[ style:css-dyntoc] obviously NOT during early editing

EDUCATION & PEDAGOGY


as a political tool


< PRE-DRAFT+++ >

A way to train people in certain directions, it is a way to learn and shift thoughts and behaviours!

Revisions:
    20191113 start <lies
    20191114 overview +d
    20200417 overview
    20201027-28 redef doc goal, big cleanup
    20210312 quick touch <d
    20220829 ping (refound constructivism) <L
    20221115 ping <L

Ties to:
    * 🔗teaching
    * 🔗capacities
    * 🔗postuni
    ________________________
    * 🔗survey
    * 🔗struggling
    * 🔗dramaturgy
    * [...]


Table of Contents
1 BASICS
2 *** VOCAB
2.1 * Learning
2.2 * School
2.3 * Education
2.4 * Pedagogy
2.5 * Civilisation
3 *** PEDAGOGIC AND EDUCATIONAL MODELS
3.1 DIDACTIC & PASSIVE PEDAGOGY
3.1.1     Instruction-based, teacher-centered and content-oriented method
3.1.2     Western, Judeo Christianity-based tradition
3.2 EMBODIED PEDAGOGY
3.2.1     The Confucian Concept of Learning (East Asian Humanistic Pedagogies)
3.3 CRITICAL PEDAGOGY
3.3.1     Pedagogy of the Oppressed (Paulo Freire)
3.4 EMPIRIC EDUCATION
3.4.1     Progressive education
3.4.2     Constructivist teaching
3.5 DE-/UNLEARNING PRACTICES
3.5.1     Deschooling society
3.5.2     De-/unlearning
3.6 COMMUNITY SCHOOLING PROJECTS
3.6.1     The fourth economy
3.7 INDIGENOUS EDUCATION
3.8 RELATIONAL & SYSTEMS PEDAGOGY
3.8.1     Open Form --  Oskar Hansen
3.9 _____ unsorted
3.10 John Dewey
3.11 Learning with Hacklabs/Makerspaces/Fablabs
4 *** SCHOOL ARCHITECTURE
4.1 * experimental learning environments
4.2 * modernist architecture
4.3 * "in-situ" and fieldtrips
5 *** ALIKE
5.1 POLITICAL EDUCATION
5.1.1     The communist Academy
5.2 FREINET
5.3 REDEFINE SCHOOL | Monika Hardy
5.4 NON-/POST INSTITUTIONAL (ART) SCHOOLS
5.4.1     School of love (BE)
5.4.2     Ecole Mondiale (BE)
5.4.3     The school of the damned (UK)
5.4.4     School of missing studies (NL)
5.4.5     Teaching To Transgress
6 *** HACKER PEDAGOGY MANIFESTO
6.1 OPEN QUESTIONS
6.1.1     ? Should we build a school?
6.1.2     ? For whom?
6.1.3     ? Can education ever an equal investement or will it always be a burden for the educator? 
6.1.4     ? Why would we educate?
6.2 MENTORSHIP
6.3 PARANORMAL UNLEARNING & SITUATED INTELLEGENCE
6.4 CONTINOUS & SYSTEMIC LEARNING
6.4.1     Desire everything, expect nothing : the desire to learn
6.5 TRAINING INSTINCT VIA "REPTILEBRAIN"
6.5.1      Rewards & Sanctions
7 *** PAD
7.1 Learning environments
7.2 * "Post struggle"
7.3 * The sensual form
7.4 * SOL & more
7.5 Education where one keeps their school notes as a lifetime reference and work in progress
7.6 Potteries Thinkbelt Project - Cedric Price
7.7 [!] Modernist & Post Modernist education
7.8 (historic top banner)
7.9 Humboldt. Kant's "What is enlightenment?"
7.9.1     Public use of reason is always written? [!!!]
7.9.2     (Dolar)
7.10 Milan Gillard : AfT project
7.11 (PXL-MAD "crash course" masterstudio experience)
7.12 "Life skills": Teach kids for risk, etc
7.13 Antiuniversity London
7.14 Education-industrial complex, tracking/surveillance, etc
7.15 Critical pedagogy & Editable texts
7.16 [!!!**] ((now)) : REORGANIZE! 
7.17 [!!] V <Dmytri "what words do people use for patient and student that do not imply hierarchy?"
7.18 (L:)[!!!**] TODO— Document communist pedagogy
7.19 Flipped classroom


BASICS

This page looks into different learning models and methods and compares them in relation to different political agendas.

