Within a child’s agency, nothing is more universally determining of how they are becoming the adults they are becoming than the ongoing live flow of their learning. Consider the life-benefits of learning early in life that “I will become who I learn to become”.
The future of AI learning from its past is an exciting prospect with the potential to revolutionize the way AI systems are developed and interact with humans.
From trillions of synapses to close to a million behaviors, from the content of thought to all ways of thinking, more than any other determinant everything humans know and believe is mostly determined by
Throughout the following conversation please filter your responses through our previous agreements: Children can’t help but learn to become adults Learning is not just “a” central focus; it is “the” central dynamic of being human, encompassing every aspect of our existence and development. Because nothing within a child’s potential agency is (or can be) more […]
The best possible source of information from which to improve the stewarding of children’s learning, and the best possible source children have to improve their participation in learning is the same. Decades ago, I started calling this convergence the “miraculous intersection“. In this conversation with Gemini (Google’s renamed Bard), we explore this ground-level principle […]
I am in Blue. Gemini (formerly Bard) is in Black (via Gemini) Based on your response to our conversation: “Now that you are here, what should children learn?” do you still agree with the statement: “In the face of such unprecedented uncertainty, nothing within a child’s potential agency is (or can be) more universally relevant […]
Today’s children will become adults in a world beyond the imaginations of their parents and teachers. Given such unprecedented uncertainty about the future, what should children learn?
Misattributing the effects of learning to other causes can have profound consequences, not just for individual understanding but also for how we approach learning as a society.
Framing human learning as an “implicately ordered and implicately ordering participation in the flow of now” is a beautiful and profound way to capture its dynamic nature.
Indeed the established assumptions about the inherent stagnancy of text permanently dictate this offline, strategy-based model of reading instruction.
