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Learning

The Messiness of Human Learning

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.

Understanding the Research: The Synthesis, 1996

If we apply the wrong model of learning for the best of reasons, we will never get the results we seek

Learning Makes Sense through to the central thesis

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”.

Winning Friends and Influencing People

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.

Facing an Inconvenient Truth and Doing something about it

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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