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Tag Archives: institutionalized learning
Occupy Your Brain: On Power, Knowledge, & the Re-Occupation of Common Sense – Carol Black
http://www.filmsforaction.org/news/occupy_your_brain_on_power_knowledge_and_the_reoccupation_of_common_sense/ This is an absolutely brilliant article. ‘……it becomes quite interesting not only to look at what your children are required to learn in school, but at what they are not required to learn. While your kids are very busy … Continue reading →
Posted in awakening, civil rights, cognitive, communication, conflict, consent, creativity, cultural questions, dependence, Disconnection, diversity, ecological, ecological issues, education, empowerment, equality, ethics, external locus, internal locus of evaluation, natural world, non-conforming, organismic experiencing, paradigm shift, parenting, perception, political, power, power and powerlessness, regulation, risk, spirituality, supervision, sustainability, teaching, transformation, trust, values & principles, vulnerability
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Tagged activism, Adderall, Adivasi-Dalit Ektha Abhijan, Adivasis, affordable counselling exeter, authority, autonomy, “the sphere of intellect and spirit”, benefits system, benevolent dictatorship, Berkana Institute, Carol Black, central authority, centralisation, centralised authority, centralization, centralized authority, centralized control over learning, centralized systems of authority, centrally-controlled education, coercive conformity, collaborative working, collective intelligence, Common School, Common Sense, community, community sharing, community traditions, compliance, compulsion in education, conformity, conscience, counselling exeter, counsellor Exeter, counsellors Exeter, creativity, cross-cultural perspectives on education, cultural conformity, Dalits, decentralization, democracy, democratic liberty, despair, destructive economy, digital revolution, diversity, Dongria Kondh, ecological awareness, ecology, economic exploitation, economic oppression, ecosystem, education, educational authority, elders, emergence, ethical awareness, evaluation, experiential learning, experimentation, expert model, expert paradigm, external locus, free play, freedom, freedom of education, functional invisibility, Gaia, genetically modified organisms, global standards for education, globalization, GMOs, government control, hierarchies, higher authority, horizontal collaboration, horizontal learning structures, Human Rights, indigenous cultures, indigenous pedagogy, indigenous wisdom, individual control, individual freedom, innovation, institutionalized learning, learning, legacies of colonialism, local control, locus of control, locus of power, low cost counselling exeter, Matrix, mistake avoidance, modern schooling, monolithic bureaucracy, national curriculum, natural world, networking, non-hierarchical models, non-hierarchical models of collaboration, non-punitive social models, non-punitive structures, obedience, Occupy Wall Street, open network of volunteer editors, oral traditions, Palace Gate Counselling Service, Palace Gate Counselling Service Exeter, participation, person centred counselling exeter, personal freedom, political awareness, political education, political oppression, power and control, practice, publicly supported education, risk taking, ritual, SATs, Schooling the World, slave labour force, social exploitation, social inequality, socio-economic oppression, song, spiritual awareness, spirituality, standard assessment in education, standardisation in education, standardization in education, standards for education, state-administered education, state-appointed educrats, state-controlled schooling, story, supervision, sustainability, sustainable indigenous cultures, teaching, Thomas Paine, tribal cultures, trust, uniformity, unlearning, Vedanta bauxite, voluntary communities, voluntary learning, Wikipedia, William Greider, wisdom, Wonder Years, www.palacegatecounselling.org.uk, www.schoolingtheworld.org
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