Giorgio Bertini
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Category Archives: Self-organized pedagogy
How to Bring Self-Organized Learning Environments to Your Community
Educators of all kinds (parents, teachers, community leaders, etc) play an important role in both teaching kids how to think, and giving them room to feed their curiosity. The SOLE approach embraces a process where kids learn how to ask … Continue reading
Posted in Curiosity, Curiosity-based learning, Learning, Self-organized learning, Self-organized pedagogy
Tagged curiosity, curiosity-based learning, Learning, self-organized learning, self-organized pedagogy
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What happens when Students Create their own Curriculum?
There are no tests, no grades, and, for some students, no traditional classes to sit through. That’s because the program is centered around the concept and execution of self-directed learning. With input from advisors, working professionals, parents, and peers, each … Continue reading
Towards a new Complexity Science of Learning and Education
In this position paper we argue that the field of learning and education is in a crisis and that the current paradigms in educational science are unable to adequately resolve the problems that are encountered in pedagogical practice. We believe … Continue reading
Posted in Complexity, Complexity & education, Complexity & learning, Education, Self-organization, Self-organized learning, Self-organized pedagogy
Tagged complexity, complexity & education, education, self-organization, self-organized learning, self-organized pedagogy
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Messy Works: How to Apply Self-Organized Learning in the Classroom
Recently, Bechtel has been experimenting with Self-Organized Learning Environments, or SOLEs, in her elementary school classes. SOLEs are short forays into the kind of self-organized learning that Sugata Mitra found to be so powerful. In a classroom SOLE, Bechtel asks … Continue reading
Playing in the Zone of Proximal Development: Qualities of Self‐Directed Age Mixing between Adolescents and Young Children at a Democratic School
The potential educational value of free age mixing between adolescents and younger children has been largely neglected because of the widespread acceptance of the conventional scheme of age-graded schooling. To address this neglect, we analyzed qualitatively a set of field … Continue reading
Posted in Democratic education, Schooling, Self-organized learning, Self-organized pedagogy, Vygotsky
Tagged democratic education, schooling, self-organized learning, self-organized pedagogy, vygotsky
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The obsolescence of teachers – a controversy
Sugata Mitra is a Professor of Educational Technology at Newcastle University and is famous for the research he conducted on SOLE Self-Organised Learning Environments, starting with the ‘hole-in-the-wall’ experiments he carried out in 1999 where he left a group of … Continue reading
Posted in Self-organized learning, Self-organized pedagogy
Tagged self-organization pedagogy, self-organized learning
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Complexity and Education – Self-organizational Pedagogy on the Edge of Chaos
This paper describes our attempt to develop a pedagogical practice informed by the concepts of complexity applied to education. The context of our study was the science methods course within an elementary teacher education program. The practice, described here, has … Continue reading
Posted in Complexity & education, Self-organization, Self-organized pedagogy
Tagged complexity, self-organization, self-organization pedagogy
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Imagining a Self-Organised Classroom – Some Gilles Deleuze’s conceptualisations
This paper uses complexity theory as a means towards clarifying some of Gilles Deleuze’s conceptualisations in communication and the philosophy of language. His neologisms and post-structuralist tropes are often complicated and appear to be merely metaphorical. However their meanings may … Continue reading
Posted in Classroom, Complexity & education, Deleuze, Rhizomatic learning, Self-organization, Self-organized learning, Self-organized pedagogy
Tagged classrooms, complexity, deleuze, elf-organized learning, rhizomatic learning, self-organization, self-organization pedagogy
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