By Douglas Thomas
The twenty-first century is an international in consistent swap. In a brand new tradition of studying, Doug Thomas and John Seely Brown pursue an realizing of ways the forces of switch, and rising waves of curiosity linked to those forces, encourage and invite us to visualize a way forward for studying that's as robust because it is optimistic.
Typically, once we contemplate tradition, we predict of an present, good entity that alterations and evolves over lengthy sessions of time. In a brand new tradition, Thomas and Brown discover a moment feel of tradition, person who responds to its atmosphere organically. It not just adapts, it integrates turn out to be its approach as one among its environmental variables. by way of exploring play, innovation, and the cultivation of the mind's eye as cornerstones of studying, the authors create a imaginative and prescient of studying for the longer term that's achieveable, scalable and person who grows in addition to the expertise that fosters it and the folks who interact with it. the result's a brand new type of tradition within which wisdom is obvious as fluid and evolving, the non-public is either greater and sophisticated when it comes to the collective, and the power to control, negotiate and perform the realm is ruled by means of the play of the imagination.
Replete with tales, it is a publication that appears on the demanding situations that our schooling and studying environments face in a clean manner.
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Additional resources for A New Culture of Learning: Cultivating the Imagination for a World of Constant Change
In a sense, Doug had indeed taught the students nothing. They, however, had taught him a great deal about what the new culture of learning might look like and how powerful it can be when students see each other as resources and figure out how to learn from one another. Googling the Error In northern California, Allen runs a small business writing computer code as a freelance hacker. He is fluent in nearly all the core languages and can program for a wide variety of tasks. He also has no formal training in computer programming beyond a degree in computer science he achieved nearly 50 years ago.
But what the proponents of that position mean is that schools have ceased to function efficiently; they are failing as machines. If we change the vocabulary and consider schools as learning environments, however, it makes no sense to talk about them being broken because environments don’t break. Rather, we look at the question in terms of how our schools’ environments blend—or fail to blend—with the freedom and wealth of the digital information network. When viewed from this perspective, the learning that goes on in the school environment becomes more of an organic process, and the focus of the discussion changes from fixing a problem to growing a solution.
Each of these stories is about a bridge between two worlds—one that is largely public and information-based (a software program, a university, a search engine, a game, a website) and another that is intensely personal and structured (colleagues, a classroom, a business, family, the daily challenges of living with a chronic disease). The bridge between them—and what makes the concept of the new culture of learning so potent—is how the imagination was cultivated to harness the power of almost unlimited informational resources and create something personally meaningful.