By Douglas Thomas
The twenty-first century is a global in consistent switch. In a brand new tradition of studying, Doug Thomas and John Seely Brown pursue an knowing of ways the forces of swap, and rising waves of curiosity linked to those forces, encourage and invite us to visualize a way forward for studying that's as strong because it is optimistic.
Typically, once we reflect on tradition, we expect of an current, good entity that alterations and evolves over lengthy sessions of time. In a brand new tradition, Thomas and Brown discover a moment feel of tradition, person who responds to its atmosphere organically. It not just adapts, it integrates become its technique as one among its environmental variables. by means of exploring play, innovation, and the cultivation of the mind's eye as cornerstones of studying, the authors create a imaginative and prescient of studying for the longer term that's plausible, scalable and one who grows in addition to the know-how that fosters it and the folk who interact with it. the result's a brand new kind of tradition during which wisdom is visible as fluid and evolving, the private is either stronger and subtle relating to the collective, and the power to regulate, negotiate and perform the realm is ruled via the play of the imagination.
Replete with tales, it is a booklet that appears on the demanding situations that our schooling and studying environments face in a clean manner.
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Extra info for A New Culture of Learning: Cultivating the Imagination for a World of Constant Change
However, the type of learning that is going on as a result looks so different from the kinds of learning described by most educational theorists that it is essentially invisible. This new type of learning is a cultural phenomenon that underlies a large number of people’s experiences and affects them in myriad ways. It takes place without books, without teachers, and without classrooms, and it requires environments that are bounded yet provide complete freedom of action within those boundaries. This familiar dynamic, in fact, structures all our contemporary notions of play, games, and imagination.
In fact, the entire point of the experiment is to allow the culture to reproduce in an uninhibited, completely organic way, within the constraints of medium and environment—and then see what happens. Unlike the traditional sense of culture, which strives for stability and adapts to changes in its environment only when forced, this emerging culture responds to its surroundings organically. It does not adapt. Rather, it thrives on change, integrating it into its process as one of its environmental variables and creating further change.
Where communities can be passive (though not all of them are by any means), collectives cannot. In communities, people learn in order to belong. In a collective, people belong in order to learn. Communities derive their strength from creating a sense of belonging, while collectives derive theirs from participation. In the new culture of learning, collectives, as we define them, become the medium in which participation takes shape. They are content-neutral platforms, waiting to be filled with interactions among participants.