This link has been bookmarked by 63 people . It was first bookmarked on 15 Feb 2017, by david-beck.
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16 Apr 22
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19 Mar 20
juan domingo farnosAnother take by @GeorgeMonbiot
In an age of robots, schools are teaching our children to be redundant
https://t.co/XMSy9IolwR -
06 Jan 18
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25 Oct 17
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21 Jul 17
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that cuts across traditional subject boundaries.
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01 Jul 17
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Teachers are now leaving the profession in droves, their training wasted and their careers destroyed by overwork and a spirit-crushing regime of standardisation, testing and top-down control.
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22 Mar 17
jose muriloLink: In an age of robots, schools are teaching our children to be redundant https://t.co/FWusczGvW8
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13 Mar 17
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07 Mar 17
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Ariane SkapetisIn future, if you want a job, you must be as unlike a machine as possible: creative, critical and socially skilled https://t.co/umvomhpbye
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04 Mar 17
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01 Mar 17
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26 Feb 17
Francois GuiteA regime of cramming and testing is crushing young people’s instinct to learn and destroying their future.
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21 Feb 17
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20 Feb 17
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19 Feb 17
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18 Feb 17
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17 Feb 17
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Dante-Gabryell Monson"In an age of robots, schools are teaching our children to be redundant "
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Stephanie CheneyIn an age of robots, schools are teaching our children to be redundant https://t.co/g1mPiowrZY
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16 Feb 17
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Alice Barr"In an age of robots, schools are teaching our children to be redundant
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Stephen TurnerIn an age of robots, schools are teaching our children to be redundant https://t.co/pGsbNyZa1R
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if you want a job, you must be as unlike a machine as possible: creative, critical and socially skilled. So why are children being taught to behave like machines?
Children learn best when teaching aligns with their natural exuberance, energy and curiosity. So why are they dragooned into rows and made to sit still while they are stuffed with facts?
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adulthood through collaboration. So why is collaboration in tests and exams called cheating?
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So why are their curriculums and tests so narrow that they alienate any child whose mind does not work in a particular way?
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So why are character, creativity and inspiration suppressed by a stifling regime of micromanagement?
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Our schools were designed to produce the workforce required by 19th-century factories.
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The desired product was workers who would sit silently at their benches all day, behaving identically, to produce identical products, submitting to punishment if they failed to achieve the requisite standards. Collaboration and critical thinking were just what the factory owners wished to discourage.
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Our children suffer this life-defying, dehumanising system for nothing.
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The less relevant the system becomes, the harder the rules must be enforced, and the greater the stress they inflict.
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When they are allowed to apply their natural creativity and curiosity, children love learning. They learn to walk, to talk, to eat and to play spontaneously, by watching and experimenting. Then they get to school, and we suppress this instinct by sitting them down, force-feeding them with inert facts and testing the life out of them.
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excavating a tomb or rescuing people from a disaster –
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15 Feb 17
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