1. 1 Standardized education
1.1. 1.1 The emergence of SE
1.1.1. Conflicting sensibilities on the focus of schooling
1.1.1.1. Gnosis, mythos, connaisancse, kennen: deep knowledge of animate forms, spiritual insights, wise judgements and ethical action: meaning oriented
1.1.1.1.1. formal education in ancient times project: re-unite humans with grand unified whole. Means to reunion come from within the individual. Metaphor: draw out: majeutic Socratic method, liberal arts etc.
1.1.1.2. Epistème, logos, savais, wissen: understanding cause and effect events, procedural knowledge, everyday know-how and practical skills: immediate and pragmatic needs of life oriented.
1.1.1.2.1. assumed to take care of itself in ancient times
1.1.2. Religion based forerunners of the modern school
1.1.2.1. Goal: make boys into clerics Curriculum: quadrivium (arithmetic, geometry, astronomy and music) and trivium (grammar, logic and rhetoric) Emphasis on order and hierarchy. Methaphor: pull in (indoctrinate) flawed incomplete learners, teacher is doctor (doctrine) or professor (profess one's faith)
1.1.3. Industralisation and standardisation
1.1.3.1. Late 1700s enlightenment, industrial and scientific revolution. Education needed for growing literate and numerate work force
1.1.3.1.1. inspiration from earlier curricula, but strict and organisation = one-step-at-a-time assembly line switch from gnosis to epistème
1.1.4. Rise of middle class - education for all
1.1.4.1. late 1800s large middle class, redefinition of basic education to include secondary schooling (obligatory by mid 1900s). Epistème in primary school (workers) and gnosis for elite in secondary were disconnected. This is still perceptible, although primary is more concerned with understanding en secondary with job preparation. They were pulled together using standardisation of curricula, testing etc.
1.1.5. Points and mechanisms
1.1.5.1. The focus of education shifted from gnosis to epistème. The meaning of education changed. (No ranking between these concepts)
1.1.5.2. The contribution/model of industrialisation: no critique, but noticing that society's institutions tend to be influenced by whatever happens to be cutting egde.
1.1.5.3. These are incoherent and inconsistent influences. Like every complex and evolving entity, the school embodies its entire history
1.1.5.3.1. AP: Possible contradiction with next chapters
1.2. 1.2 Knowledge and learning in SE
1.2.1. Points and mechanisms
1.2.1.1. For teaching to be relevant, the teacher must have a sense of the theories that enable and constrain practice. Diverse ideas about what learning is. Common: have to do something with affecting what is known. p25-26
1.2.1.1.1. Important to be aware epistemological assumptions. Or risk to perpetuate out-of-date and perhaps incoherent beliefs
1.2.1.2. Theories of learning are like tooth brushes: everyone has one and no one wants to use anyone else's p32
1.2.2. What's knowledge?
1.2.2.1. Two metaphors A constructible object, a thing that can be grasped, picked up etc: learning objectives A commodity, that can be owned, assigned a value. Something stable and objectively real.
1.2.3. Order: a hidden geometry of knowledge
1.2.3.1. Something stable and objectively real, corresponding to the ordered and stable nature of the universe -> geometry of the plane (Euclidian geometry).
1.2.3.1.1. Metaphor of knowledge as territory. Plan well, explain clearly, speak in plain language, the plain truth, plain and simple. Straight and linear is good. (School as a production line) Bent, curves and wandering are not: crooked, deviant, distorted, twisted, warped etc.
1.2.4. What's learning?
1.2.4.1. Metaphors of learning (p33) correspond to metaphors of knowledge (p28)
1.2.4.2. Correspondence theories: creating an internal model or map (knowing) of an objective outer world, by which truth and correctness is the level of match (or correspondence) between the two. Fits a culture of evaluation, scoring and grading.
1.2.4.2.1. Distinction between - the practice of testing (happens in all theories of learning = information gathering to assess a learner's emerging interpretations in order to adapt teaching) - and the culture of evaluation
1.2.4.3. Mentalism and behaviourism rooted in similar beliefs: radical distinction between external (objective) reality and internal (subjective) constructs of that reality.
1.2.5. What's a learner?
1.2.5.1. A person (individualism, dualism) - who is deficient (incomplete while in production line) - and can be understood in terms of norms (normal, comparable to others, although unique)
1.2.5.1.1. Metaphors: consumer, sponge, acquiring knowledge.
1.2.5.1.2. Metaphors: normal distributions, standard deviation, production standards. Also: old association with geometry, right angles (Latin: stare). Metaphor shifted from physical to social sciences. In modern times normal is seen as less ideal.