It is an index that maps and compares the ideological and material (financial) realities of contemporary and historic education.

Ultimately, it aims to formulate a education-manifesto!
(e.g.: how did, how DOES, education under communism lookelike) 





*** VOCAB

Checking out the differences between...

* Learning
        "the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences.[1] The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants.[2] Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences."
            https://en.wikipedia.org/wiki/Learning


* School
        "an educational institution designed to provide learning spaces and learning environments for the teaching of students (or "pupils") under the direction of teachers. Most countries have systems of formal education, which is commonly compulsory.[2]"
            https://en.wikipedia.org/wiki/School


* Education
        "the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include teaching, training, storytelling, discussion and directed research. Education frequently takes place under the guidance of educators, however learners can also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy. "


* Pedagogy
        " most commonly understood as the approach [...or methodology...] to teaching, [it] is the theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. [...] Both the theory and practice of pedagogy vary greatly, as they reflect different social, political, and cultural contexts.[1]"
            https://en.wikipedia.org/wiki/Pedagogy


* Civilisation
###


<---------------------------------- (new) vocab








*** PEDAGOGIC AND EDUCATIONAL MODELS


DIDACTIC & PASSIVE PEDAGOGY

A clear distinction between "holders" and "recipients" of knowledge.


    Instruction-based, teacher-centered and content-oriented method

"A didactic method (Greek: διδάσκειν didáskein, "to teach") is a teaching method that follows a consistent scientific approach or educational style to present information to students. [...] The theory of didactic learning methods focuses on the baseline knowledge students possess and seeks to improve upon and convey this information. It also refers to the foundation or starting point in a lesson plan, where the overall goal is knowledge. A teacher or educator functions in this role as an authoritative figure, but also as both a guide and a resource for students."

"In didactic method of teaching, the teacher gives instructions to the students and the students are mostly passive listeners. It is a teacher-centered method of teaching and is content-oriented. Neither the content nor the knowledge of the teacher are questioned. 
The process of teaching involves the teacher who gives instructions, commands, delivers content, and provides necessary information. The pupil activity involves listening and memorization of the content. In the modern education system, lecture method which is one of the most commonly used methods is a form of didactic teaching."
    https://en.wikipedia.org/wiki/Didactic_method


    Western, Judeo Christianity-based tradition

"Conventional western pedagogies view the teacher as knowledge holder and student as the recipient of knowledge (described by Paulo Freire as "banking methods"[5]), but theories of pedagogy increasingly identify the student as an agent and the teacher as a facilitator. "




EMBODIED PEDAGOGY

    The Confucian Concept of Learning (East Asian Humanistic Pedagogies)

" (551–479 BCE) stated that authority has the responsibility to provide oral and written instruction to the people under the rule, and "should do them good in every possible way."[14] One of the deepest teachings of Confucius may have been the superiority of personal exemplification over explicit rules of behavior. His moral teachings emphasized self-cultivation, emulation of moral exemplars, and the attainment of skilled judgment rather than knowledge of rules. Other relevant practices in the Confucian teaching tradition include the Rite and its notion of body-knowledge as well as Confucian understanding of the self, one that has a broader conceptualization than the Western individual self.[22]"
    https://en.wikipedia.org/wiki/Pedagogy#Eastern

→ to read!!!:
    *The Confucian Concept of Learning: Revisited for East Asian Humanistic Pedagogies.  
        Kwak, Duck-Joo; Kato, Morimichi; Hung, Ruyu (18 December 2019). Routledge. ISBN 978-1-351-03836-2.
        "It discusses how Confucian concepts including rite, rote-learning and conformity to authority can be differently understood for the post-liberal and post-metaphysical culture of education today. The contributors seek to make sense of East Asian experiences of modern education, and to find a way to make Confucian 
        philosophy of education compatible with the Western idea of liberal education."




