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A classroom needs to feel like a safe place for both students and teachers. In order for creativity and higher level thinking to be present in the classrooms, a feeling of safety must first be present in the classrooms.
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Hendrith Vanlon Smith Jr.
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Personalization means teachers taking account of these differences in how they teach different students. It also means allowing for flexibility within the curriculum so that in addition to what all students need to learn in common, there are opportunities for them to pursue their individual interests and strengths as well.
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Ken Robinson (Creative Schools: The Grassroots Revolution That's Transforming Education)
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Teachers should encourage students’ creativity. That means that it’s okay for class to get a little wild sometimes. You can’t have creativity without getting a little wild sometimes. That means in our classrooms we should hear lively discussions, insightful debates, engaging conversations, exchanges of ideas, and informative play.
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Hendrith Vanlon Smith Jr.
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The most important subject in the curriculum in the future years will be how to love ourselves and be content.
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Abhysheq Shukla (Feelings Undefined: The Charm of the Unsaid Vol. 1)
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Creative, exploratory learning requires peers currently puzzled about the same terms or problems. Large universities make the futile attempt to match them by multiplying their courses, and they generally fail since they are bound to curriculum, course structure, and bureaucratic administration. In schools, including universities, most resources are spent to purchase the time and motivation of a limited number of people to take up predetermined problems in a ritually defined setting. The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern.
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Ivan Illich (Deschooling Society)
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Making across the curriculum means students as novelists, mathematicians, historians, composers, artists, engineers—rather than being the recipients of instruction.
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George Couros (The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity)
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I hope, wherever we are, we start to decolonize knowledge production through rekindling that deep and strong spark between the heart and the mind; through understanding that the path to objectivity goes through the painful corridors of subjectivity.
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Louis Yako
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I have never understood the importance of having children memorize battle dates. It seems like such a waste of mental energy. Instead, we could teach them important subjects such as How the Mind Works, How to Handle Finances, How to Invest Money for Financial Security, How to Be a Parent, How to Create Good Relationships, and How to Create and Maintain Self-Esteem and Self-Worth. Can you imagine what a whole generation of adults would be like if they had been taught these subjects in school along with their regular curriculum? Think how these truths would manifest. We would have happy people who feel good about themselves. We would have people who are comfortable financially and who enrich the economy by investing their money wisely. They would have good relationships with everyone and would be comfortable with the role of parenthood and then go on to create another generation of children who feel good about themselves. Yet within all this, each person would remain an individual expressing his or her own creativity.
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Louise L. Hay (You Can Heal Your Life)
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What shapes the best in us dies when the best education dies! The best in us shall always be undermined when they that are responsible for shaping the best in us are always undermined!
I stand for a different education: a different education where students will not just learn books but life!
I stand for a different education: a different education where students will not just learn moral principles, but they shall be living examples of moral principles.
I stand for a different education: a different education where students don’t just understand what they learn, but practice what they learn with understanding!
I stand for a different education: a different education where students will not just learn about people of different beliefs, culture and backgrounds, but how to live with people who don’t share common perspective with them and know how to show their emotions of bitterness and misunderstanding rightly!
I stand for a different education: a different education where students will be perfect ambassadors’ of God on earth and live their daily lives with all due diligence!
I stand for a different education: a different education where students will understand why we all breathe the same air, sleep and wake up each day in the same manner to continue the journey of life!
I stand for a different education: a different education where students will learn with inspiration even in their desperations!
I stand for a different education: a different education where teachers are seen as true epitome of education!
I stand for a different education: a different education in which the value of the teacher is well understood and the teacher is well valued as a treasure!
I stand for a different education: a different education where students will not just learn, but they will reproduce great and noble things with what they learn!
I stand for a different education: a different education where students will understand the real meaning of integrity and responsibility and with true courage and humility be that as such!
I stand for a different education: a different education where education means creativity!
Education is the spine of every nation! The better the education, the better the nation! The mediocre the education, the mediocre the nation! A good nation is good because of how education has shaped the perspective and understanding of the populace! A nation that does not know where it is heading towards must ask the machine that produces the populace who drive the nation: education! Until we fix our education, we shall always have a wrong education and we shall always see a wrong nation!
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Ernest Agyemang Yeboah
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While the universality of the creative process has been noticed, it has not been noticed universally. Not enough people recognize the preverbal, pre-mathematical elements of the creative process. Not enough recognize the cross-disciplinary nature of intuitive tools for thinking. Such a myopic view of cognition is shared not only by philosophers and psychologists but, in consequence, by educators, too. Just look at how the curriculum, at every educational level from kindergarten to graduate school, is divided into disciplines defined by products rather than processes. From the outset, students are given separate classes in literature, in mathematics, in science, in history, in music, in art, as if each of these disciplines were distinct and exclusive. Despite the current lip service paid to “integrating the curriculum,” truly interdisciplinary courses are rare, and transdisciplinary curricula that span the breadth of human knowledge are almost unknown. Moreover, at the level of creative process, where it really counts, the intuitive tools for thinking that tie one discipline to another are entirely ignored. Mathematicians are supposed to think only “in mathematics,” writers only “in words,” musicians only “in notes,” and so forth. Our schools and universities insist on cooking with only half the necessary ingredients. By half-understanding the nature of thinking, teachers only half-understand how to teach, and students only half-understand how to learn.
