#Change11 Can children educate themselves? Of course!

This post on how children educate themselves sounds interesting.   Can children educate themselves.  Of course.  However, what does it mean by education by themselves?

This led me to ask more questions than having answers to how children educate themselves.  My questions evolved on how the graduates of the school would adapt to a world where “power” and “socialization” are shaped totally differently from that of the “ideal school”.  The hiring and firing of teachers in such a school (with “one year contract”) seems to me that teaching is based on a “customer” first perspective, which may have lots of implications.  What happens if the students are not performing and learning?  Are the teachers responsible for their learning, because they are not “liked” by their students?  Would this lead to a “teacher’s contest”?  What makes the difference between a “like-able” and “unlike-able” teacher?  Are the criteria for “teaching” and “learning” open, transparent and “educational” within such an education system? How will the teacher help and support students in school?  What criteria are used to establish the effectiveness of teaching and learning in such schools?

A democratic education and learning system is great provided that the rules are truly made for the sake of education, with the benefits and value of learning for learners in an education system, with purposes of education as mentioned: socialization, academic and developmental.

Otherwise, the true meaning of education is lost, when students found that what they have learnt through education wasn’t equipping them with the competencies and capability necessary for personal growth and the real world. Here they found that they have to compete with others when they are in the real world of business, and that there are certain accountability and responsibilities that they have to meet at work.

We might have a lot of happy students, but if students have not learnt what might be required in the real world, at work, or when they are expected to learn independently, what would happen?  If students are not ready to solve problems, or to connect and socialize with others, because they have been brought up in a different world, then would we need to question the assumptions behind such an education?.  This may be the paradox we are facing with education and learning in an ever changing education ecology.

This may be a different story if it is education of adults.

Photo: Hiking Artist.com

Learning How the Brain Learns – My response

Is emotional thought the platform for learning, memory, decision making & creativity?  Through experience, do we establish such beliefs?
About education: have you watched this?
Neuroscience research, cognition process, a person’s mind, school, education….these sound related, and seem interconnected.  But how did we conclude with those researches? More activities (physical, cognitive, thinking), more neurons in action, in connection, more learning?  That sounds great, based on our past life experience, with games providing rich learning experience, isn’t it?  But this comes with also great assumptions behind…
How could we “isolate” one factor in learning from another?  The emotions and cognitions are always part of the learning equation. Without emotions, the thinking would rely much on the pure analysis, and this would be similar to a machine or a computer program, which gives you the “perfect answer”, the (MCQ) MULTIPLE CHOICE QUESTION type of answer.  Doesn’t it sound right in education?  May be for examination and tests.   But, what has or hasn’t been learnt?  When I was young, someone who “rolled” a pencil and got the right answer in MCQ could get the same results as me thinking through the questions and then answer.  What can I claim from such an experiment?  One who rolled the pencil didn’t learn, but I did.  However, it is the outcome that we seem to be interested, and we conclude that the one who rolled the pencil did learn (or performed as good as I did) because we got the same result. Right?  Wrong!
The marshmallow experiment did show the effect of the importance of self-control in leading to successful learning (or even a successful life), to some extent, I think, but what are the cause and effect of self-control to emotional intelligences and personal successes?  What were the assumptions behind that experiment?  How would the scientists conclude with those who exercise “self-controlled” did better?  Was that so simple?  Who exercises the control, or the self-control? At work, is self-control that easily isolated for study – in terms of EQ?
In summary, I think there are lots of great findings and new discoveries with these scientific researches.  However, have we identified the factors that have led to “effective” and “successful” learning as yet, based on the neuroscience research?  What assumptions have we (you) made in the claims? What are our experiences and perceptions on these findings, education and learning, in schools settings, and in social networked learning?  Are those findings reliable?
John

CCK09 Neuroscience Research

This Neuroscience research goes deeper into the brain

Conduct basic research on such questions as how the brain builds and loses memory, and how the visual system develops.

The Plastic Brain: UAB Neuroscientists Stretch the Boundaries of the Mind

UAB scientists on the cutting edge of neuroscience discuss their mind-bending research.

NextWorld – Neuro Genesis

Would you like to be able to learn a new language like you could when you were a child?  It will be possible in the future, but you might forget who your spouse is.