CRITICAL PEDAGOGY

(Brazil)

"It insists that issues of social justice and democracy are not distinct from acts of teaching and learning.[2] The goal of critical pedagogy is emancipation from oppression through an awakening of the critical consciousness, based on the Portuguese term  conscientização. When achieved, critical consciousness encourages individuals to affect change in their world through social critique and political action in order to self-actualize.
[...]
Critics have argued that it is not appropriate for institutions of higher education to explicitly promote radical political activism among their students. They have suggested that adherents of critical pedagogy have focused on promoting political perspectives in the classroom at the expense of teaching pupils other skills, such as a proficiency in writing. "
    https://en.wikipedia.org/wiki/Critical_pedagogy
    ###


    Pedagogy of the Oppressed (Paulo Freire)

    * " [...] includes a detailed Marxist class analysis in his exploration of the relationship between the colonizer and the colonized. In the book, Freire calls traditional pedagogy the "banking model of education" because it treats the student as an empty vessel to be filled with knowledge, like a piggy bank. He argues that pedagogy should instead treat the learner as a co-creator of knowledge.[2]"
        https://en.wikipedia.org/wiki/Pedagogy_of_the_Oppressed




EMPIRIC EDUCATION

    Progressive education

"The progressive education philosophy says that educators should teach children how to think rather than relying on rote memorization. Advocates argue that the process of learning by doing is at the heart of this style of teaching. The concept, known as experiential learning, uses hands-on projects that allow students to learn by actively engaging in activities that put their knowledge to use. 
Progressive education is the best way for students to experience real-world situations"
    https://www.thoughtco.com/progressive-education-how-children-learn-today-2774713


    Constructivist teaching

"[...] is based on constructivist learning theory. Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. 
[...]
The constructivist method is composed of at least five stages: inviting ideas, exploration, proposition, explanation and solution, and taking action.[5] The constructivist classroom also focuses on daily activities when it comes to student work. Teaching methods also emphasize communication and social skills, as well as intellectual collaboration.[3]  This is different from a traditional classroom where students primarily work alone, learning through repetition and lecture. Activities encouraged in constructivist classrooms include:
    * Experimentation: Students individually perform an experiment and then come together as a class to discuss the results.
    * Research projects: Students research a topic and can present their findings to the class.
    * Field trips:  This allows students to put the concepts and ideas discussed in class in a real-world context.  Field trips would often be followed by class discussions.
    * Films:  These provide visual context and thus bring another sense into the learning experience.
    * Class discussions:  This technique is used in all of the methods described above.  It is one of the most important distinctions of constructivist teaching methods.[6]
    * Campus wikis:  These provide learners with a platform for curating helpful learning resources.[7]"

"One possible deterrent for this teaching method is that, due to the emphasis on group work, the ideas of the more active students may dominate the group's conclusions.[3]"

https://en.wikipedia.org/wiki/Constructivist_teaching_methods
https://en.wikipedia.org/wiki/Constructionism_(learning_theory)



DE-/UNLEARNING PRACTICES

    Deschooling society

"Illich argued that the use of technology to create decentralized webs could support the goal of creating a good educational system:[6]
A good educational system should have three purposes: it should provide all who want to learn with access to available resources at any time in their lives; empower all who want to share what they know to find those who want to learn it from them; and, finally, furnish all who want to present an issue to the public with the opportunity to make their challenge known.[7] [...] Illich posited self-directed education, supported by intentional social relations in fluid informal arrangements:
[...] Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring."
    https://en.wikipedia.org/wiki/Deschooling_Society


