Comments on: What is weighing down learning? http://www.jarche.com/2007/05/what-is-weighing-down-learning/ Learning & Working on the Web Fri, 19 Mar 2010 11:58:34 -0300 http://wordpress.org/?v=2.8.4 hourly 1 By: Glen Gatin http://www.jarche.com/2007/05/what-is-weighing-down-learning/comment-page-1/#comment-191829 Glen Gatin Sat, 28 Nov 2009 20:07:15 +0000 http://www.jarche.com/?p=1174#comment-191829 Add the weight of a shadow...Organizational shadow that is. "Organization Shadow is understood as facts which organizations wish to deny about themselves, due to the threat posed to self-image and self-understanding and, more generally, the need to be viewed in a favourable light by others. The Shadow is repressed, and, as unconscious content, is projected onto others, often those who are incapable of resisting it." Bowles, M. (1991). Organizational shadow. Organization Studies, 12(3), 387-404. doi: 10.1177/017084069101200303 Add the weight of a shadow…Organizational shadow that is.
“Organization Shadow is understood as facts which organizations wish to deny about themselves, due to the threat posed to self-image and self-understanding and, more generally, the need to be viewed in a favourable light by others. The Shadow is repressed, and, as unconscious content, is projected onto others, often those who are incapable of resisting it.”

Bowles, M. (1991). Organizational shadow. Organization Studies, 12(3), 387-404. doi: 10.1177/017084069101200303

]]> By: Curriculum is Not the (Whole) Problem | Aaron Silvers http://www.jarche.com/2007/05/what-is-weighing-down-learning/comment-page-1/#comment-190413 Curriculum is Not the (Whole) Problem | Aaron Silvers Fri, 28 Aug 2009 14:54:45 +0000 http://www.jarche.com/?p=1174#comment-190413 [...] So this brings me back to the wall Harold alludes to. I believe the scope of the problem is more dense than just that there’s so much more to “know” than we can possibly ever learn. These statements are, if you connect the same dots I’m connecting, supported by Harold himself (thanks for the link, Harold!) in “What is Weighing Down Learning“: [...] [...] So this brings me back to the wall Harold alludes to. I believe the scope of the problem is more dense than just that there’s so much more to “know” than we can possibly ever learn. These statements are, if you connect the same dots I’m connecting, supported by Harold himself (thanks for the link, Harold!) in “What is Weighing Down Learning“: [...]

]]> By: Harold http://www.jarche.com/2007/05/what-is-weighing-down-learning/comment-page-1/#comment-121715 Harold Thu, 24 May 2007 10:24:48 +0000 http://www.jarche.com/?p=1174#comment-121715 Thanks, Roy, I'll follow-up on these links. Thanks, Roy, I’ll follow-up on these links.

]]> By: roy williams http://www.jarche.com/2007/05/what-is-weighing-down-learning/comment-page-1/#comment-121709 roy williams Thu, 24 May 2007 09:03:02 +0000 http://www.jarche.com/?p=1174#comment-121709 There is an interesting and useful approach to learner-centric education, which circumvents many of these issues, and remains empirical and practical: Its the 'non-method' of Maria Montessori. She had a neat approach, and when asked "what is the Montessori method"? she said: "There's no such thing, just follow the child". [... which resonates with Bruno Latour's 'Actor-network theory', if you're interested in research methodology]. She spent many years following children, and trying to tempt them into learning with wonderful (3D)'learning objects' that she created, most spectacularly the Trinomial Cube [<a href="http://www.montessoriworld.org/sensory/strinom.html" rel="nofollow">http://www.montessoriworld.org/sensory/strinom.html</a>], which is a 3D instantiation of the Trinomial Theorem (there's also a Binomial Cube). The pity is that many 'Montessori' teachers dont follow either her advice, or the childen, and even fewer of them have the mathematical imagination to create a multi-coloured Trinomial Cube. There is an interesting and useful approach to learner-centric education, which circumvents many of these issues, and remains empirical and practical: Its the ‘non-method’ of Maria Montessori. She had a neat approach, and when asked “what is the Montessori method”? she said: “There’s no such thing, just follow the child”. [... which resonates with Bruno Latour's 'Actor-network theory', if you're interested in research methodology].

She spent many years following children, and trying to tempt them into learning with wonderful (3D)’learning objects’ that she created, most spectacularly the Trinomial Cube [http://www.montessoriworld.org/sensory/strinom.html], which is a 3D instantiation of the Trinomial Theorem (there’s also a Binomial Cube). The pity is that many ‘Montessori’ teachers dont follow either her advice, or the childen, and even fewer of them have the mathematical imagination to create a multi-coloured Trinomial Cube.

]]> By: OLDaily[中文版] » Blog Archive » 2007å¹´5月23æ—¥ http://www.jarche.com/2007/05/what-is-weighing-down-learning/comment-page-1/#comment-121707 OLDaily[中文版] » Blog Archive » 2007å¹´5月23æ—¥ Thu, 24 May 2007 08:31:55 +0000 http://www.jarche.com/?p=1174#comment-121707 [...] Jarche, Weblog May 23, 2007 [原文链接] [标签: Push versus Pull, Online Learning] [...] [...] Jarche, Weblog May 23, 2007 [原文链接] [标签: Push versus Pull, Online Learning] [...]

