Articles by 21st Century Learning Initiative

There comes a time in an individual’s, or institution’s, life when a juxtaposition of what is going on in our own life coincides with significant ... Read on

An explanation of why, in the light of recent research on the nature of human learning, the present Western, essentially Anglo, system of schooling is both upside down in terms of its distribution of resources, and inside out in terms of its excessive dependence on school-as-place; on formal as opposed to informal learning, and on the teacher as instructor rather than as facilitator.

A strategy document outlining the Initiative’s future aims particularly with regards to the pre-publication edition of John Abbott’s new book Overschooled but Undereducated: Society’s Failure ... Read on

At recent conferences I had promised to put up a fuller Bibliography for people wishing to pursue further the issues raised in presentations. To publish ... Read on

The Initiative’s extensive, international lecture programme presents a vision of new learning environments rooted in the latest research and best practice from around the world. ... Read on

Everyone taking this course will have already carefully considered the arguments set out in The Unfinished Revolution. They will broadly accept that new understanding about human learning should enable us to discuss how to create models of learning that “go with the grain of the brain”.

This section of the training program will provide evidence from a convergence of findings in the evolutionary and brain sciences to show that many of our current arrangements for learning are based on limited or even faulty assumptions about how the brain naturally functions, and how young people become responsible adults.

It is becoming clear to a growing number of policy makers, business people, educators and the general public in North America, Europe and elsewhere that successful education in the 21st century requires helping all children move well beyond just the traditional goals of literacy and numeracy.

If the Discontinuities Presented in the Program are so Clear then why are things so slow to Change?

Learning is a complex activity that transforms the lives of individuals and communities. Learning happens when information and understanding are integrated.