(Topics 1-70)


Get Started. It's Free
or sign up with your email address
(Topics 1-70) by Mind Map: (Topics 1-70)

1. 1. Preface: Education transformed

1.1. Connection economy

1.2. Connect with what you're learning and doing

2. Mind map with Topics 71-133

3. This is a WikiMap

3.1. Anyone can contribute

3.2. Please don't change the headings

4. 2. A few notes about this manifesto

5. 3. Back to (the wrong) school

5.1. The disconnect

5.2. If you do a job where someone tells you exactly what to do, he will find someone cheaper than you to do it

6. 4. What is school for?

6.1. Current schooling: poor connections

7. 5. Column A and Column B

7.1. Column B: obedient

7.2. Column A: the opposite

8. 6. Changing what we get, because we’ve changed what we need

8.1. Challenge is to change the very output of the school before we start spending even more time and money improving the performance of the school

9. 7. Mass production desires to produce mass

10. 8. Is school a civic enterprise?

11. 9. Three legacies of Horace Mann

12. 10. Frederick J. Kelly and your nightmares

13. 11. To efficiently run a school, amplify fear (and destroy passion)

14. 12. Is it possible to teach attitudes?

14.1. We can teach people to desire lifelong learning, to express themselves, and to innovate

15. 13. Which came first, the car or the gas station?

15.1. In the post-job universe, workers aren’t really what we need more of

16. 14. The wishing and dreaming problem

16.1. What are we doing to fuel our kid’s dreams?

17. 15. “When I grow up, I want to be an astronaut assistant”

18. 16. School is expensive

18.1. What is school for?

19. 17. Reinventing school

19.1. It's time for change because new technologies and new connections are changing the way schools can deliver lessons

20. 18. Fast, flexible, and focused

21. 19. Dreams are difficult to build and easy to destroy

21.1. The dreams we need are self-reliant dreams

22. 20. Life in the post-institutional future

22.1. Connection revolution rewards the work of passionate individuals, intent on carving their own paths

23. 21. Two bumper stickers

23.1. Make School Different

24. 22. The connection revolution is upon us

24.1. Connections will become the dominant force in our economy

24.2. Connecting

24.2.1. People to one another

24.2.2. Seekers to data

24.2.3. Businesses to each otehr

24.2.4. Tribes into larger organizations

24.2.5. Machines to each other

24.3. Value is created by connecting buyers to sellers, producers to consumers, and the passionate to each other

24.4. Connection leads to an extraordinary boost in productivity, efficiency, and impact

24.5. In the connected world, reputation is worth more than test scores

24.6. The connected world rewards those with an uncontrollable itch to make and lead and matter

24.7. Pre-connected vs. connected world

24.7.1. Pre-connected world: scarce information; information needed to be processed in isolation, by individuals

24.7.2. Connected world: all of that scarcity is replaced by abundance—an abundance of information, networks, and interactions

25. 23. And yet we isolate students instead of connecting them

25.1. Figuring out how to leverage the power of the group is at the heart of how we are productive today

26. 24. If education is the question, then teachers are the answer

27. 25. What if we told students the truth?

27.1. What happens when the connection revolution collides with the school?

27.2. The connection economy destroys the illusion of control

27.2.1. At some point, teenagers realize that most of school is a game, but the system never acknowledges it

27.2.2. Students empowered to learn and make decisions on their own

27.2.3. It’s impossible to lie and manipulate when you have no power

28. 26. School as a contract of adhesion

29. 27. The decision

29.1. The only people who excel are those who have decided to do so

30. 28. Exploiting the instinct to hide

30.1. The shortcut to compliance is fear

31. 29. The other side of fear is passion

31.1. Passion can overcome fear—the fear of losing, of failing, of being ridiculed

32. 30. The industrial age pervaded all of our culture

33. 31. Doubt and certainty

33.1. Our new civic and scientific and professional life is all about doubt: questioning the status quo, questioning marketing or political claims, and most of all, questioning what’s next

34. 32. Does push-pin equal poetry?

34.1. Better to be Socrates dissatisfied than a fool satisfied

35. 33. Who will teach bravery?

