Monday, 28 March 2011
Michael Pawlyn: Using nature's genius in architecture | Video on TED.com
Michael Pawlyn: Using nature's genius in architecture Video on TED.com Not quite growing buildings but using ideas from nature to solve problems we face.
Charles Leadbeater on innovation | Video on TED.com
Charles Leadbeater on innovation Video on TED.com Main points to consider: - Is innovation the same as creativity? The terms were used simultaneously in this talk. - Leadbeater is arguing that innovation is no longer going to be a 'top down' imposition but will be created by the end users. How does this relate to education? Is it as much bas involving children in developing their own education? Is there more to it than this? http://www.ted.com/conversations/1481/how_can_we_empower_kids_to_res.html
Sunday, 13 March 2011
In Doubt We Trust
Interesting programme from Radio 4. http://www.bbc.co.uk/programmes/b00z2sl8
Considers how important some level of doubt or unknowing is in all areas of life but that in modern life how it is becoming less acceptable to have doubts.
The presenter tells a story about how Socrates told about a friend who went to see the Oracle and asked who was the wisest person in all of Athens. The Oracle told him that this was Socrates himself. Socrates was surprised when he heard this as all he knew is that the more that he discovered and found out, the more he realised he didn't know. He then realised that what the Oracle was saying is that to be wise is a realisation that you will never know everything. As described on philosophy pages, "Socrates concluded that he had a kind of wisdom that the other philosphers lacked: namely an open awareness of his own ignorance".
This made me thought aboutthe discussion I had with my MA tutor before I handed in my first assessed piece of work. I was telling him that as I had studied the subject, I had found that I was less and less sure of why I had decided to study it, what I was trying to write about or find out. My tutor laughted at this and told me to bascially get used to that feeling and that many PhD students go through a similar stage when writing their Thesis when they hardly know why they started writing it!
As a teacher, the challenge is to develop this understanding of wisdom within a system which values absolutes in knowledge.
Considers how important some level of doubt or unknowing is in all areas of life but that in modern life how it is becoming less acceptable to have doubts.
The presenter tells a story about how Socrates told about a friend who went to see the Oracle and asked who was the wisest person in all of Athens. The Oracle told him that this was Socrates himself. Socrates was surprised when he heard this as all he knew is that the more that he discovered and found out, the more he realised he didn't know. He then realised that what the Oracle was saying is that to be wise is a realisation that you will never know everything. As described on philosophy pages, "Socrates concluded that he had a kind of wisdom that the other philosphers lacked: namely an open awareness of his own ignorance".
This made me thought aboutthe discussion I had with my MA tutor before I handed in my first assessed piece of work. I was telling him that as I had studied the subject, I had found that I was less and less sure of why I had decided to study it, what I was trying to write about or find out. My tutor laughted at this and told me to bascially get used to that feeling and that many PhD students go through a similar stage when writing their Thesis when they hardly know why they started writing it!
As a teacher, the challenge is to develop this understanding of wisdom within a system which values absolutes in knowledge.
Wednesday, 9 March 2011
The Way Forward
Interesting course today led by Trevor Hawes, he of all the Neuro-science stuff of which I am so sceptical.
He did a great synopsis of the challenges currently facing us in Primary education but also painted a fairly positive picture of how we can make the most of the situation. Whatever we think of the political situation, we can get along in the system and do the best as we see it.
As always there are many changes facing us and may of these are still in their embryonic phase and changing all the time. For example, the plans to get rid of Schools Sports Partnerships ended up being scrapped. I was made more aware than ever of the very difficult position we find ourselves in as educators, between government policy, educational research and our own aims based on the children in front of us. I am somewhat heartened by Gove's focus on the 'Importance of teaching', particularly as it seems to go hand-in-hand with a slackening of 'top-down' control. Of course I can see the link between good teaching and good outcomes for children. So, as always the focus is on improving teaching. We need to have a look at how we can tweak our CPD so that we are putting teachers more in control of their own learning. More emphasis on action research and coaching.
As far as the curriculum is concerned, I have no problem with the focus on Lit, maths and science and I can also see the importance of PE and music. History? Not entirely sure that I see that it should have status over Geography, DT, Arts? It looks like there will be enough freedom within whatever curriculum is devised for us to develop what we need.
One of the main things I took away is that I need to look beyond the news headlines about changes to education. In most of the cases outlined, the actual policy allows much more freedom and is much less scary than the news would have us believe.
Still not sure about the neuro-science though...
He did a great synopsis of the challenges currently facing us in Primary education but also painted a fairly positive picture of how we can make the most of the situation. Whatever we think of the political situation, we can get along in the system and do the best as we see it.
As always there are many changes facing us and may of these are still in their embryonic phase and changing all the time. For example, the plans to get rid of Schools Sports Partnerships ended up being scrapped. I was made more aware than ever of the very difficult position we find ourselves in as educators, between government policy, educational research and our own aims based on the children in front of us. I am somewhat heartened by Gove's focus on the 'Importance of teaching', particularly as it seems to go hand-in-hand with a slackening of 'top-down' control. Of course I can see the link between good teaching and good outcomes for children. So, as always the focus is on improving teaching. We need to have a look at how we can tweak our CPD so that we are putting teachers more in control of their own learning. More emphasis on action research and coaching.
As far as the curriculum is concerned, I have no problem with the focus on Lit, maths and science and I can also see the importance of PE and music. History? Not entirely sure that I see that it should have status over Geography, DT, Arts? It looks like there will be enough freedom within whatever curriculum is devised for us to develop what we need.
One of the main things I took away is that I need to look beyond the news headlines about changes to education. In most of the cases outlined, the actual policy allows much more freedom and is much less scary than the news would have us believe.
Still not sure about the neuro-science though...
Sunday, 6 March 2011
The Urge to Lead
It has been uncanny reading Dickens' 'A Tale of Two Cities' whilst revolution has been sweeping the Middle East. Dickens was writing in the 19th century about the 17th Century and yet there are certainly similarities between what he writes about and what is happening now. In both Pre-revolutionary France and the states of the Middle East, rulers have imposed strict controls on their subjects, limited their autonomy and enjoyed wealth that their people did not. The desire to rule seems very strong. Even military leaders, overthrowing a dictator, often seem to take their place and go onto to take power themselves. Dickens comments on this in Tale of Two Cities with the Revolutionary Leaders taking the place of the Monarchy. Similarly, in Libya, Gaddafi went from overthrowing Monarchy to himself taking power and the honorary title of "Brotherly Leader and Guide of the first September Great Revolution of the Socialist People's Libyan Arab Jamahiriya". Now he is the longest "serving" ruler. Even though he thinks Queen Elizabeth II has been in 'power' longer! What is it about being in control that makes people want to cling on so much?
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