Tag 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 , , , ,

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

Posted in Schooling, Self-directed education, Self-directed learning, Self-organized learning, Self-organized pedagogy | Tagged , , , ,

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 , , , , ,

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

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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 , , , ,