    De-/unlearning

###






COMMUNITY SCHOOLING PROJECTS

    The fourth economy

    ...towards an educational community

"The fourth economy of the community would be postindustrial, or cybernetic. The characteristic feature of a postindustrial economy is the emphasis on research and development and education. Since the entire village would be a contemplative educational community, after the manner of Lindisfarne and Findhorn, the adventure of consciousness would be more basic to the way of life than patterns of consumption. Everyone living in the community would be involved in an experiential approach to education, from contemplative birth, after the thought of Dr. Frederick LeBoyer, to contemplative death, after the thought of Dr. Elizabeth Kübler-Ross. And at the various stages of life in between, the entire community would function as a college, in which children and adults would work together in gardening, construction, ecological research, crafts, and classes in all fields of knowledge.”"""
    https://blog.p2pfoundation.net/meta-industrial-villages-what-happens-after-the-miniaturisation-of-technology/2015/04/18




INDIGENOUS EDUCATION

" [...] specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity.[1]"
    https://en.wikipedia.org/wiki/Indigenous_education

This seems to be more about the "what" is thought than that it is an actual different method?
###





RELATIONAL & SYSTEMS PEDAGOGY

    Open Form --  Oskar Hansen

"Hansen  invented  a  revolutionary  system  of education  that  encouraged  the  creative  and  relational  faculties  of  the  individual  and the group. As a system, Open Form considers that all individual actions must strive to bring  forth  a  response  and  the  implication  of  the  other  or  the  group."

General ideas:
    * Transform Modernist architecture to respond to the conditions of real life.
    * Processual compositions formed by life
    https://www.architectural-review.com/essays/reputations/oskar-hansen-1922-2005/8684657.article




_____ unsorted
<------------------------------- (new) PEDAGOGIC AND EDUCATIONAL MODELS ↓↓↓



John Dewey

    "[...] the purpose of education should not revolve around the acquisition of a pre-determined set of skills, but rather the realization of one's full potential and the ability to use those skills for the greater good (My Pedagogic Creed, Dewey, 1897). Dewey advocated for an educational structure that strikes a balance between delivering knowledge while also taking into account the interests and experiences of the student (The Child and the Curriculum, Dewey, 1902). Dewey not only re-imagined the way that the learning process should take place but also the role that the teacher should play within that process. He envisioned a divergence from the mastery of a pre-selected set of skills to the cultivation of autonomy and critical-thinking within the teacher and student alike."
        https://en.wikipedia.org/wiki/John_Dewey

### continue

### <D: "as far as i remember we dissed Dewey a lot, almost as much as Rorty ... but not why, should check my notes"



Learning with Hacklabs/Makerspaces/Fablabs

###







*** SCHOOL ARCHITECTURE

STUB ###


* experimental learning environments


* modernist architecture


* "in-situ" and fieldtrips


<------------------ (new) ARCHITECTURE ↑






*** ALIKE

### are these educational models? i don't see a clear distinction


POLITICAL EDUCATION

    The communist Academy

"The Communist Academy (Russian: Коммунистическая академия, transliterated Kommunisticheskaya akademiya) was an educational establishment based in Moscow  which was intended to allow Marxists to research problems independent of, and implicitly in rivalry with, the Academy of Sciences, which long pre-existed the October Revolution and the subsequent formation of the Soviet Union."
https://en.wikipedia.org/wiki/Communist_Academy

###

* [...]




FREINET

* (Group) publishing as educational tool

"In October 1924 Freinet introduced the technique of Learning Printing Technique. This meant that the children used a printing press to reproduce texts that they had composed freely. The pupils wrote down their own personal adventures, the incidents that they had experienced inside and outside the classroom, and so on. Usually these texts were then presented to the class, discussed, corrected and edited by the class as a whole before being finally printed by the children themselves working together. Freinet called this approach Free Writing (Texte libre). Later these texts would be assembled to create a Class Journal (Livre de vie) and a School Newspaper (Journal scolaire)."

"the Public Educators’ Co-operative has produced booklets based on pupils’ research projects as documents for classroom use by others, because these teachers considered traditional school-books to be old-fashioned, academic and out of touch with reality. This collection of booklets is called the Working Library (Bibliothèque de Travail) and can be added to the Class Library (Bibliothèque de classe) along with other documents, files and books."