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Robert Root-Bernstein (Sparks of Genius: The 13 Thinking Tools of the World's Most Creative People)
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It is strange when we expect all students to do well academically and ignore the fact that individuals' abilities vary.
If a child/kid/teenager cannot do well in academics and shows signs of distraction, it is an indication that his mind isn't in the strict form and obligations of the school curriculum.
His cleverness and creativeness could show in other aspects of life. It could be in arts, sports, photography, computer world, gardening, carpentry, or any other field in life.
Judging students' based on their grades and accusing them of failure is an excuse for the limited space the educational system provides to students to succeed in life.
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Noora Ahmed Alsuwaidi
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THE SIX-HOUR SEMINAR that Jack was forced to attend at the beginning of each new semester had been called Orientation until a few years ago, when the university changed the seminar’s name to Onboarding. The name change coincided with a revamp of the orientation curriculum, which had bloated into this all-day human resources horror during which members of the HR team attempted, at unmerciful length, to “socialize the mission statement’s DNA,” is how they put it. They were referring to the many-planked mission statement the university had spent two years and countless consultant dollars developing in a campus-wide effort to express everything the university did in just one sentence. This was the brainchild of the university’s new CFO, who told the faculty in all seriousness that developing a mission statement that captured everything the university did in just one sentence was akin to their “moonshot,” and he asked for their help in this endeavor “not because it is easy, but because it is hard.” Why the university needed to corral its collective intelligence and creativity and energy for the task of expressing everything it did in just one sentence was a mystery to most faculty, but this did not stop their administrator bosses from enthusiastically assigning them to “mission statement working groups” so that they could have a voice (unpaid) in developing this one magical sentence, this one statement that would distill everything everyone did into a phrase ideally small enough for letterhead.
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Nathan Hill (Wellness)
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I WANT TO end this list by talking a little more about the founding of Pixar University and Elyse Klaidman’s mind-expanding drawing classes in particular. Those first classes were such a success—of the 120 people who worked at Pixar then, 100 enrolled—that we gradually began expanding P.U.’s curriculum. Sculpting, painting, acting, meditation, belly dancing, live-action filmmaking, computer programming, design and color theory, ballet—over the years, we have offered free classes in all of them. This meant spending not only the time to find the best outside teachers but also the real cost of freeing people up during their workday to take the classes. So what exactly was Pixar getting out of all of this? It wasn’t that the class material directly enhanced our employees’ job performance. Instead, there was something about an apprentice lighting technician sitting alongside an experienced animator, who in turn was sitting next to someone who worked in legal or accounting or security—that proved immensely valuable. In the classroom setting, people interacted in a way they didn’t in the workplace. They felt free to be goofy, relaxed, open, vulnerable. Hierarchy did not apply, and as a result, communication thrived. Simply by providing an excuse for us all to toil side by side, humbled by the challenge of sketching a self-portrait or writing computer code or taming a lump of clay, P.U. changed the culture for the better. It taught everyone at Pixar, no matter their title, to respect the work that their colleagues did. And it made us all beginners again. Creativity involves missteps and imperfections. I wanted our people to get comfortable with that idea—that both the organization and its members should be willing, at times, to operate on the edge. I can understand that the leaders of many companies might wonder whether or not such classes would truly be useful, worth the expense. And I’ll admit that these social interactions I describe were an unexpected benefit. But the purpose of P.U. was never to turn programmers into artists or artists into belly dancers. Instead, it was to send a signal about how important it is for every one of us to keep learning new things. That, too, is a key part of remaining flexible: keeping our brains nimble by pushing ourselves to try things we haven’t tried before. That’s what P.U. lets our people do, and I believe it makes us stronger.
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Ed Catmull (Creativity, Inc.: an inspiring look at how creativity can - and should - be harnessed for business success by the founder of Pixar)
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Integrating arts into the curriculum cultivates creativity, self-expression, and emotional intelligence, enriching the learning experience and nurturing well-rounded individuals capable of making meaningful contributions to society.
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Asuni LadyZeal
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Through reading, I have learned that a knowledge-rich curriculum is about developing ‘powerful knowledge’7 in students, that is, knowledge which takes them beyond their day-to-day experiences; knowledge which they would be unlikely to have encountered had they not gone to school. The purpose of learning this powerful knowledge is to develop ‘cultural capital’8, supporting students to play a full and active role in society and to get the most out of life. Not only is such knowledge powerful in itself, it also underpins the development of important skills such as creativity, critical thinking, and problem-solving.
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Bruce Robertson (The Teaching Delusion: Why teaching in our schools isn't good enough (and how we can make it better))
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Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid.
Individualized attention in classes:
Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers.
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Child Safe Environment:
At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child.
Updated Curriculums:
We have 4 levels of programmes prepared for our children.
