[IAEP] [support-gang] When teaching restrains discovery

[Holt]

Thanks Bastien.  Back on the home front, also check out Claudia Urrea's 
(OLPC Assoc's Chief Learner ;) article today on one-to-one edutech etc:
http://edutechdebate.org/ict-in-schools/technologies-for-learning-vs-learning-about-technology/

On 1/20/2011 9:46 AM, Bastien wrote:
> Hi Christoph and all,
>
> I always enjoy those resources about education, thank you for the
> pointers -- and to everyone for the comments!
>
> Let me share two recent readings of mine:
>
> John Maeda : The Laws of Simplicity
>
>    http://www.amazon.com/Laws-Simplicity-Design-Technology-Business/dp/0262134721
>
> My attention got caught when I saw John Maeda referring to Nicholas
> Negroponte in the chapter « Context ».  While discussing the importance
> of focusing, he mentions this advice from NN : "Be as an electric bulb,
> not as a lazer ray."  Which I found to be quite an inspiring metaphor in
> the context of learning: let's all learn how to shed light on things as
> bulbs, taking care of others and the context, not as lazer ray, only
> taking care of the subject matter.
>
> George Steiner - « Éloge de la transmission - Le maître et l'élève »
>
>    http://livre.fnac.com/a1904995/George-Steiner-Eloge-de-la-transmission-le-maitre-et-l-eleve
>
> (Sorry, only published in french.)
>
> In the debate about instructionisme vs. [constructionisme, project-based
> method, Montessori method, etc.], most people would certainly say that
> Steiner -- George, not Rudolph! -- is rather conservative, expressing
> opinions shared by teachers with a classical-instructionist attitude.
> The title of this book says it all.
>
> Still, he proposes a definition for what it is to be a "master": it is
> someone from which students can always feel "the love behind the irony".
> Of course, Socrates comes to mind as a master of both irony and love
> towards its pupils -- I bet Steiner would agree.
>
> I like this definition.  It is general enough to escape the opposition
> between instructionism / [constructionisme, ...].  But still, I feel
> this definition captures something essential that any teacher could
> fruitfully think about.
>
> My 2 cents,
>

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