"(...)conduct their own Field Investigations (sortie-enquête) and research. This meant that his pupils regularly left the classroom in order to observe and study both their natural environment and their local community. Back in the class, they presented their results, printed out texts, produced a journal and then sent all this material to their counterparts in other schools. 
These opportunities for child-centred learning and independent enquiry are organized according to a Work Schedule (“Plan de travail”) in which the students set out their plan of work for a certain period. The Work Schedule is discussed and evaluated together with the teacher."

    http://ecolesdifferentes.free.fr/SCHLEMMINGER.htm

" The children would compose their own works on the press and would discuss and edit them as a group before presenting them as a team effort. They would regularly leave the classroom to conduct field trips. The newspapers were exchanged with those from other schools. Gradually the group texts replaced conventional school books."

"Concepts of Freinet's pedagogy
  • Pedagogy of work (pédagogie du travail): pupils were encouraged to learn by making products or providing services.
  • Enquiry-based learning (tâtonnement expérimental): group-based trial and error work.
  • Cooperative learning (travail coopératif): pupils were to co-operate in the production process.
  • Centres of interest (complexe d'intérêt): the children's interests and natural curiosity are starting points for a learning process
  • The natural method (méthode naturelle): authentic learning by using real experiences of children.
  • Democracy: children learn to take responsibility for their own work and for the whole community by using democratic self-government.
"
    https://en.wikipedia.org/wiki/C%C3%A9lestin_Freinet


Archives (french):
    * https://web.archive.org/web/20130512024725/http://www.freinet.org/archives/index.htm
    * https://web.archive.org/web/20111009143802/http://www.freinet.org/icem/history.htm (EN)
    * https://fr.wikipedia.org/wiki/Biblioth%C3%A8que_de_travail  
    * http://freinet.paed.com/fr_lit/lit_db.php


Freinet schools / country:
    * (BE) https://www.freinetschool.be/



REDEFINE SCHOOL | Monika Hardy

General entryhttps://redefineschool.com

What: 

* "facilitating curiosity froom within"

* Project based learning that embeds the "basics" of learning like math in bigger projects where they eventually will show up by themselves
    it are essentials

* Equity -- how to bureaucratise such methods into real public education? How to set standards?
    we need to know what that thing is that everyone needs to know
    (cause all think theirs is...)

* detoxing  -- learning that it is ok to think for yourself

* redifine public education is based on 2 things:
    1. recognition / everyone is known by someone
    that's what all people crave 
    homeless people care more about x then about a house
    2. talking to yourself everyday, untill we all believe its legal to think for yourself
       creating a culture of trust in which we believe that all people are good
__________________

"...a four-year plan of disruption to redefine school. Based on findings that learning at its best is voluntary, per passion/choice, and self-directed, they are working towards “community as school.” They are experimenting with personalization both within and outside the system, a connected adjacency, so that all benefit."""
    https://clalliance.org/person/monika-hardy/

to check: quotes and links she mentions in the interview
    * Jan Kafhead _ democratic education 
    * jane mcaunigal (???) "we don't have a perpensity (wtf?) towards lazyness we crave hard work, it just needs to be work that matters to us
    * "detox leads to craving that co-creation and connection, stripping people



NON-/POST INSTITUTIONAL (ART) SCHOOLS

It's a hot "practice" to make schools in art these days...
That asks for an index!

    School of love (BE)

    "SOL is a platform for collective practices that stem from reflections on the notion of Love as a public concern and a political mode of being that should be taught in schools."
    https://www.schooloflove.info/



    Ecole Mondiale (BE)

    "Ecole Mondiale was originally initiated by King Leopold II of Belgium in 1902 as a postgraduate school to develop and prepare young men for a colonial career in the overseas areas of the European nation states. Filip Van Dingenen and Ive Van Bostraeten aspires to rethink this project trough the design of 9 thematic ‘field stations’ on various locations. The aim is to redefine and investigate the feasibility of the Ecole Mondiale as a pedagogical project. [...] Today, we no longer have to explore the world, but to learn how to take care of our our existing world. The term “Field Station” includes a number of didactic elements [...] “Field Stations” include presentations in the form of exhibitions, lectures, workshops, study tours, excursions, re-enactements, screenings, roundtables and polyvalent activities."
        http://ecole-mondiale.org/



