>But there are thinks to learn that are more important than others. I
>would rather have some kids understand something about how people
>react in circumstances of stress (like the resent earthquakes) than be
>experts in programming.
I can appreciate this statement. There are many things I hope my students
learn. But how do you decide what's more important or less important for
another person? I have grown to believe that through our experiences we all
learn what we are ready to learn. Different students may learn entirely
different things from the same lesson/experience. One student may have the
same lesson/experience at different times and learn completely different
things depending on what he or she is ready to learn.
If a teacher approaches teaching by saying, "this is what I want you to
learn," then we get into an awkward situation because what a student is
ready to learn may not be anything at all close to what the
teacher/administration/school district/department of education wants him or
her to learn. Still, the student learns something (some will learn how to
cheat to get a good grade, how to make oneself really really small so no one
will notice you in the classroom, or how to just give the teacher what he or
she wants rather than to delve creatively into a subject).
Might it be alright for teachers to take the role of helper -- to help the
student form and pursue his or her goals by offering assistance and
providing experiences, and to accept, respect, and honor students' learning
whatever it may be?
I know this doesn't happen much in public education, but what if...?
I apologize if some think this is off topic, but I believe this has
everything to do with Logo learning, and a lot to do with why Logo has not
been widely accepted in public education.
"We need to change EXPECT to RESPECT." - J.T. Garrett