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 figuring out of ways the forces of swap, and rising waves of curiosity linked to those forces, motivate and invite us to visualize a way forward for studying that's as robust because it is optimistic.

Typically, once we think about tradition, we predict of an latest, strong entity that alterations and evolves over lengthy sessions of time. In a brand new tradition, Thomas and Brown discover a moment experience of tradition, person who responds to its atmosphere organically. It not just adapts, it integrates turn out to be its procedure as one in all its environmental variables. through 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 plausible, scalable and person who grows besides the expertise that fosters it and the folk who interact with it. the result's a brand new kind of tradition during which wisdom is obvious as fluid and evolving, the private is either more suitable and subtle relating to the collective, and the facility to regulate, negotiate and perform the realm is ruled by means of the play of the imagination.

Replete with tales, this can be a publication that appears on the demanding situations that our schooling and studying environments face in a clean approach.

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Extra info for A New Culture of Learning: Cultivating the Imagination for a World of Constant Change

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At first, it seems hard to argue with that. 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.

Perhaps the fact that the boundary between the two is becoming so permeable indicates a need for a new way to think about the differences between them. We suggest a framework that has elements of both but involves intertwining and remixing—rather than opposing—domains: the personal combined with the collective. The personal is the basis for an individual’s notions of who she is (identity) and what she can do (agency). It is not necessarily private, though it may be, and it does not exist in a vacuum.

Assuming they live on campus, sleep eight hours a night, and attend classes three hours a day, students are immersed in a learning environment for an additional thirteen hours a day. 9 The Emergence of the Collective Our ability to produce, consume, and distribute knowledge in an unlimited, unfiltered, and immediate way is the primary reason for the changes we see today. One no longer needs to own a television station, a printing press, or a broadcast transmitter to disseminate information, for example.

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A New Culture of Learning: Cultivating the Imagination for a World of Constant Change by Douglas Thomas


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