learning Communities for the 21st Century." This should be followed by the articles "Web World and the Turning of Times," by Sally Goerner; "Scientific Ideas and Education in the 21st Century," by Ash Hartwell; and "Back from Chaos," by Edward O. Wilson (Time permitting: this can be followed by reading Wilson's book Consilience: The Unity of Knowledge).

The ideas in these articles is expanded in the following: Lee Smolin's The Life of the Cosmos (Prologue, Intro., chpts. 1-6, 11, 14, 16, 17, 20 and the Epilogue), and Brian Greene's The Elegant Universe.

The Science of Complexity: possible guidelines for new models of learning

An introduction to complexity and what it may mean for education is John Cleveland's "Learning at the Edge of Chaos." This should be followed by Ash Hartwell's "Complexity Theory and Learning; Jerome Singer's "Mental Processes and Brain Architecture: Confronting the complex adaptive systems of human thought (an overview); and John Holland's "Can There Be a Unified Theory of Complex Adaptive Systems?"

Deeper readings on complexity, the brain, and learning are available in the following recommended books: Peter Coveney and Roger Highfield's Frontiers of Complexity (in particular refer to chpts. 1, 7, 8, and 9); Stuart Kauffman's At Home in the Universe (in particular chpts. 1, 11, and 12); and M. Mitchell Waldrop's Complexity: The Emerging Science at the Edge of Order and Chaos (in particular "Visions of the Whole," chpts. 1, 2 and 9).

How complexity theory is being applied to the "real world" of economics and business

Businesses and economists are grappling to develop new models based on the science of complexity. Refer to Dee Hock's "The Chaordic Organization: Out of Control and Into Order;" David Berreby's "Complexity Theory: Fact-Free Science or Business Tool?"; and Steven Durlauf's "What Should Policymakers Know about Economic Complexity?" We also recommend Paul Krugman's The Self-Organizing Economy (in particular the preface, chpts. 1-7).

The Strong Hand of Taylorism and the Cult of Efficiency

An introduction to this topic is Robert Kanigel's article from the Wilson Quarterly "Frederick Taylor's Apprenticeship." This article on Taylorism leads directly into David Labaree's chapter "The Carnegie Cult of Efficiency" in his book How to Succeed in School Without Really Learning. Joel Spring's The American School (chpts. 10, 11, and 12) details the influence of Taylorism on education in the United States. We recommend following this by reading Kanigel's book The One Best Way: Frederick Winslow Taylor and the Enigma of Efficiency (in particular the Prologue, Part 3 (the Creation) and Part 6 (Judgement Day). How Culture, Its Ideas, and Education Systems Influence the Human Mind

For a taste of the issues in this section refer to Meredith F. Small's Our Babies, Ourselves: How Biology Shapes the Way We Parent; Jerome Bruner's The Culture of Education; and Parker Palmer's "The Violence of our Knowledge: Towards a Spirituality of Higher Education."

Section IV: The Technologies of Information and Communication; Impact on Culture and Learning.

This section is based largely on research from computer technology centers, government agencies and businesses, and incorporates leading practice from around the world to show that the tools now available to children in both the home and school offer powerful learning alternatives to a simple reliance on classroom based instruction.

Interdependence

For a "big picture" overview of the power of the technologies of information and communication to influence culture and economies refer to Robert O. Keohane and Joseph S. Nye, Jr. "Power and Independence in the Information Age," from Foreign Affairs.

The Technologies of Information and Communication - the potential

John Tiffin and Lalita Rajasingham's In Search of the Virtual Class: Education in an Information Society provides an overview of the potential of ICT to impact on how education is delivered. This should be followed by Michael Dertouzos's What Will Be: How the New World of Information Will Change Our Lives. (In particular Intro., Chpts. 1, 2, 8, 13, 14 and the Appendix); Don Tapscott's "Educating the Net Generation," The Digital Economy, and Growing Up Digital. The final article in this section is the President's Committee of Advisors on Science and Technology's "Report to the President on the use of Technology to Strengthen K-12 Education in the United States."

