Giorgio Bertini
Research Professor on society, culture, art, cognition, critical thinking, intelligence, creativity, neuroscience, autopoiesis, self-organization, complexity, systems, networks, rhizomes, leadership, sustainability, thinkers, futures ++
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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 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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