CLASSROOM CRISIS
August 17, 2020 is looming. Many school districts must decide whether to offer face-to-face classroom, distance learning or some blend all within the maze of city, county, state and federal agencies guidelines. Without a mandate, humans tend to what is familiar, and classroom education is by far what school districts, teachers, students and family are most familiar. Distance learning, especially curiosity-based, discovery-driven, mentor-assisted, wisdom-oriented (“transformative”) learning, is still relatively new and therefore not familiar.
I’ve said in posts that, in my opinion, COVID-19 is not the cause of our chaos. It’s the spark that lit the fire, the dry tinder being the lack of forward-looking infrastructure. In this case, transformative learning as mentioned above. Dr. Brent Cameron PhD championed the idea, which he called “Self Design (Sentient 2005)” provided a practical infrastructure and for years demonstrated the usefulness, advantages and disadvantages of this approach at the secondary (“WonderTree”) and high school (“Virtual High”) levels. Perhaps the most innovative part is the introduction of a new way to assess “student performance” based on “knowledge” (ability to apply what is learned to other situations) and “wisdom” (knowing when to apply knowledge in order to minimize duress).
Dr. Daniel S. Janik MD PhD, in his groundbreaking book UNLOCK THE GENIUS WITHIN: Neurobiological Trauma, Teaching, and Transformative Learning: Neurobiological Trauma, Teaching, and Transformative Learning (Rowman and Littlefield Education 2005), provided the theoretical and applied underpinnings to this powerful, unique and field-proven educational approach.
What’s missing is an improved delivery infrastructure, which I discuss extensively in THE EDGE OF MADNESS (Aignos 2020). And you thought it was just a sci-fu novel, right? I consider interactive holographic learning a technical challenge more than a pure reading entertainment. Difficult? Yes. Impossible. No. In fact, it’s the next logical extension to Stephen Spielberg’s attempts to normalize three-dimensional cinema. Think about it: a keiretsu (Japanese: 系列 – a group of governmental and private company enterprises with interlocking objectives formed to develop the infrastructure portrayed in my, Janik’s and Cameron’s books, an infrastructure that would fling education into the future and open the door to safer, more meaningful, less traumatic education.
The Edge of Madness
I’ve said in posts that, in my opinion, COVID-19 is not the cause of our chaos. It’s the spark that lit the fire, the dry tinder being the lack of forward-looking infrastructure. In this case, transformative learning as mentioned above. Dr. Brent Cameron PhD championed the idea, which he called “Self Design (Sentient 2005)” provided a practical infrastructure and for years demonstrated the usefulness, advantages and disadvantages of this approach at the secondary (“WonderTree”) and high school (“Virtual High”) levels. Perhaps the most innovative part is the introduction of a new way to assess “student performance” based on “knowledge” (ability to apply what is learned to other situations) and “wisdom” (knowing when to apply knowledge in order to minimize duress).
Dr. Daniel S. Janik MD PhD, in his groundbreaking book UNLOCK THE GENIUS WITHIN: Neurobiological Trauma, Teaching, and Transformative Learning: Neurobiological Trauma, Teaching, and Transformative Learning (Rowman and Littlefield Education 2005), provided the theoretical and applied underpinnings to this powerful, unique and field-proven educational approach.
What’s missing is an improved delivery infrastructure, which I discuss extensively in THE EDGE OF MADNESS (Aignos 2020). And you thought it was just a sci-fu novel, right? I consider interactive holographic learning a technical challenge more than a pure reading entertainment. Difficult? Yes. Impossible. No. In fact, it’s the next logical extension to Stephen Spielberg’s attempts to normalize three-dimensional cinema. Think about it: a keiretsu (Japanese: 系列 – a group of governmental and private company enterprises with interlocking objectives formed to develop the infrastructure portrayed in my, Janik’s and Cameron’s books, an infrastructure that would fling education into the future and open the door to safer, more meaningful, less traumatic education.
The Edge of Madness
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