The Technologies of Information and Communication - the pitfalls

For an overview to the potential dangers of ICT in the learning process refer to Todd Oppenheimer's "The Computer Delusion," and Jane Healy's Failure to Connect: How Computers Affect Our Children's Minds - for Better and Worse. This should be followed by Neil Postman's Technopoly: The Surrender of Culture to Technology.

Section V: Spontaneous Informal Learning; the Significance of the Home and Community

This section incorporates cross-disciplinary evidence to provide a history of how cultures have traditionally been transferred from generation to generation. The readings, from sociology, anthropology political science, and policy experience argue that, given the needs of post-industrial societies, schools alone are incapable of equipping children with the attitudes, skills and behaviors necessary for a rapidly changing society.

Parents, daycare and the learning needs of young children

This is one of the most contentious areas addressed in this curriculum. Within the scientific community, as this curriculum has shown, there is general agreement that the first few years of life are critical for the cognitive development of people over a life-span. At a policy level this has led many governments to work towards making child care more accessible and of a higher quality. Is this really in the best interest of children's learning? The introductory articles to this are from foundations associated with national governments.

They are "The Big Picture: Promoting children and young people's mental health," by the British Mental Health Foundation, and "Reversing the Real Brain Drain: Early Years Study," by the Canadian Institute for Advanced Research. These are followed by chapter 4 of Penelop Leach's Children First. The next two articles on this topic are "Why Encouraging Daycare Is Unwise" and "The Problem with Daycare" by Karl Zinsmeister which appeared in The American Enterprise in May/June 1998. Two final articles in this section are "The Battle over Child Care" from the Wilson Quarterly, and two articles from The Washington Post dealing with the politics of daycare in the United States.

The need to examine students' lives outside of school - the role of the community

The introductory reading to this section is John Abbott's "Children need Communities and Communities need Children" which appeared in Educational Leadership in 1995. There are two readings that deal specifically with why it is critical to look at childrens' lives outside of school if the goal of education is successful life-long learners. The first is chapters 3-4 of Laurence Steinberg's Beyond the Classroom, and this is followed by John Taylor Gatto's Dumbing Us Down, chapter three.

These should be followed up by three very brief articles which appeared in The Washington Post, and one that appeared in the Washington Times in the spring of 1999. A final article in this section is from Governing Magazine and its entitled "Could re-creating community be more important than raising test scores?" The final article is from The Washington Post and its entitled "More school, structure found in '90s child's life."

The Role of Fathers

The following articles address the issue of fathers and what role they play in the social and intellectual development of children. The first article is from Newsweek and its entitled "It's a Wise Father who Knows...his child." The second reading is an article from the Wilson Quarterly entitled "A World Without Fathers." The third reading is by David Blankenhorn and is chapters 1 and 4 of Fatherless America: confronting our most urgent social problem. The fourth reading is from Dan Kindlon and Michael Thompson's Raising Caine - chapter 5. The fifth reading is chapter 4 of Arlie Russell Hochschild's The Time Bind: when work becomes home and home becomes work. The final reading is a short series of articles from Sue Shellenbarger's Work and Family: essays from the "work & family" column of The Wall Street Journal.

Section VI: Education for What?

This final section addresses the philosophical issues that need to underpin education in democratic societies. It looks at the questions, problems and opportunities that today's young people will most likely be confronted with, and hopefully it will get you, the reader of this curriculum, to start thinking about what really should be the purpose of education.

The first article is Peter Drucker's "Beyond the Information Revolution" which appeared in the October 1999 issue of The Atlantic Monthly. The second article comes from The Atlantic Monthly and was written by Ted Halstead. It looks at "A Politics for Generation X." The third reading in this section comes from Neil Postman's book The End of Education: redefining the value of school. Postman addresses the question education for what head-on.

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21st Century Learning Initiative

http://www.21learn.org

mail@21learn.org