Over the course of many lectures given between 1993 and 1994, the conflict between what Education 2000 was recommending, and the increasing pressure to work to the prescriptive requirements of the National Curriculum, encouraged the Trust to define learning as … “a reflective activity which enables the learner to draw upon previous experience to understand and evaluate the present, so as to shape future action and formulate new knowledge”.
Presentation on the changing relationship of home-based learning to class room instruction
Contrary to many a childhood memory, learning is not an alien activity which has to be imposed on humans; rather it is a set of instincts and predispositions as fundamental to the human condition as sex or survival.
A 1995 Report
Based on diverse research in cognitive and neurological science available in the mid-90s
Fascinating, and Gerald Edelman’s first reference to Neural Darwinism
Our first publication, see enthusiastic review from the Sunday Telegraph
While all children need both a body of knowledge and some basic skills to enable them to be functionally literate, a rapidly changing society demands that young people be able to rise above such rote, factual levels to think critically, and creatively; to be flexible, and spontaneously to be able to solve ill structured, ambiguous problems in areas in which they have little first hand information.
An incomplete, but most interesting paper, challenging the structure of schooling
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