Teach students to think irrationally
by Terry Heick
Formal learning is something humiliating.
As planners, designers, executors and general caregivers of public and private education systems, we have the task of the insurmountable: to overcome the natural tendency of a child to play, rebel and self -direction with the hope of providing them with a “good education.” Reading, writing, arithmetic, etc.
And this is not bad. This is good for almost any measure. Our intention is noble, our extraordinary effort, and certainly the learning of many children, especially those of the disadvantaged circumstances, better than anything otherwise they had.
But there is also an unfortunate and dark side for formal learning processes, especially when 800 crows in a school and 32 in a classroom and “hold teachers.”
This is a side that may be more concerned about that responsibility than anything else, and that means that students accounts for teachers, the teachers responsible before the directors, the directors responsible before the superintents, the superintents responsible for the state measures and each punitive action.
See too Student participation strategies
The net result can be a learning climate where the spontaneity, curiosity and self -direction of the student are secondary to the literacy strategy ‘based on the research’ correct to ‘transfer children to the competition’ and a crucial loss of ‘English’ or learning.
It is within this context that I saw the following Svitak dear video, who eloquently (please, tell me that this child was trained, or otherwise I will wish that she was also more ‘child’) discusses the hoarseness of the ‘immaturality’. With respect to the ‘child’ behavior and ‘immaturality’, he explains:
“On the other hand, who can say that certain types of irrational thinking are not exactly what the world needs? Maybe you have had great plans before, but they stopped you, thinking:” That is impossible or “that costs too much,” “
“For better or worse, children do not hinder us so much when it comes to thinking about the reasons why not do things. Children can be full of inspiring aspirations and hopeful thoughts. Like my whale, that no one remained hungry or that dear child or you still a free do
“And that is good because to make anything come true, you first have to dream of that.”
It is easy to take that argument a step further and ask how education would be that could really get lost in learning and be chosen in the content and community. Standards? Good. Assessment? Well, but standardize the evaluation without standardizing learning.
What would happen if learning were like the child: irrational, moving and in love with discovery?
