Difference between revisions of "Civic Intelligence in Education"
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==Introduction== | ==Introduction== | ||
| − | The idea of education and intelligence are intertwined. We expect public institutions in the education sphere to build knowledge and skills that will make individuals more productive members of society than they would become if left to their own devices. | + | The idea of education and intelligence are seemingly intertwined. We expect public institutions in the education sphere to build knowledge and skills that will make individuals more productive members of society than they would become if left to their own devices. It is possible to educate others on topics that bring harm or that defeat the attempts of [http://wikis.evergreen.edu/civicintelligence/index.php/Civic_Intelligence_in_Activism activist] |
In ''The Underground History of American Education'', John Taylor Gatto writes: | In ''The Underground History of American Education'', John Taylor Gatto writes: | ||
Revision as of 20:10, 25 May 2011
template for perspectives chapters
Introduction
The idea of education and intelligence are seemingly intertwined. We expect public institutions in the education sphere to build knowledge and skills that will make individuals more productive members of society than they would become if left to their own devices. It is possible to educate others on topics that bring harm or that defeat the attempts of activist
In The Underground History of American Education, John Taylor Gatto writes:
Our official assumptions about the nature of modern childhood are dead wrong. Children allowed to take responsibility and given a serious part in the larger world are always superior to those merely permitted to play and be passive. At the age of twelve, Admiral Farragut got his first command. I was in fifth grade when I learned of this. Had Farragut gone to my school he would have been in seventh.
In this chapter we will explore formal and informal aspects of education that exemplify civic intelligence. Worth considering is the academic environment of The Evergreen State College, how it broke from traditional models when it was founded, and how its current incarnation has played into the development of this project.
- Some useful topics:
- Learning about civic intelligence
- Learning to do civic intelligence
- Learning outside the academy
- Institutional and other structural support for civic intelligence education within society
Case Studies
One or more case studies that show different facets of this perspective. Our decision was, as much as it's possible, not to artificially separate thinking and doing. At the same time we do want to present a variety of approaches, some of which will be better suited for think-work and some will be better suited for action (that plays out in the "real" (or material?) world.
Case Study 1 Name of case study 1
blah-blah-blah
Case Study 2 Name of case study 2
blah-blah-blah
...
Case Study n-1 Developing Civic Intelligence Games
At the onset of the program it was determined that the students in the Civic Intelligence program at Evergreen were going to develop games related to civic intelligence. As with the project in the next case study, this was to be accomplished over one quarter, a ten week period.
Case Study n Developing a Civic Intelligence Text Book
For the final case study in this section, we look at the development of this book. As the reader knows, this "book" is being developed by undergraduate students over a 10 week period using wiki technology. The teacher also played an active role (in fact is writing these words, but not necessarily the next ones...)
