Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.
The modern university has forfeited its chance to provide a simple setting for encounters which are both autonomous and anarchic, focused yet unplanned and ebullient, and has chosen instead to manage the process by which so-called research and instruction are produced.
Interesting to read this, knowing it is written long before the Internet became available:
But the idea remains the same: they should be able to meet around a problem chosen and defined by their own initiative. Creative, exploratory learning requires peers currently puzzled about the same terms or problems. Large universities make the futile attempt to match them by multiplying their courses, and they generally fail since they are bound to curriculum, course structure, and bureaucratic administration. In schools, including universities, most resources are spent to purchase the time and motivation of a limited number of people to take up predetermined problems in a ritually defined setting. The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern.
Let me give, as an example of what I mean, a description of how an intellectual match might work in New York City. Each man, at any given moment and at a minimum price, could identify himself to a computer with his address and telephone number, indicating the book, article, film, or recording on which he seeks a partner for discussion. Within days he could receive by mail the list of others who recently had taken the same initiative. This list would enable him by telephone to arrange for a meeting with persons who initially would be known exclusively by the fact that they requested a dialogue about the same subject.
Illich - Deschooling Society
Keith Devlin (Math Guy) has an interesting and challenging post on his blog Devlin’s Angle: ”The darwinization of higher education”. First some quotes from the post, and then my reflection.
But an educational system does more than provide education. It also identifies talent - talent which it in part helps to develop. That makes a MOOC the equivalent of Google, where it is not the right information you want to find but the right people.
One crucial talent in particular that successful MOOC students possess is being highly self-motivated and persistent. Right now, innate talent, self-motivation, and persistence are not enough to guarantee an individual success, if she or he does not live in the right part of the word or have access to the right resources. But with MOOCs, anyone with access to a broadband connection gets an entry ticket. The playing field may still not be level, but it’s suddenly a whole lot more level than before. Level enough, in fact. And as with Google search, in education, “level enough” is level enough.
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