By Ursula Ahern
Have you requested your self, "Why will we do this?" while confronted with the daily realities of college, akin to record playing cards, standardized assessments, or textbooks? likelihood is, while you are like so much americans, you have not. William Spady has, besides the fact that, and in past Counterfeit Reforms he questions the dead-end assumptions of yankee schooling. He asserts a suite of 5 "research realities" that are supposed to be the basis of any actually learner-centered approach: Human strength, Human studying, domain names of residing, destiny stipulations, and existence functionality. not just does Spady completely articulate the undesirable information concerning the deep organizational flaws in our faculties, yet he develops the version of a complete studying Community--a profoundly compelling description of a potential schooling and society which makes present reform equipment glance superficial and inaccurate compared.
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Extra resources for Beyond Counterfeit Reforms
There we were, the United States of America—a country that prided itself as being the “most advanced” on the planet, having already successfully sent several crews of astronauts to the moon and back—recommending in the name of “excellence” that it continue to entrust its young people into the foreseeable future to schools modeled on the thinking, tools, and knowledge base of nearly a century before—a time of no automobiles, no airplanes, no rockets, no satellites, no radios, no television, no tape recorders, no home freezers, no computers, no Internet, no brain research, no laser surgery, no digital anything, no Palm Pilots, no cell phones, no deeper understanding of human learning or potential.
The answer to the second lies in chapters 1 through 3 and 7 through 12. They offer a vision of a learning system that focuses on the future, empowers all learners, and elevates the meaning of education far beyond its traditional constraints. May this vision inspire and motivate all of us to move beyond counterfeit reforms to forge an authentic future for all learners. Page 1 MOVING BEYOND EDUCATION'S DEAD END CHOICE The world today's high school seniors face is profoundly different from the 1983 world that (Theodore) Sizer's seniors faced, and it is completely unlike the world of 1893 when the Committee of Ten did its work.
Many questions swirled in my head—questions that seemed to challenge my every assumption about schools and learning—questions that compelled me to step back from more than twenty years of professional experience and completely reconsider the Who, What, When, Where, Why, and How of what we do in the name of education. Now a decade later, Bill has replicated the genuinely awesome character of that presentation in this book. But on a broad scale his critical questions remain unaddressed and unanswered by us.