Standard education systems are broken: Turning Learning Right Side Up points towards a way of fixing them. It argues that the current system of education was designed for purposes that no longer make sense. (Ken Robinson’s TED talk Do schools kill creativity? is the classic formulation of this problem.) Then this book talks about how education could be designed to help children become fully-rounded adults.
The emphasis is on learning rather than teaching, with children taking the initiative in their activities and even in the organisation of the school. This is already the norm at a few places, such as the famous Sudbury Valley School in the USA. It works well partly because a family that sends their child to such a school has probably already prepared them for this more independent style of education. I think it could work more generally, but it must start very early — children will need to grow up understanding that this is how schools work. Places like Playcentre in NZ get them started on the right track, with their philosophy of child-initiated play. We just need to continue this idea as they move through the education system.
This book is about about raising boys, especially teenagers. It’s heartfelt and compelling, and it has a lot of good things to think about and remember if you have or are planning to have a teenaged son.
Celia Lashlie spent a lot of time at boys’ schools talking with the boys and their teachers, and describes what it’s like to be a student in a boys’ school. She describes the experience really thoroughly — as I read, I really felt I knew what their world was like. But there are many different ways for boys to experience their school life, and I thought she focused on one without really acknowledging others.
The view in the book is undoubtedly true for many boys — the importance of sports, mates, school spirit — but experiences are different for everyone. I went to a boys’ high school myself, and I do recognise some of the aspects of schoolboy life that Lashlie describes. But overall my own experience was generally more middle-of-the-road than that described in the book. Of course some of my fellow students were much more extreme than me, but some were more boring and conventional — I don’t think my experience was that unusual. Lashlie does occasionally nod towards alternatives, but overall the world she describes does seem traditional and stereotyped. Perhaps that’s the most obvious view to an outsider, but I do feel Lashlie romanticises things a bit.
The reason children don’t like going to school is that it interrupts their education.
— Jay Griffith at the RSA
That quote could serve as a summary of this book. It’s a guide for teachers to make their classroom time more effective, so that students will be engaged and will learn useful things in their time in school. Continue reading
Alfie Kohn says that homework is worthless. According to his book, there is no evidence that typical homework is beneficial in any way for junior schoolkids, and minimal evidence that it’s worthwhile for any students at all. In fact, there is evidence that it can be harmful to the kids’ attitudes to learning and stress levels. Homework also has opportunity costs, given that homework takes time that could be used doing something else like physical play, reading or family activities. This book lays out Kohn’s case against homework as currently practised.
Kohn’s website has a wealth of related essays following up the points in the book. For example, he argues that homework does not offer academic benefits.
This is an eye-opening discussion of the varieties of people’s learning styles and the inadequacies of the traditional three-R’s style of education. Ideas like this have gained a lot of currency since this book was published, which I think is a great thing. Smart Moves puts a scientific basis behind common-sense notions like letting kids run around a bit before class, but really digs deeply into the physiology of the brain. I get the feeling that some of the author’s recommendations are more theoretical than evidence-based, but there’s still a lot of good information and a lot of new ideas to try out. Many of the exercises and techniques are applicable to everyone, not just children.
One of my favourite techniques, though, is one for parents: The Time Game. If your child asks for something, say you’ll do it — in three minutes. Then set a timer and allow the child to watch and wait for the time to count down. This is a great way to develop a time sense (which many children sorely lack) and patience.
Roots of Empathy is a program that tries to teach schoolchildren empathy. Empathy is a crucially important quality: it can help overcome the problem of the “ethical fade“. And it seems obvious that empathic people are probably just nicer people.
Roots of Empathy works through regular class visits from a newborn baby and parent. Over the year of the Roots of Empathy program, the schoolchildren are able to see the baby grow and develop, and experience first-hand the bond between parent and baby. It seems to be quite successful in instilling worthwhile values, even in children that are hard to reach any other way. This books describes the program and tells its story.
This useful book is a careful and spirited defence of the idea that children should be taught to think for themselves rather than uncritically accept the views of some authority, be it parental, religious or governmental. You’d think that this view would be completely uncontroversial. But surprisingly many people mistakenly think that this leads to anarchy, moral relativism, a rejection of traditional values, or all of these things.