While doing is a cognitive act, thinking is not an act on its own. Do I really need to explain something so obvious? Thinking without doing, mires one in a state of interminable unresolved hypothesis. If we value skill, a nation of production and service, then we have created the wrong schools for that purpose. In order to serve a far more noble purpose,and provide education with greater meaning for children and teachers, our schools must become studios for the arts and laboratories for the sciences. Most interesting and compelling is the way the hands integrate and energize the mind, leading children into far greater academic interest and understanding.
The chart at left shows the relationship between that which can be known and that which can be successfully described. Often the arts are what fit in the section at right. Proportions are not proposed as exact.
While doing is a cognitive act, thinking is not an act on its own. Do I really need to explain something so obvious? Thinking without doing, mires one in a state of interminable unresolved hypothesis. If we value skill, a nation of production and service, then we have created the wrong schools for that purpose. In order to serve a far more noble purpose,and provide education with greater meaning for children and teachers, our schools must become studios for the arts and laboratories for the sciences. Most interesting and compelling is the way the hands integrate and energize the mind, leading children into far greater academic interest and understanding.
The chart at left shows the relationship between that which can be known and that which can be successfully described. Often the arts are what fit in the section at right. Proportions are not proposed as exact.
No comments:
Post a Comment