Stop Stealing Dreams (what is school for?) - Seth Godin

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Homework during the day, lectures at night Open book, open note, all the time Access to any course, anywhere in the world Precise, focused instruction instead of mass, generalized instruction The end of multiple-choice exams Experience instead of test scores as a measure of achievement The end of compliance as an outcome Cooperation instead of isolation Amplification of outlying students, teachers, and ideas Transformation of the role of the teacher Lifelong learning, earlier work Death of the nearly famous college It’s easier than ever to open a school, to bring new technology into school, and to change how we teach. But if all we do with these tools is teach compliance and
consumption, that’s all we’re going to get. School can and must do more than train the factory workers of tomorrow. 18. Fast, flexible, and focused It’s clear that the economy has changed. What we want and expect from our best citizens has changed. Not only in what we do when we go to our jobs, but also in the doors that have been opened for people who want to make an impact on our culture. At the very same time, the acquisition of knowledge has been forever transformed by the Internet. Often overlooked in the rush to waste time at Facebook and YouTube is the fact that the Internet is the most efficient and powerful information delivery system ever developed. The change in the economy and the delivery of information online combine to amplify the speed of change. These rapid cycles are overwhelming the ability of the industrialized system of education to keep up. As a result, the education-industrial system, the one that worked very well in creating a century’s worth of factory workers, lawyers, nurses, and soldiers, is now obsolete. We can prop it up or we can fix it.
Page 2 and 3: This edition is designed to be view
Page 4 and 5: if you don’t underestimate me, I
Page 6 and 7: 1. Preface: Education transformed A
Page 8 and 9: The two advantages most successful
Page 10 and 11: Most of all, go do something. Write
Page 12 and 13: that we ought to become the cheaper
Page 14 and 15: The pursuit of knowledge for its ow
Page 16 and 17: 5. Column A and Column B Aware Cari
Page 18 and 19: Changing school doesn’t involve s
Page 20 and 21: Those who worry about the nature of
Page 22 and 23: Building a person’s character was
Page 24 and 25: 11. To efficiently run a school, am
Page 26 and 27: 13. Which came first, the car or th
Page 28 and 29: The results: Among girls, the resul
Page 32 and 33: I don’t think it’s practical to
Page 34 and 35: 20. Life in the post-institutional
Page 36 and 37: Too often, all these constituents a
Page 38 and 39: 23.And yet we isolate students inst
Page 40 and 41: about the power of choice and free
Page 42 and 43: contract, once its contents have be
Page 44 and 45: Given the assignment of indoctrinat
Page 46 and 47: The problem is that individual pass
Page 48 and 49: e obedient helped us educate them.
Page 50 and 51: Fortunately for my side of the argu
Page 52 and 53: from the consequences of your actio
Page 54 and 55: Rebecca trained to be competent, ex
Page 56 and 57: Interchangeable workers were essent
Page 58 and 59: This is not the future of our econo
Page 60 and 61: 39. Where did the good jobs go? Hin
Page 62 and 63: kind of insurance policy, diagnoses
Page 64 and 65: 41. Judgment, skill, and attitude T
Page 66 and 67: didn’t do as well to spend time w
Page 68 and 69: 45. Shouldn’t parents do the moti
Page 70 and 71: Then, as often happens to instituti
Page 72 and 73: School is still about obedience and
Page 74 and 75: And it certainly taught you to acce
Page 76 and 77: Nothing in the world is more danger
Page 78 and 79: 52. The race to the top (and the al
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Fast, smart, and flexible are embra
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There are two things I take away fr
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59. The evolution of dreams Fairy t
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60. Dreamers are a problem And then
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The economy demands that we pick ou
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For the next half hour, I sat and l
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64. Connecting the dots vs. collect
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care about, he explains. “That’
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I’m concerned about fact ignoranc
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They weren’t sold on a forward-le
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NOW UV STARTED READIN DIS DUNT STOP
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One use will be that whatever you
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And most important, why settle for
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Want to see it worked out? That’l
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other teacher always has merely the
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76.Emotional labor in the work of t
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Those who run these organizations a
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three inches taller than the younge
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80. American anti-intellectualism G
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And the boss feels the same way abo
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Hence the question I ask to every t
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The challenge is that the connected
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90.Reading and writing In the conne
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She’s not a genius, nor is she gi
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Public schools were the great level
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95. The coming meltdown in higher e
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As a result, there are millions of
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The solutions are obvious. There ar
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Those are the only sorts of questio
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Some measures are: SAT scores GPA a
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problem: the thought that regimente
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A survey of first-year history unde
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No. But applying ever more effort a
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105.If you could add just one cours
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I don’t think it’s an accident
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more before they can do productive
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We’ve been spending a fortune in
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112.The schism over blocks Jean Sch
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In case you missed it, it involves
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The way we teach it actually decrea
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A running-back might learn from a f
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or Lampoon is a connection you will
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If then, on the interval If converg
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figure out what it is. We are strug
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Giving a presentation Handling a ne
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most parents just don’t have the
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And your kids? Your kids need a pla
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The next library is a place, still.
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Harvard, of course, is a good colle
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For starters, though, start using t
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The lesser-ranked schools are less
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In fact, according to research by G
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ought to/should/will create a unive
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experience. The right college is th
Page 188 and 189:
But in the meantime, go. Learn and
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133.Bibliography and further readin
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Stop Stealing Dreams (what is school for?) - Seth Godin

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