[ Pobierz całość w formacie PDF ]
to that of schools.
While an independent educational profession of this kind would welcome many people whom the schools exclude, it
would also exclude many whom the schools qualify. The establishment and operation of educational networks would
require some designers and administrators, but not in the numbers or of the type required by the administration of
schools. Student discipline, public relations, hiring, supervising, and firing teachers would have neither place nor
counterpart in the networks I have been describing. Neither would curriculum-making, textbook-purchasing, the
maintenance of grounds and facilities, or the supervision of interscholastic athletic competition. Nor would child
custody, lesson-planning, and record-keeping, which now take up so much of the time of teachers, figure in the
operation of educational networks. Instead, the operation of learning webs would require some of the skills and attitudes
now expected from the staff of a museum, a library, an executive employment agency, or a maitre d'h™tel.
Today's educational administrators are concerned with controlling teachers and students to the satisfaction of
Easy PDF Copyright © 1998,2003 Visage Software
This document was created with FREE version of Easy PDF.Please visit http://www.visagesoft.com for more details
others-trustees, legislatures, and corporate executives. Network builders and administrators would have to demonstrate
genius at keeping themselves, and others, out of people's way, at facilitating en-counters among students, skill models,
educational leaders, and educational objects. Many persons now attracted to teaching are profoundly authoritarian and
would not be able to assume this task: building educational exchanges would mean making it easy for
people--especially the young--to pursue goals which might contradict the ideals of the traffic manager who makes the
pursuit possible.
If the networks I have described could emerge, the educational path of each student would be his own to follow, and
only in retrospect would it take on the features of a recognizable program. The wise student would periodically seek
professional advice: assistance to set a new goal, insight into difficulties encountered, choice between possible
methods. Even now, most persons would admit that the important services their teachers have rendered them are such
advice or counsel, given at a chance meeting or in a tutorial. Pedagogues, in an unschooled world, would also come
into their own, and be able to do what frustrated teachers pretend to pursue today.
While network administrators would concentrate primarily on the building and maintenance of roads providing access to
resources, the pedagogue would help the student to find the path which for him could lead fastest to his goal. If a
student wanted to learn spoken Cantonese from a Chinese neighbor, the pedagogue would be available to judge their
proficiency, and to help them select the textbook and methods most suitable to their talents, character, and the time
available for study. He could counsel the would-be airplane mechanic on finding the best places for apprenticeship. He
could recommend books to somebody who wanted to find challenging peers to discuss African history. Like the
network administrator, the pedagogical counselor would conceive of himself as a professional educator. Access to
either could be gained by individuals through the use of educational vouchers.
The role of the educational initiator or leader, the master or "true" leader, is somewhat more elusive than that of the
professional administrator or the pedagogue. This is so because leadership is itself hard to define. In practice, an
individual is a leader if people follow his initiative and become apprentices in his progressive discoveries. Frequently,
this involves a prophetic vision of entirely new standards--quite understandable today--in which present "wrong" will turn
out to be "right." In a society which would honor the right to call assemblies through peer-matching, the ability to take
educational initiative on a specific subject would be as wide as access to learning itself. But, of course, there is a vast
difference between the initiative taken by someone to call a fruitful meeting to discuss this essay and the ability of
someone to provide leadership in the systematic exploration of its implications. [ Pobierz całość w formacie PDF ]
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to that of schools.
While an independent educational profession of this kind would welcome many people whom the schools exclude, it
would also exclude many whom the schools qualify. The establishment and operation of educational networks would
require some designers and administrators, but not in the numbers or of the type required by the administration of
schools. Student discipline, public relations, hiring, supervising, and firing teachers would have neither place nor
counterpart in the networks I have been describing. Neither would curriculum-making, textbook-purchasing, the
maintenance of grounds and facilities, or the supervision of interscholastic athletic competition. Nor would child
custody, lesson-planning, and record-keeping, which now take up so much of the time of teachers, figure in the
operation of educational networks. Instead, the operation of learning webs would require some of the skills and attitudes
now expected from the staff of a museum, a library, an executive employment agency, or a maitre d'h™tel.
Today's educational administrators are concerned with controlling teachers and students to the satisfaction of
Easy PDF Copyright © 1998,2003 Visage Software
This document was created with FREE version of Easy PDF.Please visit http://www.visagesoft.com for more details
others-trustees, legislatures, and corporate executives. Network builders and administrators would have to demonstrate
genius at keeping themselves, and others, out of people's way, at facilitating en-counters among students, skill models,
educational leaders, and educational objects. Many persons now attracted to teaching are profoundly authoritarian and
would not be able to assume this task: building educational exchanges would mean making it easy for
people--especially the young--to pursue goals which might contradict the ideals of the traffic manager who makes the
pursuit possible.
If the networks I have described could emerge, the educational path of each student would be his own to follow, and
only in retrospect would it take on the features of a recognizable program. The wise student would periodically seek
professional advice: assistance to set a new goal, insight into difficulties encountered, choice between possible
methods. Even now, most persons would admit that the important services their teachers have rendered them are such
advice or counsel, given at a chance meeting or in a tutorial. Pedagogues, in an unschooled world, would also come
into their own, and be able to do what frustrated teachers pretend to pursue today.
While network administrators would concentrate primarily on the building and maintenance of roads providing access to
resources, the pedagogue would help the student to find the path which for him could lead fastest to his goal. If a
student wanted to learn spoken Cantonese from a Chinese neighbor, the pedagogue would be available to judge their
proficiency, and to help them select the textbook and methods most suitable to their talents, character, and the time
available for study. He could counsel the would-be airplane mechanic on finding the best places for apprenticeship. He
could recommend books to somebody who wanted to find challenging peers to discuss African history. Like the
network administrator, the pedagogical counselor would conceive of himself as a professional educator. Access to
either could be gained by individuals through the use of educational vouchers.
The role of the educational initiator or leader, the master or "true" leader, is somewhat more elusive than that of the
professional administrator or the pedagogue. This is so because leadership is itself hard to define. In practice, an
individual is a leader if people follow his initiative and become apprentices in his progressive discoveries. Frequently,
this involves a prophetic vision of entirely new standards--quite understandable today--in which present "wrong" will turn
out to be "right." In a society which would honor the right to call assemblies through peer-matching, the ability to take
educational initiative on a specific subject would be as wide as access to learning itself. But, of course, there is a vast
difference between the initiative taken by someone to call a fruitful meeting to discuss this essay and the ability of
someone to provide leadership in the systematic exploration of its implications. [ Pobierz całość w formacie PDF ]