A new website Handschooling.com has been spun off of GoldenSwamp.com. Click this line to go there to see what is a big picture of exciting new serendipitously, wonderful brand new way to learn in the 21st century.
Here is why I created Handschooling.com, from the About section of the new website:
Handschooling will — at last — break each individual child’s learning free to go beyond the control of education establishments. Sound scary? Nothing scares me more about the future than limiting yet another young generation to the analog, tradition-dominated, doling out of a bit of this knowledge and a bit of that knowledge by some remote priesthood (pedagogical, secular, ideological, political, — yes and/or religious too).
We should all be very afraid of education policy reigning from far away. The range of control and chaos these distant pedagogues cause is wide. There is the sort that pumps gushes of money into celebrating mediocrity which perpetuates an underclass the nanny standard setters can count on to keep them in power. There are tyrannies that nurture hatred and spawn fanaticism in the young, even to the horror of blowing people up. Settling for inferior, and even destructive, education for other people’s children is all too easy when those children are in other people’s neighborhoods and towns and beyond.
While we nurture our children up close, we should strive for equal opportunity to learn for each child. Serendipitously, wonderfully — in the 21st century there is a brand new way to do just that! Handschooling has almost suddenly opened the way for every youngster across the world to learn from a global commons of that is known by humankind.
Go to Handschooling.com.
Every boy in the picture above (by Griff Witte/the Washington Post) can learn basic history, science, math and more — in spite of what is reported today in a front page Washington Post story:
ISLAMABAD, PAKISTAN — With a curriculum that glorifies violence in the name of Islam and ignores basic history, science and math, Pakistan’s public education system has become a major barrier to U.S. efforts to defeat extremist groups here, U.S. and Pakistani officials say. . . .
. . . according to education reform advocates here, any effort to improve the system faces the reality of intense institutional pressure to keep the schools exactly the way they are.
How widespread is this intransigence toward changing schooling? This kind of stubbornness is not just found in Islamabad. Intense pressure to keep schools as they are ranges in different places and cultures from orthodoxy to tradition to profit issues by vested interests and control demands by unions and, most sadly, a panoply of corruption.
While we deal across the planet with the inertia and intransigence that promises to perpetuate failing schools for at least another generation or two of kids, why not let the kids trapped in these schools learn the basics with handschooling? To do that, we need to get a mobile that browses the internet to each kid, and focus more on sharpening the findability online of basic subjects. Every boy in the picture above could learn his algebra from a mobile friendly tutorial in Urdu, Punjabi – and one day the full range of local languages. My guess is that many Pakistanis of their generation are already doing some handschooling beyond their school walls — or when they have no school to attend.
At the end of 2009 we read this headline: Detroit students’ scores a record low on national test. This is once again the sad echo of what, in his 1991 best seller, Jonathan Kozol called Savage Inequalities: Children in America’s Schools. A quotation on the cover of Savage Inequalities from New York Times book reviewer Andrew Hacker says: “An impassioned book, laced with anger and indignation, about how our public education system scorns so many of our children.” Kozol’s powerful depiction of this national tragedy is still a best-seller, ranking today at #1343 on Amazon.com.
Wave after wave of “school reform” has failed. We have not ended our scorn of many of our children. Detroit’s record low last year tells us, in fact, that the inequalities have only gotten deeper. Change does not happen. More of the same does not make anything different.
Different, though, has actually become possible. There is something new: let’s do it!
In 1991 when Kozol’s book was published, the possibility of each child holding everything known in his or her hand was still Star Trek stuff. Today it is real and is happening. The hands in the image above belong to a fourth-grader who is the daughter of one of my nephews. Making each of our children equal to her in knowledge access is just one smartphone away. [Sure, I know homes and teachers vary -- but the equality is profound for the individual child using a mobile internet browser. The reading, writing, arithmetic, history, science, technology are just out there waiting to display on the mobile, and to be learned by whoever is peering at its screen. The device does not ask or care who your daddy is or what sort of school you attend.]
It is a savage inequality of the 21st century for any child in Detroit — anywhere — who does not own an individual mobile internet browser. Making certain that children have handschooling is a new weapon against the scorn of inequality.