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educology powerpoint
- 1. Charlie Chaplin’s “Modern Times”
- 2. Schooling as it is practiced in the over- developed nations is unsustainable.
- 3. Increase in educational attainment in the over- developed world, 1950 to 2010: 6.2 to 11 years of schooling Increase in life expectancy in the over-developed world (in Canada): 68 to 81 years
- 4. We all know: Consumption of natural resources cannot be sustained at the rate it currently happens in over-developed nations.
- 5. If Everyone Consumed Like the Overdeveloped Nations
- 6. What We Tend to Ignore The current consumption of educational resources is unsustainable as well.
- 7. 67% of the world’s population would need to spend everything they earn on education.
- 8. The “Cheating Promise” of Educational Equality for All 1950-2010: Over-developed world 6.2 to 11.0 years of schooling 1950-2010: The regular world 2.1 to 7.1 years of schooling The educational gap stays the same over 60 years.
- 9. Are there educational lessons to be learned from ecological thinking? If there are educational lessons to be learned from ecology, let’s call them “educology.”
- 10. Educational Lessons Learned So Far
- 11. 1) Classroom learning distances children and adults from their natural environment.
- 13. “Environmental School Takes Education Outside”
- 14. 2) We know that schools are places that can teach children the habits of being environmentally minded. We can teach children to recycle, conserve, and respect the environment.
- 16. 3) We realize that the exporting of over-developed education is stripping away languages, cultures, and traditional relationships with the earth.
- 17. Trailer for the movie, “Schooling the World”
- 18. “Teaching Under A Tree”
- 19. BUT WHAT ELSE CAN EDUCATORS LEARN FROM ENVIRONMENTAL THINKING? 1) Avoid the production line.
- 20. Sir Ken Robinson on the Factory School
- 24. The Three Elements of Factory Production 1) Efficient Production 2) Accountability/Quality Control [ And then #3: The Unused Waste]
- 25. 2) Think Globally, Educate Locally
- 26. From “The Economics of Happiness”
- 27. 3) Co-op whenever possible. Amassing personal possessions is not sustainable.
- 31. Nor the pump…
- 32. It is nothing but a fantasy to think that knowledge will be possessed by separate, autonomous individuals on a massive scale. People’s knowledge has an ecology. Each of us is knowledgeable in relation to others, not in spite of others. There is a name for this: It is educology.
- 33. 4) Technologies should be embraced for educological reasons, not for instrumental reasons.
- 34. New Technology (The Book)
- 35. 7 Simple Educological Suggestions 1) Waste not learning
- 36. 2) Learn slowly whenever possible.
- 37. 3) Stay with local knowledge whenever possible. Avoid corporatized curriculum and big box curriculum.
- 38. 4) Share skills and abilities whenever possible. Depend on others’ learnings whenever possible.
- 40. 6) Embrace technologies in an educological way.
- 41. 7) Seek out and cherish all diverse forms of knowing.
- 42. 8) Cherish unique learning traditions.
- 43. 9) Focus less on attainment and more on intellectual communities.
- 44. Idea Time Please take 10 minutes to discuss with a neighbor the school based implications for such an educological perspective. We will discuss these implications as a group.
Notes de l'éditeur
- Aspects of this film to note: --can’t keep up--entrenched habits--interchangeability--quality control--end products--time pressure (acceleration)
- Story of Renata, Josh from UW, Kate, students taking online courses to move up in steps.
- If life expectancy went to 100, at this rate, the average attainment will be 18 years. That’s a masters on average.Now, note even the descriptor of “educational attainment.” This descriptor is made possible by a prioritizing of school learning that is not healthy for the practice of intellectual community. One is valorized by virtue of the number of years in school rather than one’s experience within an intellectual community.What a tautology! What does it mean to be more educated? It means having been in school longer.What in life—that we care about—can we say that about?
- As this graphic indicates, 67 % of the world’s population earns less than 10,000. In the over-developed world, the expenditure for K-12 education per student is approximately 10,000. If this held steady for all nations, it means that 67% of the world’s population would need to spend more than they earn annually just on the education of one of their children.
- The idea that education is the great equalizer just doesn’t pan out.
- My point is: Education is an ecology too. It has inter-dependencies that are not unlike the inter-dependencies of our biosphere.
- Get a quote from Bowers.
- I bring this up because I believe it is important to think
- Over-produced food is always wasted. Who eats a McDonald’s hamburger the day after?So many of my university students, and so many students in secondary schools, tell me that they cram for exams, for presentations, they cram to write papers… and then they never ever return to the knowledge that they have ‘processed’ so quickly.I know a university student named Tina. She told me the following story about reading the texts she is assigned in university…
- In the fast fashion industry, clothes are produced cheaply in order to be thrown away when out of fashion. What we have in many schools today might be called “fast education.”
- Elements of factory production that lead to unsustainability:Graded Competition: So we have what is called “educationalattainment.” The very notion of educational attainment is an industrialized phenomenon that can only lead to a devaluing of those who have not “attained.”2)
- John Dewey is famous for championingprogressive education. He describes the old forms of education as funnel models, and the new, progressive education as the pump model. In the pump model, each student will derive learning from his or her own experience. This is better than the traditional model where students were filled like empty receptacles. In both the funnel and the pump model, the student is seen to be an individual who processes knowledge within his or her own body. Knowledge is to be owned on a person by person basis. My knowledge is mine, and others’ is theirs.Notice how this varies so much from places of ecological balance, and from the real world as it works!The school actually operates on the fantasmagoric ideal that knowledge might someday be the possession of singular individuals on a large scale.
- Technologies must not be seen as instruments to be manipulated by by educators. They are one aspect of the educological landscape.