Foundational - KG - IInd
Preparatory - IIIrd - Vth
Middle School - VIth - VIIIth
Senior School - IXth - XIIth
These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.
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AWS Kochi
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Curriculum development is both an art and a science, requiring creativity, expertise, and a deep understanding of pedagogy.
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Asuni LadyZeal
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Develop flourishing schools … The purpose of the education system should be to create capable and emotionally well-rounded young people who are happy and motivated. At its heart, education policy must acknowledge that the best way of enabling people to realize their potential is to value them for who they are rather than their measuring their performance against exams and targets. Children have multiple intelligences and all schools should have a strategy to develop pupils’ overall well-being. The curriculum needs to be broadened to include more opportunities around sports, arts, creativity and other engaging activities. An education system which promotes flourishing would lead to higher productivity, a more entrepreneurial society and greater active citizenship.
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Nic Marks (The Happiness Manifesto)
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From kindergarten through senior year of high school, Evan attended Crossroads, an elite, coed private school in Santa Monica known for its progressive attitudes. Tuition at Crossroads runs north of $ 22,000 a year, and seemingly rises annually. Students address teachers by their first names, and classrooms are named after important historical figures, like Albert Einstein and George Mead, rather than numbered. The school devotes as significant a chunk of time to math and history as to Human Development, a curriculum meant to teach students maturity, tolerance, and confidence. Crossroads emphasizes creativity, personal communication, well-being, mental health, and the liberal arts. The school focuses on the arts much more than athletics; some of the school’s varsity games have fewer than a dozen spectators. 2 In 2005, when Evan was a high school freshman, Vanity Fair ran an exhaustive feature about the school titled “School for Cool.” 3 The school, named for Robert Frost’s poem “The Road Not Taken,” unsurprisingly attracts a large contingent of Hollywood types, counting among its alumni Emily and Zooey Deschanel, Gwyneth Paltrow, Jack Black, Kate Hudson, Jonah Hill, Michael Bay, Maya Rudolph, and Spencer Pratt. And that’s just the alumni—the parents of students fill out another page or two of who’s who A-listers. Actor Denzel Washington once served as the assistant eighth grade basketball coach, screenwriter Robert Towne spoke in a film class, and cellist Yo-Yo Ma talked shop with the school’s chamber orchestra.
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Billy Gallagher (How to Turn Down a Billion Dollars: The Snapchat Story)
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the founding of Pixar University and Elyse Klaidman’s mind-expanding drawing classes in particular. Those first classes were such a success—of the 120 people who worked at Pixar then, 100 enrolled—that we gradually began expanding P.U.’s curriculum. Sculpting, painting, acting, meditation, belly dancing, live-action filmmaking, computer programming, design and color theory, ballet—over the years, we have offered free classes in all of them.
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Ed Catmull (Creativity, Inc.: Overcoming the Unseen Forces That Stand in the Way of True Inspiration)
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curriculum committee were not entirely wrong. Death is not a philosophical issue; it is a literary one. And yet, if philosophy
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Lee Gutkind (True Stories, Well Told: From the First 20 Years of Creative Nonfiction Magazine)
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The conventional academic curriculum is focused almost entirely on the world around us and pays little attention to the inner world. We see the results of that every day in boredom, disengagement, stress, bullying, anxiety, depression, and dropping out. These are human issues and they call for human responses.
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Ken Robinson (Creative Schools: Revolutionizing Education from the Ground Up)
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Enlightenment is possible – for everyone. However, I don‘t think we will all awaken spontaneously in the way contemporary spiritual teachers Krishnamurti or Eckhart Tolle did. Most of us will never experience a voice from on high, a flash of life-altering insight, stigmata, or a transcendent miracle. Anything is possible, but the odds are not in our favor. What these teachers experienced is like winning the lottery. Yet, from the Buddhist perspective, most of us have already won the lottery: against all probability, we have been born as human beings with intact senses and a bit of interest in pursuing something spiritual. This is even more remarkable when we consider the obstacles and temptations of our materialistic culture, in which spirit is thrown out with the bathwater of religious dogma, God is proclaimed dead, consciousness is reduced to epiphenomena of the brain, and life‘s purpose is made a hedonic scramble on a treadmill to nowhere. What is far more likely than sudden enlightenment is gradual awakening. Following a systematic educational process like a college curriculum, gradual awakening builds on incremental insights into who we truly are, learning to care for ourselves and others, and discovering creative ways to engage the problems we all face. This gradual process of awakening doesn‘t offer an escape hatch to another realm of reality or disavow our human wounds, limits, and foibles in this realm; rather it embraces and transforms them, because the only way out is through.
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Miles Neale (Gradual Awakening: The Tibetan Buddhist Path of Becoming Fully Human)
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Fourth, we must integrate the curriculum by using a common descriptive language for innovation. There is no point in teaching a liberal arts and sciences curriculum that continues to fragment knowledge and creates specialists who cannot communicate across disciplinary lines. Education must focus on the trunk of the tree of knowledge, revealing the ways in which the branches, twigs, and leaves all emerge from a common core. Tools for thinking stem from this core, providing a common language with which practitioners in different fields may share their experience of the process of innovation and discover links between their creative activities. When the same terms are employed across the curriculum, students begin to link different subjects and classes.
