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Seth Godin

This tag is associated with 17 posts

Dreams Are Difficult To Build And Easy To Destroy — Part 19 of Stop Stealing Dreams (What is School For?)

by Seth Godin If you missed Part 18, click HERE. 19. Dreams are difficult to build and easy to destroy By their nature, dreams are evanescent. They flicker long before they shine brightly. And when they’re flickering, it’s not particularly difficult for a parent or a teacher or a gang of peers to snuff them … Continue reading

Fast, Flexible, and Focused — Part 18 of Stop Stealing Dreams (What is School For?)

by Seth Godin If you missed Part 17, click HERE. 18. Fast, flexible, and focused It’s clear that the economy has changed. What we want and expect from our best citizens has changed. Not only in what we do when we go to our jobs, but also in the doors that have been opened for … Continue reading

Reinventing School — Part 17 of Stop Stealing Dreams (What is School For?)

by Seth Godin If you missed Part 16, click HERE. 17. Reinventing school If the new goal of school is to create something different from what we have now, and if new technologies and new connections are changing the way school can deliver its lessons, it’s time for a change. Here are a dozen ways … Continue reading

School is Expensive — Part 16 of Stop Stealing Dreams (What is School For?)

by Seth Godin If you missed Part 15, click HERE. 16. School is expensive It’s also not very good at doing what we need it to do. We’re not going to be able to make it much cheaper, so let’s figure out how to make it a lot better. Not better at what it already … Continue reading

“When I grow up, I want to be an astronaut assistant” — Part 15 of Stop Stealing Dreams (What is School For?)

by Seth Godin If you missed Part 14, click HERE. 15. “When I grow up, I want to be an astronaut assistant” Jake Halpern did a rigorous study of high school students. The most disturbing result was this: “When you grow up, which of the following jobs would you most like to have?” The chief of a … Continue reading

Is it possible to teach attitudes? — Part 12 of Stop Stealing Dreams (What is School For?)

by Seth Godin If you missed Part 11, click HERE. 12. Is it possible to teach attitudes? The notion that an organization could teach anything at all is a relatively new one. Traditionally, society assumed that artists, singers, artisans, writers, scientists, and alchemists would find their calling, then find a mentor, and then learn their craft. It … Continue reading

To efficiently run a school, amplify fear (and destroy passion) — Part 11 of Stop Stealing Dreams (What is School For?)

by Seth Godin If you missed Part 10, click HERE. 11. To efficiently run a school, amplify fear (and destroy passion) School’s industrial, scaled-up, measurable structure means that fear must be used to keep the masses in line. There’s no other way to get hundreds or thousands of kids to comply, to process that many … Continue reading

Frederick J. Kelly and your nightmares — Part 10 of Stop Stealing Dreams (What is School For?)

by Seth Godin If you missed Part 9, click HERE. 10. Frederick J. Kelly and your nightmares In 1914, a professor in Kansas invented the multiple-choice test. Yes, it’s less than a hundred years old. There was an emergency on. World War I was ramping up, hundreds of thousands of new immigrants needed to be … Continue reading

Three Legacies of Horace Mann — Part 9 of Stop Stealing Dreams (What is School For?)

by Seth Godin If you missed Part 8, click HERE. 9. Three legacies of Horace Mann As superintendent of schools in Massachusetts, Mann basically invented the public school. Except he called it a common school, because a key goal was to involve the common man and raise the standards of the culture. Right from the … Continue reading

Is School a Civic Enterprise? — Part 8 of Stop Stealing Dreams (What is School For?)

by Seth Godin If you missed Part 7, click HERE. 8. Is school a civic enterprise? At the heart of Horace Mann’s push for public schooling for all was a simple notion: we build a better society when our peers are educated. Democracy was pretty new, and the notion of putting that much power into … Continue reading

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