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One of the key issues is that it seems to be less a matter of us not knowing how to teach cleverness and imagination to children, and more about our policies destroying the innate cleverness and imagination OF children.
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Question regarding these topics: How do Montessori schools fit into this goal? From my limited understanding it involves guiding children to what brings them joy, and wouldn’t necessarily involve rote memorization. Is that a beneficial method to export?
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Insightful, thank you!
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This guy is doing wonders for teaching math in Czech Republic.https://www.h-mat.cz/en
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I wrote this after listening to you speak:http://psurya1994.github.io/the-importance-of-visualization …
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Two things I regularly think about. First, I went to a public school that started a “Gifted” program as early as Kindergarten. It was literally called “Gifted”, and not being a part of it, I distinctly remember 6 year old me thinking I wasn’t smart enough for it. Six. Years. Old.
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The other, when you incentivize with grades on BOTH the faculty and student side, you build the system we have today of maximizing short term gains (e.g. good grades) at the sacrifice of true learning.
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I'm guessing you've already seen this, but just in case https://youtu.be/GNcFjFmqEc8
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"Stored and bored" is now a meme about school life
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Yes. And a doubly stupid policy. As Mason says, (1) Fails to develop analytical skills in students, and (2) Deprives students of an interesting life.
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