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Robert Root-Bernstein (Sparks of Genius: The 13 Thinking Tools of the World's Most Creative People)
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Part of the ambiguity that students need to learn to deal with in the course of their preparation to serve and be served by the present society is that it is a high form of art to ask the right questions. But it is also unrealistic to expect that someone else has answers for them. I said at the outset that many of the questions students have asked me during these days I regard as unanswerable except as one ventures into some experience and learns to respond, in the situation, to the immediate problems one confronts. And to do this one must have learned how to open one’s awareness to receive insight, inspiration, in the moment of need. One must accept that only venturing into uncertainty with faith that if one is adequately prepared to deal with the ambiguity, in the situation, the answer to the questions will come. The certainty one needs to face the demanding situations of life does not lie in having answers neatly catalogued in advance of the experience. That, in fact, is a formula for failure—one is surprised, sometimes demoralized, by the unexpected. Dependable certainty (which we all need a lot of) lies in confidence that one’s preparation is adequate so that one may venture into the experience without pre-set answers but with assurance that creative insight will emerge in the situation when needed, and that it will be right for the situation because it is an answer generated in the situation. A liberal education provides the best context I know of for preparing inexperienced people to venture into the unknown, to face the inexactitude and the wildness, with assurance. But, having said that the conventional liberal arts curriculum is the best context for such preparation, I must also say that it usually does not contain the preparation—and it should.
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Robert K. Greenleaf (Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness)
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Equating obscurity with rigor, while at the same time equating a clear and creative language with lack thereof is one of the most serious ills one faces in Western academia. Neither of these equations are accurate. They are certainly not mutually exclusive. Often feeble minds with mediocre arguments hide behind obscure and convoluted language. I am sure most readers have seen enough examples of clear writing that is profound, deep, and able to convey very complex ideas clearly. We simply must be careful not to confuse complexity with rigor and profoundness, as drunk people mistaken their foolishness for wisdom. Nor should we dismiss a clear language simply because it is conveying the point without unnecessary complexity or beating around the bush.
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Louis Yako
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Consider this excerpt from a speech delivered in 1940 to the Association for the Advancement of Science by the legendary political philosopher and journalist, Walter Lippmann: ...during the past forty or fifty years those who are responsible for education have progressively removed from the curriculum the Western culture which produced the modern democratic state...the schools and colleges have therefore been sending out into the world men who no longer understand the creative principle of the society in which they must live...deprived of their cultural tradition, the newly educated Western men no longer possess in the form and substance of their own minds and spirits and ideas, the premises, the rationale, the logic, the method, the values of the deposited wisdom which are the genius of the development of Western civilization...the prevailing education is destined, if it continues, to destroy Western civilization and is in fact destroying it. I realize quite well that this thesis constitutes a sweeping indictment of modern education. But I believe the indictment is justified and there is a prima facie case for entering this indictment.
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John Taylor Gatto (Weapons of Mass Instruction: A Schoolteacher's Journey Through the Dark World of Compulsory Schooling)
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That means that however funds are raised for community projects, the highest amount goes to educational facilities and teachers. The curriculum would be based on learning what it means to be a human being, or rather, a spiritual being living in a human body/world. Courses taught would include how to develop creativity, what it means to clear the psychological and emotional self, how to be in relationship with others, what steps must be taken to ensure basic needs are met for all souls in physical embodiment, the study of different soul paths for the purpose of understanding the viewpoints and perceptions of each group, etc. Second, resources would be devoted to scientific research and application. Specifically, funding would be allocated for alternative energy projects, agricultural advances, transportation systems, cleanup of the environment, and exploration of the cosmos. Third, emphasis would be placed on cultural advancement, including creative architecture, community gardens, cooperative building and re-building projects, implementation of new economic paradigms including enlightened currencies, and providing of the latest technological systems in every household that desires them (but not necessarily with emphasis on the latest gadgets for hours of mind-numbing entertainment). The priority here is to enable more efficient communication and awareness of world events for all souls. Also, it is important to be sure and include entertainment and down time. Fourth, opportunities would be provided to help individuals express their spiritual freedom. Encouragement and support will be given for souls to build churches, mosques, temples, synagogues, monasteries, healing retreat centers, therapy and holistic bodywork facilities, and more. The truth may be within, but it is helpful to have an outer environment that reflects the inner truth.
