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Old School, New School, No School ™..The End of Schooling &
The Re-Invention of “America”
(C) Gordon Freedman 2009
Is It Time to Re-Think
(C) Gordon Freedman 2009
School?
(C) Gordon Freedman 2009
Is the End Point of Schoolgetting into Harvard?
or Getting into the World?
(C) Gordon Freedman 2009
Education Innovation Is Not about TechnologyIt’s About Changing Education To Match the Times.
(C) Gordon Freedman 2009
Is It Time to Re-Think
(C) Gordon Freedman 2009
Cars?Energy?Finance?Housing?
Happiness?Environment?
(C) Gordon Freedman 2009
Are we confusing “schools” with education?
(C) Gordon Freedman 2009
Why can’t the car companies turn into design, materials, and
innovation centers?
(C) Gordon Freedman 2009
Has our education system contributed to the current financial crisis, to a
leadership deficit, to a lack of innovation?
(C) Gordon Freedman 2009
The model may already be broken.
(C) Gordon Freedman 2009
Public education does not serve a public. It creates a public.
NEIL POSTMAN, “The End of Education: Re-Defining the Value of School”p. 18, Vintage, 1995
“Old School”
(C) Gordon Freedman 2009
Old School = Structural / Conformity
Dimensions OLD SCHOOL1900-1980
Conform to social and commercial norms to create a stable workforce, a safe and predictable society. Began as the need to Americanize immigrants to build a common workforce of citizens.
(C) Gordon Freedman 2009
Old School Built “America”
Dimensions OLD SCHOOL
“Old School” serviced the transition from an agriculture to an industrial base, schools modeled on the science of administration, intended to regiment learners for the workplace.
(C) Gordon Freedman 2009
The sluggish growth in the educated workforce in the last quarter century has been mainly due to a slowing down in the educational attainment of those schooled in the United States.
The Race between Education and Technology , by Claudia Goldin, Lawrence F. Katz, Harvard University Press, 2008, p. 7
“New School”
(C) Gordon Freedman 2009
New School = Functional / Think Critically
Dimensions NEW SCHOOL1980-2010
Think critically and outside of the box while adhering to the dictates of the system within regulations and standards. Need for Innovation and Flexibility.
(C) Gordon Freedman 2009
New School is Trying to Break Free
Dimensions OLD SCHOOL NEW SCHOOL
Started as charters, homeschooling, cyber schools, virtual schools, high tech schools in reactions to the one-size- fits all model, from manufacturing to service.(C) Gordon Freedman 2009
One of the greatest problems we face is how to adjust our way of thinking to meet the challenge of an increasingly complex, rapidly changing, unpredictable world.
And as we put these reforms into effect we have to keep our sights on the long term and honor our tremendous responsibility for future generations.
Preface by Fredrico Mayor, Director-General of UNESCO, to Edgar Morin’s Seven Complex Lessons in Education for the Future, 1999
“No School”
(C) Gordon Freedman 2009
No School = Relational, Collaborate, Produce
Dimensions NO SCHOOL2010-2015
System goes horizontal, peer and mixed group learning, production as expression of knowledge. Need to initiate, connect, collaborate across various networks.
(C) Gordon Freedman 2009
“No School” Means All Forms Possible
Dimensions OLD SCHOOL NEW SCHOOL NO SCHOOL
Not a real “end” to school, but one based on individuals, networks,
multiple ways to outcomes, tracked with data, like all other sectors of
society, in its move from service to information.
(C) Gordon Freedman 2009
End of Schooling Matrix
Variables OLD SCHOOL NEW SCHOOL NO SCHOOL
1. CULTURE
2. ERA
3. TYPOLOGY
4. ADMINISTRATION
5. INSTRUCTION
6. YOUTH
7. CONTENT
8. CHANGE
9. PLACE/UNIT
10. RESOURCE(C) Gordon Freedman 2009
Old School Matrix
Dimensions OLD SCHOOL
1. CULTURE Traditional
2. ERA Manufacturing
3. TYPOLOGY Structural
4. ADMINISTRATION Regulatory
5. INSTRUCTION Labor
6. YOUTH Regiment
7. CONTENT Curriculum
8. CHANGE Augment
9. PLACE Class/Student
10. RESOURCE Standards-Based(C) Gordon Freedman 2009
New School Matrix
Dimensions OLD SCHOOL NEW SCHOOL
1. CULTURE Traditional Transitional
2. ERA Manufacturing Service
3. TYPOLOGY Structural Functional
4. ADMINISTRATION Regulatory Human Capital
5. INSTRUCTION Labor Expertise
6. YOUTH Regiment Investigate
7. CONTENT Curriculum Construction
8. CHANGE Augment Customize