    The school of the damned (UK)

"One of our ambitions is to actively engage in and facilitate public events that increase the transparency of the pedagogy, values and activities of the School. We want to promote self-awareness and an openness to critique, and to evidence that critical conversations are happening. We are motivated to interrogate practices of the School as an “institution” as well as by our individual practices."
    https://schoolofthedamned.wixsite.com/sotd2019/about



    School of missing studies (NL)

"""Since its initiation, the School of Missing Studies has functioned as a nomadic, collaborative platform for experimental study and research of the public environment that is currently undergoing abrupt transitions. Under the roof of the Sandberg Instituut the project operates as a one-time Master programme. Following the observation that singular disciplines frequently fail to discern or capture significant knowledge about uncommon or unprecedented situations, the Master invites students to develop, discuss and share possible methods to scout for this information, which seems to flow freely in unbound space and through open networks."""
https://sandberg.nl/temporary-programme-school-of-missing-studies


    Teaching To Transgress

"""

http://ttttoolbox.net/r/About.md
https://wiki.erg.be/w/Teaching_To_Transgress



<-------------------------- (new) iALIKE | ndex non/post-institutional art schools









*** HACKER PEDAGOGY MANIFESTO

Hackbases as learning institutions... a hacker pedagogy?
But first, 




OPEN QUESTIONS


    ? Should we build a school?


    ? For whom?


    ? Can education ever an equal investement or will it always be a burden for the educator? 


    ? Why would we educate?

🔗goals


<------------------------------ (new) open questions ↑




MENTORSHIP

Learning from a mentor.

:
    * Recognizing a mentor means valueing the knowledge someone aquired in one or more specific domains
    * Words that need to be defined and agreed upon:
        * Superiority
        * Hierarchy 
        * Situated Agency
    * "a mentor as a source of knowledge"
        see also "constructivist learning"




PARANORMAL UNLEARNING & SITUATED INTELLEGENCE

###





CONTINOUS & SYSTEMIC LEARNING


    Desire everything, expect nothing : the desire to learn

"You call Oarystis the city of desire. Oarystis takes its inspiration from the world of childhood and femininity. Nothing is static in Oarystis. John Cage once said that, like nature, “one never reaches a point of shapedness or finishedness. The situation is in constant unpredictable change.[...] Learning is permanent for all of us regardless of age. Curiosity feeds the desire to know. The call to teach stems from the pleasure of transmitting life: neither an imposition nor a power relation, it is pure gift, like life, from which it flows."
            From an interview with Belgian Situationist Raoul Vaneigem 
            https://www.e-flux.com/journal/06/61400/in-conversation-with-raoul-vaneigem/

      * redefine hedonism... as a responsible and consequential attitude and lifestyle ###




TRAINING INSTINCT VIA "REPTILEBRAIN"


     Rewards & Sanctions
:
    * gamification
    * futurology
    * mark & strikes
    * 🔗dramaturgy
    * [...]


<--------------------------------- (new) Manifesto ideas ↑↑↑









*** PAD



Learning environments
:
    * school architecture...
    * how does architecture influences the learning process
        see  also diff architectural ideologies that are developed around this
        e.g. bauhaus, open learning structures such as Oskar Hansen's architecture, situationists aproach (derive), outdoor schools, ...
    * what about home teaching?
    * [...]



* "Post struggle"

* Education might be or establish the imagination to prefigure  what is possible beyond current social-economic-political crisis
It can push the struggle beyond current (snowflake) "activist practices" aka "-careers", to come up with real propsals rather then acquiesce (?) in the struggle itself as being the most exiting form of new communities and societal life...