1.2.6. What is intelligence?
1.2.6.1. Knowledge is an object Learning is taking things in The learner is a container Intelligence is the capacity of the container
1.2.6.1.1. Measurable: size, speed, accuracy Conviction that intelligence is normally distributed. "So far, no one has been able to create an intelligence test that confirms that conviction."
1.3. 1.3 Teaching and SE
1.3.1. Metaphors & where they came from
1.3.1.1. Triangle teacher - student - disciplinary knowledge. Metaphors are about control
1.3.1.2. Medieval school: lecture (legein: to declare) & professing (profiteri: lay claim to) Church based: enlightening, edifying, disciplining -> directing and ordering thought. Planar geometry: explaining, directing. Training (plants) and drilling (military)
1.3.1.3. 'Telling' metaphor for the first time to all levels/age groups of education (new to younger children)
1.3.1.4. From objectified sensibility towards knowledge I (alternative: teaching is delivering content to container p46)
1.3.1.4.1. All about technique, proficiency, efficiency, measurability, accountability. 1400s, instruction was literal and practical 1800s, it was dominant metaphor in first teacher training institutes (normal schools). Teaching is a set of learnable skills of giving instructions. This simplification made lists of sub-skills possible which made research possible -> elevating the profession alongside medicine and law.
1.3.1.4.2. Teacher as an agent of normal, 'teacher proof' standardised curricula (vgl PISA, Common Core Curriculum)
1.3.2. Teacher competencies
1.3.2.1. Planning lessons (direct instruction, avoid deviations)
1.3.2.1.1. Clear measurable objectives
1.3.2.1.2. Instruction (short, 10 mins)
1.3.2.1.3. Directed practice, with built in evaluation for informing teacher about comprehension and progress
1.3.2.1.4. Review of the lesson
1.3.2.1.5. Looking forward to next topic
1.3.2.2. Evaluating students
1.3.2.2.1. School as factory metaphor: grading, scoring, marking
1.3.2.2.2. Norms-based = compare students. (doesn't measure what was learned)
1.3.2.2.3. Standards-based = criteria-based
1.3.2.3. Classroom management
1.3.2.3.1. An engaged classroom is filled with quietly attentive students who do what they're told when they're told
1.3.2.3.2. Methods are behaviouristic, command and control.
1.3.2.4. Knowing your stuff
1.3.2.4.1. 1300s master became synonym for teacher and was entirely discipline based.
1.3.2.4.2. Also now there is an idea that the teacher should have a more advanced degree. No distinction between knowing a discipline and knowing how a discipline is learned.
1.3.3. Research teacher competencies
1.3.3.1. Suggestion that the critical element in educational practice is likely the sort of attentiveness and renewed engagement that goes along with deliberate change, not the change itself.
1.3.3.1.1. Unclear how evidence based this is! Text seems heavily biased 'the obsessions of standardised education' p58.
1.3.3.2. John Hattie's list of effect sizes
1.3.3.2.1. Teacher clarity is the only point taken from standardised education that's in the top 10
1.3.3.2.2. In general, teachers who do less (SE inspired) telling and more listening get better results -> SE fails at its own test.
2. 2. Authentic education
2.1. 2.1 The emergence of AE
2.1.1. Critique: (SE) formal education is more and more out of step with the world. 'In some ways, such criticisms are valid.' p66 There have been profound shifts however, influenced by the emergence of a robust science of human learning and personal development throughout the 1900s.
2.1.1.1. Education came to be characterised by real/authentic problems, to be structured through genuine/authentic inquiry, to afford the learner transformative/authentic feedback and to nurture the learner's unique/authentic being.
2.1.2. New perspectives on how things change. Moment 1: shift away from gnosis to epistème = away from liberation through the arts and toward instruction in the sciences. Sciences tried to distinguish reality (Linaean taxonomy) ever more fine-grained and found this didn't work. In physical science, researchers refocused their attentions to relationships and developmental trajectories.
2.1.2.1. Metaphor: evolution
2.1.3. Learning as evolving coherence. The new insight influenced teaching, not curriculum content. Metaphor: evolution, ongoing adaptive dynamic, maintaining internal coherence and authenticity. The body as the means of learning, not the problem/barrier.
