It had been a good three-day conference for the three hundred and twenty or so students at Atlantic College in South Wales. Billed as giving both the introductory talk, and the concluding lecture, I was to be the outside parts of an obviously rich and varied sandwich. But so stimulating had that conference been that […]
Profound truths are often so unsettling that people lose themselves in lengthy explanations that ultimately confuse, rather than clarify. This is a very human trait which starts as the youngest children begin to form straightforward explanations as to how they see ideas fitting together. But unless they replace such earlier ‘naive’ explanations as they […]
The exciting pace of 2002, 2003 and 2004 seemed all set to continue into 2005.
The start of 2001 was a time of excitement. Personally I had started to feel confident that, after the traumas of 1999 the initiative was building a firm base on which to push these ideas across the UK, and maybe elsewhere.
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”.
Bronowski’s (1973) ability to create a synthesis across multiple disciplines was the stimulant to Education 2000’s work
Education 2000 had become sufficiently well-known by 1987 for me to be invited to address the Annual Conference of the Confederation of British Industry (CBI) which was televised live with a studio audience of 1,800. This represented a massive step from a standing start of only two years before.
If not since the beginning of time, at least over the past half dozen millennia, older generations concerned about the future wellbeing of their societies have pondered the question (and the mystery) of how young people learn. So profound was Confucius’ observation two and a half thousand years ago; “tell me and I forget, show […]
Under pressure teachers may make things too easy for their pupils by relieving them of the necessity of finding things out for themselves. By dint of brilliant teaching they succeed in almost eliminating the learning process, so that pupils come to depend on the teacher, not on themselves. The more accomplished such teachers are in […]
“Doing it for your self” is a deeply engrained human instinct, something built up in the human genome over millions of years that increases our ability to survive. It’s about resilience, the determination that the more you can do for yourself, the more in control of your future you believe yourself to be. As […]
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