marion brady
[email protected]
I stole this post from the UnschoolingDiscussion list.
http://home.cfl.rr.com/marion/mbrady.html
A. has no clear, overarching aim
B. does not respect the brain's need for order and organization
C. neglects important fields of study
D. disregards the inherent seamlessness of knowledge
E. fails to move students through ever-increasing levels of complexity
F does not distinguish between degrees of importance of content
G. insufficiently relates to real-world experience
H. neglects higher-order thought processes
J. unduly emphasizes symbol manipulation skills
K. has no built-in self-renewing capability
L. is overly dependent on extrinsic motivation
M. makes unreasonable demands on memory
N. lacks a comprehensive vocabulary shared by all educators
O. assigns students an unnatural, passive role
P. fails to put specialized studies in holistic perspective
Q. does not encourage novel, creative thought
R. penalizes rather than capitalizes on student variability
S. encourages simplistic methods of evaluation
T. neglects the basic knowledge-creating process
U. fails to address ethical and moral issues
All of this matters a lot for designing a curriculum that is going to
be "used on" students who are required to be "in school." What a
great world it would be, if this kind of thinking about schooling was
pervasive.
But the ONLY one that really matters to unschoolers is "O" - assigns
students an unnatural, passive role.
Unschooling could almost be defined as the opposite of that - it is
allowing children their "natural, active role" in their own learning.
If we do that well, ALL the rest of Brady's points will take care of
themselves.
-pam
~Kelly
Kelly Lovejoy
Conference Coordinator
Live and Learn Unschooling Conference
http://liveandlearnconference.org
"The hardest problem for the brain is not learning, but forgetting. No
matter how hard we try, we can't deliberately forget something we have
learned, and that is catastrophic if we learn that we can't learn."
~Frank Smith
http://home.cfl.rr.com/marion/mbrady.html
>He says, about school curriculum:
> Marion Brady writes along these lines.
A. has no clear, overarching aim
B. does not respect the brain's need for order and organization
C. neglects important fields of study
D. disregards the inherent seamlessness of knowledge
E. fails to move students through ever-increasing levels of complexity
F does not distinguish between degrees of importance of content
G. insufficiently relates to real-world experience
H. neglects higher-order thought processes
J. unduly emphasizes symbol manipulation skills
K. has no built-in self-renewing capability
L. is overly dependent on extrinsic motivation
M. makes unreasonable demands on memory
N. lacks a comprehensive vocabulary shared by all educators
O. assigns students an unnatural, passive role
P. fails to put specialized studies in holistic perspective
Q. does not encourage novel, creative thought
R. penalizes rather than capitalizes on student variability
S. encourages simplistic methods of evaluation
T. neglects the basic knowledge-creating process
U. fails to address ethical and moral issues
All of this matters a lot for designing a curriculum that is going to
be "used on" students who are required to be "in school." What a
great world it would be, if this kind of thinking about schooling was
pervasive.
But the ONLY one that really matters to unschoolers is "O" - assigns
students an unnatural, passive role.
Unschooling could almost be defined as the opposite of that - it is
allowing children their "natural, active role" in their own learning.
If we do that well, ALL the rest of Brady's points will take care of
themselves.
-pam
~Kelly
Kelly Lovejoy
Conference Coordinator
Live and Learn Unschooling Conference
http://liveandlearnconference.org
"The hardest problem for the brain is not learning, but forgetting. No
matter how hard we try, we can't deliberately forget something we have
learned, and that is catastrophic if we learn that we can't learn."
~Frank Smith