This book synthesizes an array of research and shows how these insights can contribute to a better understanding of human learning, especially as this relates to adolescence. By mis-understanding teenagers’ instinctive need to do things for themselves, society is in danger of creating a system of schooling that so goes against the natural grain of […]
The 99 Theses was completed shortly before writing for Overschooled but Undereducated began. Each of the 99 Theses is written around a theme, the idea being that readers can dip in and out while still seeing the whole picture. During the run-up to the publication of Overschooled but Undereducated in late 2009 we will be […]
This article reviews two books; The Myth of Homework: Why our kids get too much of a bad thing by Alfie Kohn and The Case Against Homework: How homework is hurting our children and what we can do about it by Bennett & Kalish Few topics generate more conversation at the school gate than homework but there […]
This is a 21st Century Learning Initiative sort of book, a masterly synthesis which, like the work of the Initiative, brings together research from a broad range of disciplines to examine one of the fundamental big questions“Where do I come from?”
The first contention of The Unfinished Revolution is simple: humans are born to learn, and learning is what we are better at than any other species. Subsequently, if those working to improve education don’t have a good grasp of where we come from as a species, then it will be difficult to chart a course for where we want to go.
The main thrust of Currie’s disturbing critique about the alienation of much American youth towards their parents, their schools and the highly competitive atmosphere in which they find themselves trapped, is that being white and affluent is no longer any protection against the perils of adolescence. He is eloquent about his nation’s almost complete denial of the scale of the problem. The arguments he hears from all sides often boil down to, ‘Surely being middle class is the solution, not the problem? It doesn’t happen to our kids, it happens to … well, their kids.’
Review of The Educated Mind: How Cognitive Tools Shape Our Understanding, by Kieran Egan. (Chicago:University of Chicago Press, 1997). Prepared by James D. MacNeil for the 21st Century Initiative.
Over the past six months or so, I’ve found myself considering my options for what I should do after completing my PhD thesis. An academic post, perhaps? Teaching? A job in any of the other myriad of careers that interest me? All these options appeal to greater or lesser degree, but none of them feel as if they fit quite right. Not at this particular point in my life, at any rate. Ever since I can remember—but with some notable exceptions—I’ve either been in school or working in professional situations, wholly directing my mind towards broadly intellectual or specifically academic ends. Now I can feel that part of me beginning to tire, to cry out for some variation, a fallow period in which it can recover its strength and vigour.
We are very pleased to be publishing a PDF manuscript of the previously unpublished Master and Apprentice: Reuniting Thinking with Doing.
Reading [the manuscript for Master and Apprentice] has been a gale of fresh air and most reassuring for my sense of sanity. If your book receives many nods of recognition, much polite applause and then gathers dust on concerned people’s bookshelves, one of my worst fears will have been realised. Your book calls for action and challenges the complacency and apathy that haunts these times.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.