http://www.speedofcreativity.org/2006/12/22/apprenticeship-learning-and-critical-thinking/ Sat, 22 Nov 2008 00:05:31 +0000 http://wordpress.org/?v=2.6.3 http://www.speedofcreativity.org/2006/12/22/apprenticeship-learning-and-critical-thinking/#comment-30628 Jamin Sun, 11 Feb 2007 16:56:23 +0000 http://www.speedofcreativity.org/2006/12/22/apprenticeship-learning-and-critical-thinking/#comment-30628 Blogs are changing the world in more and more ways. It would be great if they actually started to help people to think more effectively. At least ideas can be challenged and explored. Blogs are changing the world in more and more ways. It would be great if they actually started to help people to think more effectively. At least ideas can be challenged and explored.

]]> http://www.speedofcreativity.org/2006/12/22/apprenticeship-learning-and-critical-thinking/#comment-30382 Moving at the Speed of Creativity » Blog Archive » Architecting School 2.0 Mon, 22 Jan 2007 06:47:56 +0000 http://www.speedofcreativity.org/2006/12/22/apprenticeship-learning-and-critical-thinking/#comment-30382 [...] John encourages listeners to draw a distinction between “learning about something” and “learning to be.” John contends when you build something and enter a community of practice, you start to “inculturate into a practice” and “learn to become” within that practice. Learning through inculturation is something I have not considered before. The challenge of constructing learning environments in which students can effectively “learn to be” is fundamentally different than the high-stakes testing challenges we see most public K-12 schools focused on today in the United States. In his own life, John relates how it was only in graduate school that he stopped learning ABOUT research mathematics and started learning TO BE a research mathemetician. He states this change was tied directly to his access to a mentorship and tutor/tutee model of learning. We need to integrate this model of tutor/tutee and mentorship into K-12 education spaces, and NOT relegate it to only the graduate / university level of education. [...] [...] John encourages listeners to draw a distinction between “learning about something” and “learning to be.” John contends when you build something and enter a community of practice, you start to “inculturate into a practice” and “learn to become” within that practice. Learning through inculturation is something I have not considered before. The challenge of constructing learning environments in which students can effectively “learn to be” is fundamentally different than the high-stakes testing challenges we see most public K-12 schools focused on today in the United States. In his own life, John relates how it was only in graduate school that he stopped learning ABOUT research mathematics and started learning TO BE a research mathemetician. He states this change was tied directly to his access to a mentorship and tutor/tutee model of learning. We need to integrate this model of tutor/tutee and mentorship into K-12 education spaces, and NOT relegate it to only the graduate / university level of education. [...]

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