2.1.3.1. Distinction between emergent research into human learning (experience, complexity, language) and behavioural psychology (cause and effect, laws, principles, mechanistic, teaching as something very precise).
2.1.3.2. Part of structuralism, looking for internal coherence in complex forms, always-changing structures. Linguistics: languages is not labels, but evolving ecosystem. Constructivist theory of learning emphasises this endless process of organising and updating one's associations as new experiences and interpretations are encountered. (NOT a structure as a given thing!) see also p. 83
2.1.4. Development as a coherence evolving. Stages theories of development (Piaget), inclusion of adolescence and life-long learning. It is ridiculous to think that two learners (much less 30 in a class will be at the same developmental stages.
2.1.4.1. Also mentioning of Rousseau's Emile. Not so sure he interprets Rousseau correct, but probably describes Emile's impact correct
2.1.5. From the ideal to the real. p.75 AE isn't about individualised learning or personalised teaching. It's about the realisation that learning is a complex, dialogical phenomenon that can't be caused. Learning isn't determined by teaching, but dependent on teaching.
2.1.5.1. Away from an implementation mindset and toward an improvisational mindset: being prepared is more important than planning everything
2.1.5.2. From ideal, typical, normal learner to actual learners in their variability. From optimisation to good enough. From a deficient learner to a sufficient and evolving learner.
2.1.6. Question: in Ch 1, societal developments were described. In Ch 2, the focus is on developments in science, but not society. Why? Also: The Enlightenment lead to the idea that you have to think for yourself. Isn't that also a major influence leading to the idea of authenticity?
2.2. 2.2 Knowledge and learning in AE
2.2.1. Theory of communication
2.2.1.1. p.77 Theory of communication in SE: the conduit model Packing-transmitting-unpacking, which is not scientifically grounded. Different interpretations are miscommunication.
2.2.1.2. p.79 Theory of communication in AE: about activating networks of associations that can be more or less compatible with the existing web of association
2.2.2. Knowledge
2.2.2.1. p.80 Knowledge in SE is a representation (stable, detached, inert)
2.2.2.2. p.8 Knowing, in AE is dynamic, knower and knowledge are inseparable and it's associated with action (body, experience). The concept of knowing came from phenomenology, structuralism, existentialism, and psycho-analysis.
2.2.2.3. p.83 Can you know what you know? Research said: nope, most cognitive activity is unconscious. Dual proces models: system 1 and 2. Schooling is aimed at system 2. Also: unconscious unskilled, conscious unskilled, conscious skilled, unconscious skilled. p. 87 Meta-cognition or self-regulated learning: a disposition grounded in system 1 toward being aware (activating system 2) of the habits of one's knowing.
2.2.3. Learning
2.2.3.1. p.82 Learning as acquisition -> correspondence theories. Learning: cause-effect, efficiency, validity
2.2.3.2. p.83 Learning as constant structuring (vibrant, deep, intricate) with the mechanisms of assimilation (modest change in mental structures) and accommodation (adjusting mental structures -> next phase/stage). Learning: adaptation, viability, adequacy
2.2.3.2.1. p.87 Learning The human body is not seen as a from that houses the mind, but as an integral part of one's being. Every act is an act of learning.
2.2.3.2.2. Learning a concept (in) - development of repertoire of actions associated with in-ness - uses of the word in: connecting of experiences with similar qualities - elaboration: metaphoric extensions e.g. orange is in, this season These processes are analogical, not logical: figurative and associative reasoning.
2.2.4. The developing learner
2.2.4.1. SE p. 90 The developing learner Stages are result of natural biological process. (debunked: nature - nurture debate)
2.2.4.2. AE p. 90 The developing learner Individuals seem to grow through distinct stages -> developmental stage theory. Piaget: moving to next stage is extreme accommodation. Each stage emerges from and encompasses, but completely transcends the preceding level. Note: criticisms of developmental theories. Link is debunk of Piaget debunk.
2.2.4.2.1. Recent insights post piaget
2.2.5. Ability
2.2.5.1. p.92 Ability AI helped realise that this was oversimplification. Theory of intelligence Sternberg: analytic, creative and practical. Gardner: theory of multiple intelligences. Nature and nurture are tightly interwoven. We are born on a surprising level playing field -> AE potential is something that is created rather than pre-determined.
