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1) Lauren B. Resnick. “Learning in School and Out.” Educational Researcher. (December 1987).
2) Professor Robert Putnam. White House Publications. Remarks by the President and the Participants in First Session of Economic Summit. The East Room April 5, 2000. (Washington: The White House Office of the Press Secretary).
3) Arnold Langbo. “The White House Conference on Early Childhood Development and Learning.” (Washington: The Office of the President), 4-17-97.
Technology
1) John Seely Brown and Paul Duguid. The Social Life of Information. (Boston: Harvard Business School Press), 2000.
2) Aharon Aviram. “Integrating ICT and Education in Israel for the Third Millennium.” The Background Paper for the international conference Education in the Age of the Information Revolution: Opportunities and Challenges. (June 2000).
3) President’s Committee of Advisors on Science and Technology. “Report to the President on the use of Technology to Strengthen K-12 Education in the United States.” (Washington, DC: Office of the President), 1997.
Put all this together and it supports the contention that we currently have an “upside down and inside out” model of education
1) John Abbott and Terry Ryan. The Unfinished Revolution: Learning, human behavior, community and political paradox. (Virginia: ASCD Press), 2001.
Future strategy
1) The Policy Paper produced by the 21st Century Learning Initiative for the North of England Education Conference, January 1999.
Creativity and community regeneration
1) National Advisory Committee on Creative and Cultural Education. All Our Futures: Creativity, Culture and Education. (London: DfEE), 1999.
2) Robert J. Sternberg, (ed.). The Nature of Creativity. (Cambridge: Cambridge University Press), 1988.
3) Amitai Etzioni. The New Golden Rule. (New York: Basic Books), 1996.
The myth of history
1) Seymour B. Sarason. The Predictable Failure of Educational Reform. (San Francisco: Jossey-Bass), 1990.
2) Larry Cuban. How Teachers Taught. (New York: Teachers College Press), 1993.
3) Clyde Chitty. The Education System Transformed. (Manchester: Baseline Book Company), 1999.
Yes, yes, can’t disagree with anything (well, maybe the inclusion of #4). But why is the 21st Century Learning Initiative still not talking about the importance of teaching students the skills, understandings and attitudes they will need to create the best possible future in a carbon-constrained and climate-changed world?
Everything you say could well become moot (as in, having no practical significance) if the climate change emergency turns to catastrophic global famines due to floods, droughts, heat waves, extreme weather, etc. As we sit around wondering how to improve education for our young people, we are making the Arctic summer sea ice disappear, taking with it the “air conditioner” of the northern hemisphere’s summer growing season.
If we aren’t teaching our students how to grow their own locally resilient food, collect their own clean drinking water, and generate their own energy, then we are being negligent.
You guys realize you are talking about Montessori, don’t you? Sensitive periods, prepared environment, self-directed exploration, small group and various ages, etc. For elementary years, big intellectual work (self chosen) naturally goes on. The teens take on lesser intellectual work and more society creating work – self-directed – called Erdkinder.
Wy reinvent the wheel? Maria Montessori already got this.