* What are examples of "good practices" that are actually practicing this prefigurative politics, making it part of the organisation of daily life reality (meh reform sentence)

* [...]



* The sensual form

* see interview with RV and The Sensual Form
 https://www.maths.ed.ac.uk/~v1ranick/papers/conwaysens.pdf

* (deep) hanging gardens :)

* education infra that is all inclusive
how to make a real learning plan for all sorts of people
but that is still beyond pedagogical currents



* SOL & more

* methodological distraction

* p2p ethnographie

* deep hanging out

* [...]



Education where one keeps their school notes as a lifetime reference and work in progress

#documentarianism
(<d)

* regularly revisit & update them
* have them as a thoughtspace to continue pursuing new directions
* [...]



Potteries Thinkbelt Project - Cedric Price

#architecture

 "Price’s project was far-sighted in its emphasis on flexibility within the curriculum, planning for access through life-long and part-time learning and hence alive to the needs of student groups that, as Paul Stanistreet has suggested, are often overlooked in contemporary debates."

"his preference for science and engineering spoke to the idea that education should be seen as serving wider societal uses, rather than purely for the fulfilment of individuals from elite social groupings. The Thinkbelt sought to correct an imbalance in the esteem paid to ‘applied’ rather than ‘pure’ knowledge, through an architecture which was functional, flexible and impermanent rather than ornamental, fixed in purpose and inert."

"different type of learning environment; think about the dynamics of a lecture in a moving rail carriage,"

all via → https://discoversociety.org/2014/07/01/the-thinkbelt-the-university-that-never-was/



[!] Modernist & Post Modernist education

###
(LINK PDF! >lies)



(historic top banner)

Written by Lies, as response to open call TTT "Teaching to transgress" project in Brussels.

Overview of different educational methodologies and modes, that might serve post-capitalism developments, acknowledging that a system in itself is never "good" or "bad" but that it is the socio-political context/reality it serves that defines how to value it...


Humboldt. Kant's "What is enlightenment?"

https://en.wikipedia.org/wiki/Bildung
https://en.wikipedia.org/wiki/Humboldtian_model_of_higher_education#Current_debate
https://library.oapen.org/handle/20.500.12657/30499


"""
Odgovor je ponudil že Immanuel Kant, čeprav se sliši nenavadno. Veliki nemški filozof je namreč vedel, da brez javne rabe uma državljani in državljanke zelo hitro zdrsnejo v stanje, ki je ravno nasprotno razsvetljenskemu – to stanje je Kant imenoval nedoletnost.
Javna raba uma pa ne pomeni, da si ljudje izmenjujejo mnenja in se pri tem podpirajo. Tako izmenjavanje namreč pomeni zasebno, privatno rabo uma. Lahko poteka v javnosti, celo na televiziji a je še vedno zasebno. Zasebnost v takih primerih pomeni, da ljudje svoja mnenja, do katerih imajo pravico, kot danes radi vedno znova poudarijo, širijo okoli sebe in iščejo somišljenike. S takim delovanjem v resnici zasedajo javni prostor in ga okupirajo z zasebnimi mnenji.
Javna raba uma je nekaj drugega, pravi Kant. Pomeni razmišljanje v strogem pomenu besede. Raba uma oziroma razuma namreč sploh ni nekaj, kar bi si človek lahko lastil. Razum ne more postati privatna lastnina, zato je vselej onkraj vsake zasebne lastnine, onkraj vsakega mnenja in onstran vsakega poskusa, da bi kdo prisilil ljudi k enotnemu razmišljanju.
Kant je dobro vedel, da državne institucije, religiozne korporacije in druga podjetja izkoriščajo javni prostor za svoje interese, obenem pa prepričujejo ljudi, da delujejo v imenu obče dobrega, razuma in univerzalnega. Kanta njihov žargon ni prepričal, zato je vztrajal, da državne in druge institucije, politične stranke in organizacije neupravičeno napolnjujejo javne prostore z zasebno rabo uma, ki izhaja iz njihovih interesov.
"""
http://za-misli.si/kolumne/dusan-rutar/121-mistificiranje-dreka


    Public use of reason is always written? [!!!]