]]> By: Educational Discourse » Blog Archive » Can we move a rubber tree plant? http://www.jarche.com/2007/05/what-is-weighing-down-learning/comment-page-1/#comment-121324 Educational Discourse » Blog Archive » Can we move a rubber tree plant? Tue, 22 May 2007 17:48:06 +0000 http://www.jarche.com/?p=1174#comment-121324 [...] came across an interesting piece over at Harold Jarche’s site. What is weighing down learning? looks at some interesting ideas concerning the inertia of our modern educational system. Now, I [...] [...] came across an interesting piece over at Harold Jarche’s site. What is weighing down learning? looks at some interesting ideas concerning the inertia of our modern educational system. Now, I [...]

]]> By: Kelly Christopherson http://www.jarche.com/2007/05/what-is-weighing-down-learning/comment-page-1/#comment-121228 Kelly Christopherson Tue, 22 May 2007 15:38:34 +0000 http://www.jarche.com/?p=1174#comment-121228 I would agree with some of the underlying assumptions. However, we are still very much driven with by a society that hasn't moved out of the industrial mindset. As much as we say that things are flattening and changing, much of what happens in the day-to-day life of many N.A. people is still following the same system as it did years ago. Until society changes its view of what schooling is all about and we can come to grips with a youth population that thinks very differently, the present system will prevail with all its flaws. As I deal with students and parents as an administrator, we are seeing a different type of parent - one that wants to protect their child from all ills and consequences to the point where they will take the blame for what the child does. At present, compulsory education now allows both parents to seek employment without incurring the cost of childcare and, with the advent of school extra-curricular programming, provides parents with after-school care so that there is little out of pocket expense. With the advent of childlabour laws, there is little that children can do but go to school unless one parent stays home which, in our society of excess, isn't necessarily the norm. Marco Polo asks "Who gets to decide?" Is he implying that children get to decide whether they go to school? As I've wondered in other discussions, have we entered an era when adults, wanting to enjoy the wonders that our society is creating, are wanting to divulge themselves of the responsibility of raising the youth therefore giving them the choice of what they do with the idea that society, with its market mentality, will provide the appropriate consequences if the decisions are not in line with what society will tolerate based on the ideals that society, with its morales and values, will dictate what is allowable and not allowable. Of course, I could be out to lunch! I would agree with some of the underlying assumptions. However, we are still very much driven with by a society that hasn’t moved out of the industrial mindset. As much as we say that things are flattening and changing, much of what happens in the day-to-day life of many N.A. people is still following the same system as it did years ago. Until society changes its view of what schooling is all about and we can come to grips with a youth population that thinks very differently, the present system will prevail with all its flaws. As I deal with students and parents as an administrator, we are seeing a different type of parent – one that wants to protect their child from all ills and consequences to the point where they will take the blame for what the child does. At present, compulsory education now allows both parents to seek employment without incurring the cost of childcare and, with the advent of school extra-curricular programming, provides parents with after-school care so that there is little out of pocket expense. With the advent of childlabour laws, there is little that children can do but go to school unless one parent stays home which, in our society of excess, isn’t necessarily the norm. Marco Polo asks “Who gets to decide?” Is he implying that children get to decide whether they go to school? As I’ve wondered in other discussions, have we entered an era when adults, wanting to enjoy the wonders that our society is creating, are wanting to divulge themselves of the responsibility of raising the youth therefore giving them the choice of what they do with the idea that society, with its market mentality, will provide the appropriate consequences if the decisions are not in line with what society will tolerate based on the ideals that society, with its morales and values, will dictate what is allowable and not allowable. Of course, I could be out to lunch!

]]> By: Marco Polo http://www.jarche.com/2007/05/what-is-weighing-down-learning/comment-page-1/#comment-121169 Marco Polo Tue, 22 May 2007 04:05:19 +0000 http://www.jarche.com/?p=1174#comment-121169 Albert ends his article with the "real" question: What should the education system for our kids be? I wonder if there isn't another question hiding behind this one: Who gets to decide? I haven't read Spady's stuff, but <a href="http://www.johntaylorgatto.com/underground/index.htm" rel="nofollow">John Gatto</a> suggests the present system of compulsory education arose at a time when people were starting to get Utopian ideas (and techniques) about how they could control entire populations and hence markets: compulsory, systematized education was key to that control. Albert ends his article with the “real” question: What should the education system for our kids be? I wonder if there isn’t another question hiding behind this one: Who gets to decide? I haven’t read Spady’s stuff, but John Gatto suggests the present system of compulsory education arose at a time when people were starting to get Utopian ideas (and techniques) about how they could control entire populations and hence markets: compulsory, systematized education was key to that control.

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