By Conrad P. Pritscher (auth.), Conrad P. Pritscher (eds.)
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Extra info for Brains Inventing Themselves: Choice and Engaged Learning
Many teachers and professors have not yet noticed that content in any given field is virtually infinite. Certainly there is a hierarchy of ideas within various fields, but at the top of all fields is the process of open inquiry. Test scores are now more important than allowing brains to invent themselves by developing awareness and the ability to inquire. When a teacher or professor uses inquiry to “teach content” they are often subordinating inquiry to the content of a given field. Using inquiry primarily for learning content is more appropriately called discovery learning where the students are to discover what the teachers have in mind, and what the textbooks include.
Inquiry, openness, and self- direction are not easily observable. We can however know them when we see them as the Berlin Wisdom Paradigm has helped us notice wisdom even though wisdom is not easily defined or measured. Anderson is wrong for today’s schooling. Anderson’s view is an outdated mindset that approaches scientism. I suggest we have tried most easily observable methods and teaching activities and have found them ineffective for educating (while many may be useful for training in clearly defined skills far removed from the general ability to self-direct).
Diane Ravitch and Chester Finn, former conservative thinkers with the U. S. Department of Education, have recently changed their thinking. ” She now thinks schooling is becoming overly market-based (that sounds like making big corporations content). Finn’s thinking has also changed. ” A partial blow up could give teachers significantly more authority. In a recent survey of 43,000 Maryland teachers, 75% feel they have little authority. Once the teachers have more authority, they would be in a position to grant more authority (freedom) to their students.