The Initiative’s extensive, international lecture programme presents a vision of new learning environments rooted in the latest research and best practice from around the world. This vision strikes a chord in audiences who understand and care about young people. Such people say, “we can’t know all this and do nothing.” Groups want to know more […]
Everyone taking this course will have already carefully considered the arguments set out in The Unfinished Revolution. They will broadly accept that new understanding about human learning should enable us to discuss how to create models of learning that “go with the grain of the brain”.
The Initiative focuses on the issue of community at the very beginning of this program for several reasons. One is pre-eminent…children in the Western World spend no more than 20 percent of their waking hours in a classroom between the ages of five and 18-years.
This section of the training program will provide evidence from a convergence of findings in the evolutionary and brain sciences to show that many of our current arrangements for learning are based on limited or even faulty assumptions about how the brain naturally functions, and how young people become responsible adults.
It is becoming clear to a growing number of policy makers, business people, educators and the general public in North America, Europe and elsewhere that successful education in the 21st century requires helping all children move well beyond just the traditional goals of literacy and numeracy.
Introduction The last decades of the 20th century saw countries around the world make the dramatic transition from closed, state-dominated, economies towards open, free-market, economies. The British Chancellor of the Exchequer, Gordon Brown, captured the scale of these changes in a speech he gave in the summer of 2000 when he noted, “Over the last […]
It is now obvious to those working in the fastest growing segments of the increasingly global economy that work at the beginning of the 21st century is radically different.
If the Discontinuities Presented in the Program are so Clear then why are things so slow to Change?
This curriculum was delivered to a group of primary heads in the London borough of Hammersmith and Fulhman. The course was the result of a partnership between the Hammersmith and Fulhman LEA, the Initiative and the Esmee Fairbain Foundation. Introduction New understandings about the brain; about how people learn; about the potential of information and […]
Introduction Nine years ago the Israeli Ministry of Education reached two basic conclusions concerning the role of ICT (Information and Computer Technology) in education: ICT will be the medium of education in the foreseeable future, and will change many aspects of the education system as we have known it in the twentieth century. ICT should […]
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