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Sal Rachele (Earth Awakens: Prophecy 2012–2030)
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Divination is not mere fortune-telling or superstition. Rather, it is an exceedingly subtle psychological technique whereby the secrets of the unconscious can be discovered, its powers (extrasensory and others) can be made accessible, and guidance for our confused and disordered lives can be obtained. The most important fact to fix in one’s mind is that there is nothing haphazard or accidental in the universe, and that external events—no matter how seemingly trivial—are intimately related to happenings within the human psyche. Thus, if we learn the art of discovering and interpreting the external signs, we may thereby gain access to the world of inward realities in our own souls and in the soul of the cosmos. The magic of Tarot divination is not in the cards but in ourselves. The cards can and do act as instrumentalities whereby the subjective reality within the unconscious becomes able to project a portion of itself into objective existence. Through this projection, a meaningful and useful relationship or a creative dialogue between the subjective and objective sides of our lives may be established, which is a great accomplishment. Thus divination by means of the Tarot may be defined as a practical way in which a bridge is built between the temporal world of physical events, on the one hand, and the timeless world of the archetypes of the collective unconscious, on the other. It may be useful to recall that divination was considered an important part of the curriculum of certain mystery schools, not primarily in order to teach how to foretell the future, but in order to construct a psychic mechanism within the initiate whereby a source of guidance and insight might be made accessible to his conscious self.
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Stephan A. Hoeller (The Fool's Pilgrimage: Kabbalistic Meditations on the Tarot)
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Following the practice of the times, the grand princes and, later, the kings of Poland acquired the right of patronage; that is, they could appoint Orthodox bishops and even the metropolitan himself. Thus, the crucial issue of the leadership of the Orthodox faithful was left in the hands of secular rulers of another, increasingly antagonistic, church…
The results were disastrous. With lay authorities capable of appointing bishops, the metropolitan's authority was undermined. And with every bishop acting as a law unto himself, the organizational discipline of the Orthodox church deteriorated rapidly. Even more deleterious was the corruption that lay patronage engendered…
Under the circumstances, Orthodoxy's cultural contributions were limited. Schools, once one of the church's most attractive features, were neglected. Unqualified teachers barely succeeded in familiarizing their pupils with the rudiments of reading, writing, and Holy Scriptures. The curriculum of the schools had changed little since medieval times. The fall of Constantinople to the Ottomans in 1453 added to the intellectual and cultural stagnation by depriving the Orthodox of their most advanced and inspiring model. Lacking both external and internal stimuli, Orthodox culture slipped into ritualism, parochialism, and decay.
The Poles, meanwhile, were enjoying a period of cultural growth and vitality. Benefiting from the West's prodigious outbursts of creative energy, they experienced the Renaissance with its stimulating reorientation of thought.
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Orest Subtelny (Ukraine: A History)
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suggest they add more limitations. This is one of the easiest ways to inspire creativity, and it can be done in any learning environment. I find that limiting materials and obvious solutions forces my students to find more creative solutions.
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Tim Needles (STEAM Power: Infusing Art Into Your STEM Curriculum)
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For me, to decolonize knowledge production does not mean to dismiss or never engage with Western knowledge. Rather, as many decolonial thinkers have repeatedly pointed out, it means that the terms of engagement must change. It means that we should not only engage with Western knowledge, but also deeply engage with knowledge from all over the world. It means that we must not use Western knowledge as a compass to measure the value of other forms of knowledge produced around the world…[T]o decolonize knowledge production is to reject and dismantle the Western hegemony of knowledge production; the Western control on what counts and what does not count as knowledge.
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Louis Yako
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Over the years I have written creative non-fiction related to the curricula I produced, first as an elementary school art instructor, then for nearly two decades as a museum education curator. While any curriculum I wrote was based on facts as well as best and accepted practices, to add imaginative interest and encourage my students’ engagement I put those facts in the context of stories, invented situations that brought to life the remote or unfamiliar
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Susan Bass Marcus
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First, national standards and national curriculum, enforced by high-stakes testing, can at best teach students what is prescribed by the curriculum and expected by the standards. This system fails to expose students to content and skills in other areas. As a result, students talented in other areas never have the opportunity to discover those talents. Students with broader interests are discouraged, not rewarded. The system results in a population with similar skills in a narrow spectrum of talents. But especially in today's society, innovation and creativity are needed in many areas, some as yet undiscovered. Innovation and creativity come from cross-fertilization across different disciplines. A narrow educational experience hardly provides children opportunities to examine an issue from multiple disciplines.
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Yong Zhao (Who's Afraid of the Big Bad Dragon?: Why China Has the Best (and Worst) Education System in the World)
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it’s important that the curriculum as a whole has these characteristics. Diversity: It should be broadly based to cover the sorts of understanding that we want for all students and to provide proper opportunities for them as individuals to discover their personal strengths and interests. Depth: It should provide appropriate choices so that as they develop, students can pursue their own interests in proper depth. Dynamism: The curriculum should be designed to allow for collaboration and interaction between students of different ages and teachers with different specialties. It should build bridges with the wider community, and it should evolve and develop in the process.