35.1. Essence of the connection revolution is that it rewards those who connect, stand out, and take what feels like a chance

36. 34. Responsibility

36.1. Responsibility means that each person has to carry the ball for himself

36.2. Schools should be seen as a place for encouragement and truth-telling, a place where students go to find their passion and then achieve their goals

37. 35. Off the hook: Denying opportunities for greatness

37.1. Connectors are noticeable at first primarily for the fact that they refuse to be sheep

37.2. Are you bold enough to put yourself on the hook?

38. 36. Instead of amplifying dreams, school destroys them

39. 37. The curse of the hourly wage

40. 38. Scientific management —> Scientific schooling

41. 39. Where did the good jobs go?

41.1. Jobs of the future will require individuals willing to chart their own path, whether or not they work for someone else

41.2. Artist is someone who brings new thinking and generosity to his work, who does human work that changes another for the better

41.3. Linchpin is the worker we can’t live without, the one we’d miss if she was gone

41.4. Sadly, most artists and most linchpins learn their skills and attitudes despite school, not because of it

42. 40. What they teach at FIRST

42.1. When you dream of making an impact, obstacles are a lot easier to overcome

43. 41. Judgment, skill, and attitude

43.1. Can we teach people to care?

44. 42. Can you teach Indian food?

45. 43. How not to teach someone to be a baseball fan

45.1. The industrialized, scalable, testable solution is almost never the best way to generate exceptional learning

46. 44. Defining the role of a teacher

46.1. We don’t need a human being standing next to us to lecture us on how to find the square root of a number or sharpen an axe

46.2. What we do need is someone to persuade us that we want to learn those things, and someone to push us or encourage us or create a space where we want to learn to do them better

47. 45. Shouldn’t parents do the motivating?

47.1. Parents should have the skills and the confidence and the time to teach each child what he needs to know to succeed in a new age

48. 46. At the heart of pedagogy

48.1. Which of society’s goals are we satisfying when we spend 80 percent of the school day drilling and bullying to get kids to momentarily swallow and then regurgitate this month’s agenda?

49. 47. Academics are a means to an end, not an end

50. 48. The status quo pause

50.1. We can’t switch the mission unless we also switch the method

51. 49. Compliant, local, and cheap

52. 50. The problem with competence

52.1. Competent people resist change. Why? Because change threatens to make them less competent

53. 51. How they saved LEGO

53.1. We’re entering a revolution of ideas while producing a generation that wants instructions instead

54. 52. The race to the top (and the alternative)

55. 53. The forever recession

56. 54. Make something different

56.1. The best tactic available to every taxpayer and parent and concerned teacher is to relentlessly ask questions, not settling for the status quo

57. 55. Make something differently

57.1. The simple way to make something different is to go about it in a whole new way

58. 56. 1000 hours

58.1. How about devoting one hour a day to learning something new and unassigned?

59. 57. The economic, cultural, and moral reasons for an overhaul

60. 58. The virtuous cycle of good jobs

60.1. An economy that’s stuck needs more inventors, scientists, explorers, and artists because those are the people who open doors for others

61. 59. The evolution of dreams

62. 60. Dreamers are a problem

62.1. Dreamers don’t have special genes. They find circumstances that amplify their dreams.

63. 61. Is it possible to teach willpower?

63.1. Yes but we're not teaching it

64. 62. Pull those nails: The early creation of worker compliance

65. 63. Is it too risky to do the right thing?

66. 64. Connecting the dots vs. collecting the dots

66.1. The magic of connecting dots is that once you learn the techniques, the dots can change but you’ll still be good at connecting them

67. 65. The smartest person in the room

67.1. The smartest person in the room is the room itself: the network that joins the people and ideas in the room, and connects to those outside of it

67.2. Our task is to learn how to build smart rooms—that is, how to build networks that make us smarter, especially since, when done badly, networks can make us distressingly stupider

68. 66. Avoiding commitment

68.1. At school, we have created a vacuum of self-respect, a desert with nothing other than grades or a sports team to believe in or commit to

69. 67. The specter of the cult of ignorance

69.1. Cultural literacy is essential

69.2. If we teach our students to be passionate, ethical, and inquisitive, the facts will follow

70. 68. The Bing detour

70.1. Do you have a habit of looking for better ways of doing things?

71. 69. But what about the dumb parade?

71.1. School is successful… at the wrong thing

72. 70. Grammar and the decline of our civilization

72.1. Kids don’t care because they don’t or do theyhave to

72.2. Motivation is the only way to generate real learning, actual creativity, and the bias for action that is necessary for success