Subject: [NECSI] educational reform and complexity Date: Fri, 29 Oct 1999
From: David Keirsey
I will restrict my comments to the most critical issue in regards to "improving" the educational system (any where). How to accomplish this by sociological change, interpreting of the "history" (improve- ment or degradation), and current situation of the US educational system, I will not comment on.
Points to the most critical factor in learning. People learn by "doing" with feedback, period. All other forms of learning happen as a consequence of this. "Acquiring knowledge" only happens by a product of doing something. The primary mode of teaching *content* is a very inefficient way of learning. Kids (and adults) learn despite this method. Demonstrating operations and then monitoring performance with immediate feedback is the most effective means of learning. Changing the system by having teachers understand and effectively use this method would be a major revolution.
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> Paul,
>
> If I catch the gist of yours of the 28th, reply to Joel Moses, one of
> the crucial things that Complexity specialist can encourage is not just
> teaching students the information they need to live fulfilling lives
> personally and in society - hoping that the society will be supportive
> of them and what they've committed to learning - but, more importantly,
> to have a sense of how and why they are engaged in learning, while
> they're at it. To always try to have a sense of how the information fits
> in and is or could be relevant as 'knowledge' not just 'data'. Taught
> 'how' to think regardless of the 'what' to think, and more than that, to
> encourage a sense of thriving amid complex connections of ideas, not be
> intimidated by them. To always have a sense of bearing, even if the
> information terrain changes.
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