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Ken Robinson (Creative Schools: Revolutionizing Education from the Ground Up)
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In the pages that follow, I lay out the structure for a new curriculum—humanics—the goal of which is to nurture creativity, flexibility, and agency within the infinite situational contexts of life. Humanics builds on people’s innate strengths and prepares students to flourish in a world in which AI works alongside human professionals. And much as today’s law students learn both a specific body of knowledge and a legal mindset, tomorrow’s humanics students will need to master specific content as well as practice uniquely human cognitive capacities. In the chapters ahead, I describe both the architecture and the inner workings of humanics, but here I begin by explaining its twofold nature. The first side, its content, takes shape in what I call the new literacies. In the past, literacy in reading, writing, and mathematics formed the baseline for participation in society. Even educated professionals did not need any technical proficiencies beyond knowing how to click and drag through a suite of office programs. That is no longer sufficient. In the future, graduates will need to build on the old literacies by adding three more—technological literacy, data literacy, and human literacy. People can no longer thrive in a digitized world using analog tools. Assisted by AI, they will be living and working in a constant stream of information and instant generativity. Technological literacy gives them a grounding in how their machines tick. Data literacy enables them to analyze and judge the merit of these ever-rising tides of information. Human literacy teaches them creativity, culture, empathy, and connection, allowing them to flourish in the social milieu.
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Joseph E. Aoun (Robot-Proof, revised and updated edition: Higher Education in the Age of Artificial Intelligence)
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BATTLE RAP, n. A type of performance art where two or more rappers engage in
a verbal competition, using improvised or pre-written lyrics to showcase their
skills in wordplay, lyricism, and delivery. The aim is to outwit the opponent
and awe the audience. While it’s one of the few forms of creative language
application that excite teenagers, schoolteachers tend to trivialize the work of
2Pac, Biggie Smalls, Jay-Z, and Eminem and idealize Shakespeare, Fitzgerald,
and Harper Lee instead.
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Jonas Koblin (The Unschooler's Educational Dictionary: A Lighthearted Introduction to the World of Education and Curriculum-Free Alternatives)
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【V信83113305】:The École Nationale Supérieure des Beaux-Arts (ENSBA), commonly known as the Paris Fine Arts School, is one of the most prestigious art institutions in the world. Founded in 1648, it has shaped generations of artists, including renowned figures like Monet, Degas, and Delacroix. Located in the heart of Paris, the school embodies the rich tradition of French academic art while fostering innovation and creativity. Its rigorous curriculum emphasizes classical techniques, such as drawing and painting, alongside contemporary practices. The ENSBA’s historic campus, with its grand studios and extensive archives, serves as a hub for artistic excellence. Today, it continues to attract talented students globally, maintaining its legacy as a cornerstone of artistic education and a beacon of cultural heritage.,挂科办理巴黎国立高等美术学院毕业证文凭, ENSBA Paris毕业证认证, 办理法国巴黎国立高等美术学院毕业证Ecole Nationale Supérieure des Beaux-arts de Paris文凭版本, 法国留学本科毕业证, ENSBA Paris文凭制作, 法国大学文凭购买, 出售Ecole Nationale Supérieure des Beaux-arts de Paris巴黎国立高等美术学院研究生学历文凭
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From the start, our educations are another powerful influence. The subjects that are taught. The cultural angle from which they are taught. The way we are expected to learn. A fact-driven curriculum doesn’t encourage creativity, a narrow cultural approach doesn’t foster tolerance for people from different backgrounds and places, and there are few opportunities to immerse ourselves in our passions, even if we know them from an early age. This is not to say that school doesn’t prepare us for life—and there are many different educational models out there, some of which are less restrictive—but it is worth taking a step back to consider whether the values you carried from school feel right to you.
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Jay Shetty (Think Like a Monk: Train Your Mind for Peace and Purpose Everyday)
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V信83113305:Seabury College in the United States is a distinguished institution known for its commitment to academic excellence and holistic student development. Founded with a mission to foster intellectual curiosity and ethical leadership, the college offers a diverse range of programs in liberal arts, sciences, and professional studies. Its small class sizes ensure personalized attention, creating a supportive learning environment where students thrive.
