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Despite all of society’s advances, our problems proliferate. Wars abound, environmental degradation accelerates, economies topple overnight, and pandemics such as AIDS and tuberculosis continue to spread. The Internet and other media help to disseminate knowledge, but they’ve also created an “info-glut” and left us too little time to process it. What’s more, advances in technology have made the world so bewilderingly fast-paced and complex that fewer people are able even to grasp the problems, let alone generate solutions. That space between the problems that arise and our ability to solve them is “the ingenuity gap,” and as we careen towards an increasingly harried and hectic future, the gap seems only to widen.
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Solutions are offered to the poverty inherent in indigenous cultures, developing nations, and inner city populations, which have become disempowered by long-term over-reliance on mainstream political, social, and economic programs developed for their benefit.These welfare systems easily divest recipients of the resources and mind-sets necessary to become self-sufficient.
Read more Once we bowled in leagues, usually after work — but no longer. Drawing on vast new data that reveal Americans’ changing behavior, Putnam shows how we have become increasingly disconnected from one another and how social structures — whether they be PTA, church, or political parties — have disintegrated.
Read more No Contest, which has been stirring up controversy since its publication in 1986, stands as the definitive critique of competition. _ No Contest_ makes a powerful case that “healthy competition” is a contradiction in terms.
Read more Robert Epstein, former editor in chief of Psychology Today, shows that teen turmoil is caused by outmoded systems put in place a century ago which destroyed the continuum between childhood and adulthood. Where this continuum still exists in other countries, there is no adolescence.
Isolated from adults, American teens learn everything they know from their media-dominated peers the last people on earth they should be learning from, says Epstein. Epstein explains that our teens are highly capable in some ways more capable than adults and argues strongly against infantilizing young people. We must rediscover the adult in every teen, he says, by giving young people adult authority and responsibility as soon as they can demonstrate readiness. This landmark book will change the thinking about teens for decades to come. Read more Jane Gilbert says that knowledge is now a verb, not a noun – something we do rather than something we have – and explores the ways our schools need to change to prepare people to participate in the knowledge-based societies of the future.
Read more Lawyers. Accountants. Radiologists. Software engineers. That’s what our parents encouraged us to become when we grew up. But Mom and Dad were wrong. That’s the argument at the center of this provocative and original book, which uses the two sides of our brains as a metaphor for understanding the contours of our times.
In the tradition of Emotional Intelligence and Now, Discover Your Strengths, Daniel H. Pink offers a fresh look at what it takes to excel. Read more
The Initiative focused on learning, not schooling, for the obvious reason – at least to us – that if we weren’t clear about how people learned, we couldn’t begin a proper consideration of educational reform. Our standpoint was that the crisis in education stems from misunderstandings about how humans learn rather than any generalized failure of schools and teachers. In other words, we quickly realized we were dealing with a crisis in childhood, not simply a crisis in schooling. The conferences echoed the more widespread problem of how society at large can convert disparate new findings on learning into useful route maps for the future of education.
Read more at The 21st Century Learning Initiative. |
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