9. PLACE/UNIT Class/Student Blended/Cohort
10. RESOURCE Standards-Based Knowledge-Based(C) Gordon Freedman 2009
No School Matrix
Dimensions OLD SCHOOL NEW SCHOOL NO SCHOOL
1. CULTURE Traditional Transitional Transformational
2. ERA Manufacturing Service Information
3. TYPOLOGY Structural Functional Relationnal
4. ADMINISTRATION Regulatory Human Capital Network
5. INSTRUCTION Labor Expertise Guidance
6. YOUTH Regiment Investigate Act
7. CONTENT Curriculum Construction Outcome
8. CHANGE Augment Customize Individualize
9. PLACE/UNIT Class/Students Blended/Cohort Peers/Learner
10. RESOURCE Standards-Based Knowledge-Based Production-Based(C) Gordon Freedman 2009
End of Schooling Matrix : Culture
Dimensions OLD SCHOOL NEW SCHOOL NO SCHOOL
1. CULTURE Traditional Transitional Transformational
2. ERA
3. TYPOLOGY
4. ADMINISTRATION
5. INSTRUCTION
6. YOUTH
7. CONTENT
8. CHANGE
9. PLACE/UNIT
10. RESOURCE(C) Gordon Freedman 2009
End of Schooling Matrix : Era
Dimensions OLD SCHOOL NEW SCHOOL NO SCHOOL
1. CULTURE
2. ERA Manufacturing Service Information
3. TYPOLOGY
4. ADMINISTRATION
5. INSTRUCTION
6. YOUTH
7. CONTENT
8. CHANGE
9. PLACE/UNIT
10. RESOURCE(C) Gordon Freedman 2009
End of Schooling Matrix : Typology
Dimensions OLD SCHOOL NEW SCHOOL NO SCHOOL
1. CULTURE
2. ERA
3. TYPOLOGY Structural Functional Relational
4. ADMINISTRATION
5. INSTRUCTION
6. YOUTH
7. CONTENT
8. CHANGE
9. PLACE/UNIT
10. RESOURCE(C) Gordon Freedman 2009
End of Schooling Matrix : Administration
Dimensions OLD SCHOOL NEW SCHOOL NO SCHOOL
1. CULTURE
2. ERA
3. TYPOLOGY
4. ADMINISTRATION Regulatory Human Capital Network
5. INSTRUCTION
6. YOUTH
7. CONTENT
8. CHANGE
9. PLACE/UNIT
10. RESOURCE(C) Gordon Freedman 2009
End of Schooling Matrix : Instruction
Dimensions OLD SCHOOL NEW SCHOOL NO SCHOOL
1. CULTURE
2. ERA
3. TYPOLOGY
4. ADMINISTRATION
5. INSTRUCTION Labor Expertise Guidance
6. YOUTH
7. CONTENT
8. CHANGE
9. PLACE/UNIT
10. RESOURCE(C) Gordon Freedman 2009
End of Schooling Matrix : Youth
Dimensions OLD SCHOOL NEW SCHOOL NO SCHOOL
1. CULTURE
2. ERA
3. TYPOLOGY
4. ADMINISTRATION
5. INSTRUCTION
6. YOUTH Regiment Investigate Act
7. CONTENT
8. CHANGE
9. PLACE/UNIT
10. RESOURCE(C) Gordon Freedman 2009
End of Schooling Matrix : Content
Dimensions OLD SCHOOL NEW SCHOOL NO SCHOOL
1. CULTURE
2. ERA
3. TYPOLOGY
4. ADMINISTRATION
5. INSTRUCTION
6. YOUTH
7. CONTENT Curriculum Construction Outcome
8. CHANGE
9. PLACE/UNIT
10. RESOURCE(C) Gordon Freedman 2009
End of Schooling Matrix : Change
Dimensions OLD SCHOOL NEW SCHOOL NO SCHOOL
1. CULTURE
2. ERA
3. TYPOLOGY
4. ADMINISTRATION
5. INSTRUCTION
6. YOUTH
7. CONTENT
8. CHANGE Augment Customize Individualize
9. PLACE/UNIT
10. RESOURCE(C) Gordon Freedman 2009
End of Schooling Matrix: Place / Unit
Dimensions OLD SCHOOL NEW SCHOOL NO SCHOOL
1. CULTURE
2. ERA
3. TYPOLOGY
4. ADMINISTRATION
5. INSTRUCTION
6. YOUTH
7. CONTENT
8. CHANGE
9. PLACE/UNIT Class/Students Blended/Cohort Peers/Learner
10. RESOURCE(C) Gordon Freedman 2009
End of Schooling Matrix : Resource
Dimensions OLD SCHOOL NEW SCHOOL NO SCHOOL
1. CULTURE
2. ERA
3. TYPOLOGY
4. ADMINISTRATION
5. INSTRUCTION
6. YOUTH
7. CONTENT
8. CHANGE
9. PLACE/UNIT
10. RESOURCE Standards-Based Knowledge-Based Production-Based(C) Gordon Freedman 2009
Education is No Longer Strategic in the United States
but it is almost everywhere else
(C) Gordon Freedman 2009
Throughout American History Education has been used Strategically
(C) Gordon Freedman 2009
Colonial America Post Revolutionary America The Normal SchoolsPost Civil War The Land Grants Scientific Administration of SchoolsThe G.I. Bill Science & Math of Sputnik Busing / Civil Rights The Decline
(C) Gordon Freedman 2009
Education is Cultural TransmissionThe Mode and Content
of Education and SocietyChange Over Time
They are Now Badly out of Sync
(C) Gordon Freedman 2009
The Possibility of Real Change is Here
TRADITIONAL
ORGANIZATION
OF EDUCATION
OUTSIDE THE US
LEADING TO
POLICY CHANGE
MULTITUDE OF
DIFFERENT FORMS
IN THE US + DATA
USES, NO POLICY
CHANGE
(C) Gordon Freedman 2009
What Are We Preparing Students For?
A World Where It’s Safe to Retire? One Where Big Problems are Tackled?
Or a Return to the “old economy”
(C) Gordon Freedman 2009
In Order to Re-Invent America We Must Bring Schooling to an End Students Need to “Go to the World”
And They Must Come to “Own” Their Own Education
(C) Gordon Freedman 2009