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.
Knowing what we now know we no longer have the moral authority to carry on doing what we have always done
If we apply the wrong model of learning for the best of reasons, we will never get the results we seek
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 […]
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