2.2.5.1.1. See also Dweck
2.2.5.2. p.92 Ability SE: intelligence is capacity for formal reason: information storage, symbol manipulation, linear logic, abstract thought and analytic processing.
2.3. 2.3 Teaching in AE
2.3.1. Perception isn't a passive process of taking in, but a dynamic, complex and participatory phenomenon. Hence the possibilities of framing and optical illusions.
2.3.2. How might we teach authentically? Advice is often fuzzy, because AE is about learning, not teaching. They present nuanced accounts of what it means to learn and know. It doesn't reject SE, but is critical of the naive assumption that SE reaches desired effect.
2.3.2.1. Reading & Math wars: AE is not opposed to SE, but complementary. It doesn't prescribe content or methods.
2.3.3. Surface learning vs. deep learning Surface learners aren't born, they're made. Every human is born with an aggressive desire to know more (AP: Dewey!!!)
2.3.3.1. Dweck's fixed and growth mindset. Growth mindset learners continue to improve, fixed mindset plateau.
2.3.4. Deliberate practice enhance awareness and improve performance, supports both system 1 (fluidity) and 2 (acuity) -> they can be simultaneously educated (itt SE). It must be effortful. Failing is informative. There should be a lot of it. It enhances perception by supporting ability to chunk (holistic overview). It enhances memory, as stronger, more intricate networked associations are established.
2.3.4.1. 10.000 hours rule (myth?): so: the ideal is specialisation and world class performers.
2.3.4.2. Metacognition: knowing about cognition (study skills, patterns of attention, reasoning strategies, memory capabilities) and regulating cognition (self-monitoring, self-assessing, self challenging and self pacing). NOT: acute identity centredness that overwhelms learning by consuming working memory with thoughts about oneself.
2.3.5. So... what's a Piagetian task? - Developmentally appropriate - Embodied learning - New variations, but not too many - Learner centered (not neccesrily learner directed)
2.3.5.1. Tasks should be differentiated, variable entry ( allow learner to adjust level of challenge), learner specific abilities and difficulties should be taken into account. Shift from SE to AE: learner has responsibility too.
2.3.5.1.1. Question is: has SE been tuned down enough for learners to take the responsibility AE asks of them? And then what?
2.3.5.2. Role of teacher si facilitating, but better word id guiding: facilitating AND challenging (so that student simultaneously learn about the processes and the content.
2.3.6. Authentic assessment Tasks to support learner agency, engagement and metacognition. Telling people their answer is wrong rarely leads to rethink. It encourages split reality (for school knowledge) instead of integrating knowing.
2.3.6.1. In AE, teaching and assessing might be considered synonymous. Teacher should listen to the associations and constructs of learner, instead of listening for specific details.
2.3.7. Teacher disciplinary knowledge AE considers SE's knowing more about subject matter and managing class and lessons inadequate for understanding the complexity of teaching.
2.3.7.1. Teacher is an expert who can think like a novice. Management skills ignore the pedagogical relationship. Disciplines are developed to be used, not taught. Knowing it = system 1, learning it is system 2.
2.3.7.1.1. Teacher training: nurturing an open disposition, rather than training competence. Research: Reflective practice, Teacher as researcher.
2.3.8. Back to research
2.3.8.1. AE's strength, No surprise AE teaching scores better on Hattie's lists, even within the structures of SE: more attention to the way humans learn.
2.3.8.2. AE's weakness: disregard for what must be learned, growing more out of step with societal evolution.
3. Thoughts in general
3.1. Shift from nothing for the masses to SE is something entirely else than shift from SE to AE. Still not sure about this 'school is lagging behind' thesis. What would you see if you assume that school did adapt to society? And still is? p. 99 by the early 1900s major economies had become more based in service than in industry (AP: really? that early?). Therefore, rote surface learning, wasn't enough, interest in deep learning. p112: dresses the issue. AE is presented as a how to movement. From viewpoint Piaget, this might be correct. But from Deweys and Rousseau's, certainly not.
4. 3. Democratic citizenship education
4.1. 3.1 The emergence of DCE
4.1.1. During 1800s social justice emerged. Rise of nation states that were founded on the principle. Schools should give acces to knowledge ánd opportunity. Class was seen as part of natural order. In mid 1900s: civil rights movements on race, class and gender. School should nurture social mindedness.
4.1.2. Partiality, ethicality, diversity 1900s dichotomy: SE serves society, AE serves individual. DCE: education deals with both.
