By Douglas Thomas
The twenty-first century is a global in consistent switch. In a brand new tradition of studying, Doug Thomas and John Seely Brown pursue an figuring out of ways the forces of switch, and rising waves of curiosity linked to those forces, encourage and invite us to visualize a way forward for studying that's as robust because it is optimistic.
Typically, once we consider tradition, we predict of an latest, good entity that alterations and evolves over lengthy sessions of time. In a brand new tradition, Thomas and Brown discover a moment feel of tradition, person who responds to its atmosphere organically. It not just adapts, it integrates turn out to be its strategy as one in all its environmental variables. by way of exploring play, innovation, and the cultivation of the mind's eye as cornerstones of studying, the authors create a imaginative and prescient of studying for the longer term that's available, scalable and one who grows besides the know-how that fosters it and the folk who interact with it. the result's a brand new kind of tradition within which wisdom is obvious as fluid and evolving, the non-public is either more desirable and sophisticated relating to the collective, and the power to control, negotiate and perform the area is ruled via the play of the imagination.
Replete with tales, it is a booklet that appears on the demanding situations that our schooling and studying environments face in a clean manner.
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Additional resources for A New Culture of Learning: Cultivating the Imagination for a World of Constant Change
But is public versus private really the best way to frame the distinction anymore? Perhaps the fact that the boundary between the two is becoming so permeable indicates a need for a new way to think about the differences between them. We suggest a framework that has elements of both but involves intertwining and remixing—rather than opposing—domains: the personal combined with the collective. The personal is the basis for an individual’s notions of who she is (identity) and what she can do (agency).
At the very least, he decided, he needed to figure out how to regain control of his classroom. And then Doug read the students’ final exams. Every single paper was filled with examples from the students’ own experiences in the game woven together with readings that had never been addressed in class, either through lecture or discussion. And the students weren’t just repeating theory or quoting from source material, either—the examples were very rich and highly textured. They referenced Donna Haraway, Langdon Winner, Sherry Turkle, and, yes, even Martin Heidegger.
What it really assessed was which of the two sources was more stable. If the study had viewed the question as one of embracing change, the conclusion would have been just the opposite: that Wikipedia and Encyclopedia Britannica are more or less equally erroneous—neither one gets it right. 7 The problem is magnified when you consider information that is not just factually wrong but has become outdated. Making knowledge stable in a changing world is an unwinnable game. What happens when a nation’s name changes or borders are moved?
A New Culture of Learning: Cultivating the Imagination for a World of Constant Change by Douglas Thomas