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V信83113305:The New School of Architecture and Design in the United States represents a cutting-edge hub for innovation in the built environment. Emphasizing sustainability, technology, and interdisciplinary collaboration, the institution fosters creative solutions to global challenges. Its curriculum integrates advanced digital tools like parametric design and AI-driven modeling, preparing students for the future of architecture. The school’s faculty comprises leading practitioners and theorists, bridging academia and industry. With state-of-the-art studios and fabrication labs, students engage in hands-on projects, from urban revitalization to resilient infrastructure. A strong focus on eco-conscious design aligns with global climate goals, encouraging carbon-neutral practices. The school also prioritizes diversity, fostering inclusive spaces that reflect societal needs. By merging tradition with avant-garde experimentation, it cultivates visionary designers poised to redefine the architectural landscape.,仿制新建筑与设计学院毕业证-NOAAD毕业证书-快速办理, 购买新建筑与设计学院毕业证, 挂科办理新建筑与设计学院毕业证本科学位证书, 办新建筑与设计学院毕业证-university, NewSchool of Architecture and Design新建筑与设计学院毕业证制作代办流程, 制作文凭新建筑与设计学院毕业证-NOAAD毕业证书-毕业证, NOAAD毕业证成绩单专业服务, 留学生买毕业证NOAAD毕业证文凭成绩单办理
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V信83113305:New England College, located in Henniker, New Hampshire, is a private liberal arts institution known for its personalized education and vibrant campus life. Founded in 1946, the college offers a diverse range of undergraduate and graduate programs, emphasizing experiential learning, creativity, and community engagement. With a student-to-faculty ratio of 12:1, NEC fosters close mentorship and collaborative opportunities. The college’s scenic 225-acre campus provides an ideal setting for outdoor activities and academic focus. NEC is also recognized for its commitment to sustainability and social responsibility, integrating these values into its curriculum. Beyond academics, students enjoy a lively arts scene, athletics, and student-led organizations. New England College’s inclusive environment and innovative approach prepare graduates to thrive in a rapidly changing world.,办新英格兰学院文凭学位证书成绩单GPA修改, NEC假学历, 办理美国New England College本科学历, 办理美国新英格兰学院毕业证NEC文凭版本, 办新英格兰学院毕业证New England College-university, 美国毕业证办理, 新英格兰学院文凭-, 仿制新英格兰学院毕业证-NEC毕业证书-快速办理, 制作文凭新英格兰学院毕业证-NEC毕业证书-毕业证
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V信83113305:Worcester College, located in Ohio, USA, is a prestigious liberal arts institution known for its rigorous academics and vibrant campus life. Founded in 1866, it offers a personalized education with small class sizes, fostering close student-faculty interactions. The college emphasizes critical thinking, creativity, and global perspectives, preparing students for diverse careers. Its curriculum spans humanities, sciences, and arts, with strong programs in business and environmental studies. Worcester’s picturesque campus features historic buildings and modern facilities, creating an inspiring learning environment. Student life thrives with clubs, athletics, and community engagement opportunities. Committed to inclusivity and innovation, Worcester College cultivates leaders who make meaningful contributions to society. Its blend of tradition and forward-thinking education makes it a standout choice for students seeking excellence.,挂科办理伍斯特学院毕业证本科学位证书, 留学生买毕业证The College of Wooster毕业证文凭成绩单办理, 美国学历购买, 挂科办理TCOW伍斯特学院学历学位证, TCOW文凭制作, 伍斯特学院成绩单购买, The College of Wooster文凭毕业证丢失怎么购买, 哪里买TCOW伍斯特学院毕业证|TCOW成绩单, 修改TCOW伍斯特学院成绩单电子版gpa实现您的学业目标
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V信83113305:Simon's Rock College, officially known as Bard College at Simon's Rock, is a unique liberal arts institution located in Great Barrington, Massachusetts. Founded in 1966, it is the only accredited college in the United States specifically designed for students who choose to enroll after the 10th or 11th grade, allowing them to skip traditional high school graduation. This early college model fosters intellectual curiosity and academic rigor, offering small class sizes and personalized attention. Students can earn an Associate of Arts degree after two years or continue for a Bachelor of Arts degree. Known for its progressive curriculum and vibrant community, Simon's Rock emphasizes critical thinking, creativity, and interdisciplinary learning. Its picturesque campus and close-knit environment provide an ideal setting for young scholars to thrive academically and personally.,一比一原版Bard College at Simon's Rock西蒙洛克巴德学院毕业证购买, 办理西蒙洛克巴德学院成绩单高质量保密的个性化服务, BCASR毕业证学历认证, 如何获取西蒙洛克巴德学院-BCASR-毕业证本科学位证书, 西蒙洛克巴德学院-多少钱, BCASR西蒙洛克巴德学院原版购买, 西蒙洛克巴德学院成绩单复刻, 出售Bard College at Simon's Rock西蒙洛克巴德学院研究生学历文凭