4.1.2.1. I'm not sure if I agree with this portrayal of AE (again: Dewey, also: simplification) p121 "This book is driven bij a DCE sensibility"
4.1.2.2. Hidden (implicit) curriculum: what one is taught cannot be separated from how one is taught. There is an obligation to be critical of one's inherited assumptions and seek more encompassing&powerful alternatives
4.1.2.3. Knowledge is distributed among humans, web of knowing -> learner is partial: incomplete and biased. Strength: we need each other. Bias is pre-judgement Educators must make learners notice their partialities.
4.1.2.3.1. (AP: pre-judgement Gadamer!
4.1.3. Participation (social cultural theories of learning: how the mind is cultured) and conscientisation (critical pedagogy, how culture should be minded)
4.1.3.1. These concepts are not drawn from psychology (most of 1900s), which tends to see group processes as negative (groupthink, peer pressure) but from 'socio-anthropology' p124.
4.1.3.2. Henry Jenkins 2006, qualities of participatory culture
4.1.3.2.1. Online collaboration: how people can put their minds together to create new possibilities. Connecting and pointing, nor arguing and defending.
4.1.3.3. Paolo Freire late 1960s conscientisation: helping students recognise the implicit structures and dynamics that afford authority, power & privilege with a view to empowering individuals to take constructive action.
4.1.3.3.1. Conscientisation is reflective: both individuals internalised narratives and social and cultural structures.
4.1.4. The never-ending project of recognising partialities (not pointing fingers). 'New' topics ableism, ageism, heterosexism.
4.1.4.1. Not: all diversity is good or all difference should be tolerated -> social cohesion is important. But: entrenched beliefs and uninterrogated norms.
4.2. 3.2 Knowledge and learning in DCE
4.2.1. Knowing is situated doing/being and learning is aprprenticing / becoming. Notions of connect and collaborate.: to perform adeptly, adapt flexibly, contribute novelty to the community.
4.2.2. Collectivity and knowing 1900s: cooperative learning groups were seen as potential to support the individual (AE), but fraught with peril (groupthink). DCE group is more intelligent than most intelligent person in the group: hive mind, crowd sourcing.
4.2.2.1. compare to google's teams research
4.2.2.2. Vitial elements in a knowledge-producing system: redundancy (sameness -> cooperation, robustness -> stepping in for each other) and diversity (varied interests and specialisations; unpredictable what is needed -> nurture diversity for the sake of diversity).
4.2.2.2.1. SE: diversion is problem to be solved AE: diversion is birthright individual DCE: diversion as impact on one another and contribution to the greater collective.
4.2.2.3. Knowledge unfolds from and is enfolded in individual knowing. Knowing is a vibrant interface. Individual vantage: personal coherence, collective vantage: fitting action within a grander whole. Individual identity is a dynamic interface of the interpersonal and the interpersonal -> knowing is being and being is knowing. p.136
4.2.2.3.1. Learning is an ongoing process of revising one's thoughts and actions to fit with the circumstances. But learning also influences the group: a co-evolution of agents within a grander collective.
4.2.2.3.2. DCE theory of knowledge is coherence theory, like in AE, but focusing on how social and cultural collective hang together through the co-creation of ideas and expectations.
4.2.3. Situated knowing and learning Alexander Luria: schooled and literate individuals use abstract categories when they reason, lower schooling and literacy use practical operations from everyday life. -> each culture has a set of thinking tools: formal, practical, narrative, ... Richard Nisbett: difference between western and eastern perspectives on learning.
4.2.3.1. Vygotsky: learning is becoming enculturated, habituating to social roles and incorporating cultural patterns.
4.2.3.1.1. neutral face tests implicit association tests
4.2.3.2. Salient aspects of situatedness: language and literacy are critical technology (ideas, practices, artefacts and sensibilities that define a culture). Knowing and learning are not restricted to you, they are distributed in your physical, social and cultural environments. Outsourcing consciousness. Embodied: social corpus and body politic.
4.2.3.2.1. Cultures have layers of knowing that operate on the collective level much like system 1 and 2 on individual level.
4.2.3.2.2. Learning can contribute to both individual and collective possibilities.
4.2.4. Being, participating, consciously participating. All contribute and impact the collective, regardless of age, developmental level etc
4.2.4.1. Vygotsky drew on Marx for the role of the collective in shaping the thinking of the individual. Vygotsky: participation, Marx: conscious participation: critical awareness of the reason for one's actions -> critical theory movement: be open to the possibility that no belief is neutral and innocent.