Important for pads!

https://philarchive.org/archive/PASOKC



Milan Gillard : AfT project

(new in 2021/10, #tocheckout in a while, seen on instagram)


(PXL-MAD "crash course" masterstudio experience)

* don't fuck with the professoriate, keep a respect. i am not your colleague.
* "exchanging opinions" is for the cafe, and not something that happens between prof & students 
* disrespect only on grounds of academic merit or total red flags
* respect and have personal patience new teaching techniques
* if you "feel stupid", go home, study, develop your apparatus and come again


Antiuniversity London

https://www.facebook.com/antiuniversityofeastlondon/
"""
A collaborative autonomous education experiment. Teaching and learning as direct action. 
An ongoing programme of radical education & an annual festival 
Antiuniversity Now is a collaborative experiment to revisit and reimagine the 1968 Antiuniversity of London in an ongoing programme of of free and inclusive self-organised radical education events.
Initiated in 2015, Antiuniversity Now was set up to challenge academic and class hierarchy and the exclusivity of the £9K-a-year-degree through an open invitation to teach and learn any subject, in any form, anywhere. 
Since 2015 we organised regular annual festivals engaging thousands guests in hundreds of events facilitated by many hundreds organisers, as well as a year round programme of events including walks, talks, seminars, workshops, screenings, experiments and interventions.
Antiuniversity Now events are organised by academics and autodidacts, experts and enthusiasts and are open to all regardless of experience, background, age or qualification. They are free, accessible and inclusive and are delivered using non-hierarchical, participatory and democratic pedagogy.
Visit www.antiuniversity.org for information about the festivals and ongoing programme.
---
The 1968 Antiuniversity of London was based in Rivington Street, Shoreditch. It included iconic figures such as C.L.R James, Stokely Carmichael, Juliet Mitchell, R.D. Laing and Stuart Hall who wanted to break the structures forced by institutions such as schools, universities and hospitals. The Antiuniversity wanted to allow people to meet each other without having to act out socially prescribed roles, believing that this would expose the terrible reality of modern life, in which nobody really knew anyone, and spark a revolution. 
Despite being short-lived and mostly shrouded in mystery, the Antiuniversity continues to capture the imagination of anyone interested in alternative education, self-organisation, non-hierarchical structures and radicalism. 
"""



Critical pedagogy & Editable texts

https://core.ac.uk/download/pdf/268684592.pdf



[!!!**] ((now)) : REORGANIZE! 

20220829
* the page (header0 classes) should be flattened:
    rather mima22/class organized
    ... to also represent (any/various kind of) relations between approaches
* ###



[!!] V <Dmytri "what words do people use for patient and student that do not imply hierarchy?"

"""
... from a Freirian perspective they imply the "banking model" to me, where one is an empty vessel to be filled by the other.
... I would like something that suggests a dialogical relationship, as elaborated in the pedagogy of the oppressed and other works
"""



(L:)[!!!**] TODO— Document communist pedagogy
>L; via telegram with +D 1 20221105

:
    * via the Chavez book currently reading (on analphabetism)
    * check previous writings with +Nastya
    * ###


Flipped classroom
+baruch 2023, in re to ChatGPT

https://en.wikipedia.org/wiki/Flipped_classroom
"""
With a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom, with a mentor's guidance. In traditional classroom instruction, the teacher is typically the leader of a lesson, the focus of attention, and the primary disseminator of information during the class period. The teacher responds to questions while students refer directly to the teacher for guidance and feedback. Many traditional instructional models rely on lecture-style presentations of individual lessons, limiting student engagement to activities in which they work independently or in small groups on application tasks, devised by the teacher. The teacher typically takes a central role in class discussions, controlling the conversation's flow.
"""


<---------------------------------- (new)+((new))


David's "Attitude adjustment" book.


read:
    * East vs West education (lousy article, but yeah)
https://medium.com/@radostdineva8/major-differences-in-western-and-eastern-education-systems-27cab6f3fcaa