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【V信83113305】:Las Vegas Academy of the Arts is a premier magnet high school renowned for its exceptional focus on visual and performing arts education. Located in downtown Las Vegas, it provides a rigorous curriculum that seamlessly integrates intensive arts training with comprehensive academic studies. Students specialize in majors such as dance, theatre, music, and visual arts, learning from dedicated faculty within a vibrant, creative community. The school's historic campus fosters an environment of artistic exploration and academic excellence, preparing students for higher education and professional careers in the arts. Recognized with numerous national awards, it stands as a testament to the power of specialized, arts-driven education.,【V信83113305】原版定制LPC拉斯维加斯塔斯学院毕业证书,拉斯维加斯塔斯学院毕业证书-一比一制作,快速办理LPC毕业证-拉斯维加斯塔斯学院毕业证书-百分百放心,极速办理LPC拉斯维加斯塔斯学院毕业证书,网络快速办理LPC毕业证成绩单,本地美国硕士文凭证书原版定制LPC本科毕业证书,100%定制LPC毕业证成绩单,加急多少钱办理LPC毕业证-拉斯维加斯塔斯学院毕业证书,LPC毕业证怎么办理-加钱加急,LPC毕业证成绩单办理拉斯维加斯塔斯学院毕业证书官方正版
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【V信83113305】:Nestled in the creative hub of the Pacific Northwest, the Seattle Film Institute stands as a dynamic and intimate conservatory dedicated to the art of visual storytelling. This premier institution offers a hands-on, immersive education across various disciplines including film production, screenwriting, and acting. Its practical approach is underscored by state-of-the-art facilities and instruction from industry professionals, ensuring students gain real-world experience from day one. The curriculum is designed to be collaborative and intensive, mirroring the fast-paced nature of the film industry itself. By fostering a tight-knit community of artists and filmmakers, the institute empowers its graduates to develop a unique voice and the technical prowess needed to launch successful careers in cinema and media.,一比一原版Seattle Film Institute西雅图电影学院毕业证购买, SFI西雅图电影学院学位证书快速办理, 办西雅图电影学院毕业证Seattle Film Institute-Diploma, SFI学位定制, 办理西雅图电影学院成绩单高质量保密的个性化服务, 申请学校!SFI成绩单西雅图电影学院成绩单SFI改成绩, 办西雅图电影学院成绩单, 留学生买文凭SFI毕业证西雅图电影学院, 快速办理SFI毕业证-西雅图电影学院毕业证书-百分百放心
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【V信83113305】:Lawrence Technological University (LTU) is a private university in Southfield, Michigan, renowned for its rigorous emphasis on technology, architecture, and design. Founded in 1932 during the Great Depression, its motto, "Theory and Practice," reflects a core commitment to hands-on, experiential learning that prepares students for real-world challenges. LTU offers a wide array of undergraduate and graduate programs in engineering, science, architecture, business, and arts, all designed to foster innovation and critical thinking. The university is distinguished by its project-based curriculum, state-of-the-art facilities, and a strong focus on interdisciplinary collaboration. This practical approach ensures graduates are not just educated but are industry-ready professionals capable of driving technological advancement and creative solutions.,【V信83113305】100%安全办理劳伦斯理工大学毕业证,办理劳伦斯理工大学毕业证成绩单学历认证,原版定制劳伦斯理工大学毕业证,原版劳伦斯理工大学毕业证办理流程,终于找到哪里办劳伦斯理工大学毕业证书,劳伦斯理工大学毕业证书,劳伦斯理工大学毕业证书办理需要多久,劳伦斯理工大学毕业证办理流程,劳伦斯理工大学毕业证成绩单学历认证最安全办理方式,LTU毕业证最新版本推荐最快办理劳伦斯理工大学文凭成绩单
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【V信83113305】:Otis College of Art and Design stands as a premier institution in the heart of Los Angeles, renowned for nurturing creative innovation and professional excellence. Founded in 1918, it offers a rigorous curriculum blending fine arts, design, and emerging media. Its intimate learning environment fosters close mentorship, allowing students to develop distinctive artistic voices while gaining hands-on experience. The college's strong industry connections provide unparalleled opportunities for internships and collaborations, positioning graduates for successful careers in animation, fashion, graphic design, and beyond. Otis’s vibrant, diverse community and its location within a global cultural capital make it an ideal place for aspiring artists and designers to thrive and shape the future of visual culture.,【V信83113305】定制-奥蒂斯艺术与设计学院毕业证OCOAAD毕业证书,奥蒂斯艺术与设计学院毕业证OCOAAD毕业证学校原版100%一样,OCOAAD奥蒂斯艺术与设计学院毕业证书加急制作,OCOAAD奥蒂斯艺术与设计学院毕业证学校原版一样吗,加急定制-OCOAAD学位证奥蒂斯艺术与设计学院毕业证书,一比一制作-OCOAAD文凭证书奥蒂斯艺术与设计学院毕业证,百分比满意度-OCOAAD奥蒂斯艺术与设计学院毕业证,100%满意-OCOAAD毕业证奥蒂斯艺术与设计学院学位证,100%收到-OCOAAD毕业证书奥蒂斯艺术与设计学院毕业证,100%加急制作-OCOAAD毕业证学校原版一样
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【V信83113305】:The University of Rochester, a premier private research institution in New York State, is renowned for its rigorous academic programs and distinctive collegiate system. It fosters a unique, flexible curriculum without a general education core, allowing students to deeply specialize in their fields of interest. The university is particularly distinguished for its highly-ranked Eastman School of Music and leading programs in optics, recognized as among the best globally. Its vibrant campus culture encourages interdisciplinary collaboration and hands-on learning, supported by world-class research facilities and a dedicated faculty. This creates an environment where innovation and creativity thrive, preparing students to become leaders and problem-solvers in a complex world.,罗切斯特大学毕业证办理, 美国罗切斯特大学毕业证成绩单在线制作办理, 100%收到-Rochester毕业证书罗切斯特大学毕业证, 定做罗切斯特大学毕业证Rochester毕业证书毕业证, 留学生买毕业证University of Rochester毕业证文凭成绩单办理, 定制-罗切斯特大学毕业证Rochester毕业证书, Rochesterdiploma安全可靠购买Rochester毕业证, 罗切斯特大学毕业证成绩单学历认证最快多久, 购买罗切斯特大学成绩单
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