4.2.4.1.1. The parent's education still predicts the child's. There is a range of implicit structures that teach the child about his social position. Schools and parents are complicit (hidden curriculum). Disadvantaged: disconnect in discourse home & school is debilitating -> special coaching needed.
4.3. 3.3 Teaching and DCE
4.3.1. DCE transcends dichotomy: cooptition. Core principle: open disposition, willingness to think differently.
4.3.1.1. conculega
4.3.2. What should schools be doing? Educating for careers that may not exist yet. More need for advanced education
4.3.2.1. Teaching is all about organising and manipulating the situations that learners inhabit and in doing so, enabling and constraining what students what students are able to be while contributing to the shape of society.
4.3.3. Collectivity as both topic and means of teaching Ecosystem: a personal interpretation or a collective belief can be simultaneously right and wrong, depending on the level of analysis -> negotiate understanding by collective interrogation
4.3.3.1. Izaak: pragmatism AP: layer theory
4.3.3.2. Teaching: how to transform a class into a learning collective with peer critique. Teacher: modelling appropriate feedback, orienting attention to key qualities, supporting development of interpersonal skills, mediating inevitable tensions, challenging and raising the bar, empowering.
4.3.3.2.1. Disciplinary expertise is necessary: teachers need to be fluent and confident with their specialisation. Knowledge building: collective development, testing and refinement of conceptual artefacts. Dialogic learning: interaction-based, distributing responsibilities for providing arguments.
4.3.4. Technologies of situated teaching Offload memories and distribute cognition: intuitive situation so that consciousness can be devoted to the task at hand -> adequate access to relevant vocabulary and defining discourses is very important.
4.3.4.1. PA: compare: importance of (basic) knowledge in SE and building schemes in AE
4.3.4.2. Avoiding disadvantaging students: make the hidden curriculum visible -> mantra's etc. Make sure that each person is aware of the nature of schooling.
4.3.4.3. Dilemma: too much offloading of knowledge & details may decline achievements on standardised tests. Goal: helping learners develop the competencies and wisdom that enable use of cutting-edge technologies.
4.3.4.3.1. But also the quality of knowledge and solutions found in AE and DCE learning?
4.3.4.3.2. Often DCE is enthusiastic of digital technologies and keeping pace with developments in society.
4.3.5. Diversity (and) education Difference is normal, a normal individual would be abnormal. difference is vital: diversity is a source of possibility and should be woven into the fabric of the school.
4.3.5.1. From special education (SE) to inclusive education (AE) to diversity education DCE.
4.3.5.1.1. p.161 'each movement has adapted through time -> table represents sensibilities when the movements began.' This is one of the difficulties with the book: is it describing history looking back or trying to portray it from that moment? If so: how can the book be motivated from DCE? Also, this section seems a bit American, pointing out that disadvantages can be major advantages. It's not just because of culture that they often don't. Having their disadvantages and merits is more realistically put.
4.3.6. Critical pedagogy Communities construct unique systems of belief and interpretation. Key qualities are sufficiency and coherence. Critical pedagogy maintains an attitude of suspicion to collective coherences.
4.3.6.1. It is very praxis oriented -> teaching is empowering, emancipating, giving voice. Freire's Pedagogy of the oppressed, where also the internalised narratives must be critically examined. Conscientisation is reached by situated teaching, using dialogic pedagogy -> collective critical consideration where the truth-value is a matter of the soundness of thinking and not the status of the speaker.
4.3.6.1.1. Poehee, how to establish this?
4.3.6.1.2. Opposites to dialogic are personal opinion and collective discourse
4.3.6.1.3. Where Marx focused on classism, critical pedagogy was feminist, post-colonial, indigenous, queer, anti-racist and anti-ablist (t name a few). None of these are isolated. Most critical educators work across more than one.
4.3.6.2. Teacher as transformative intellectual, providing students with what they need to be innovators and leaders, not workers and managers.
4.3.6.2.1. AP: link to ch4 SSE? See also p. 177 on emergence. And mention of ecosystem in Ch 3
4.3.7. Really radical responses - humans learn better when they can set their own pace - society is becoming so diverse that a singular institution can never address
4.3.7.1. deschooling unschooling free schools