I accept that, however dumbing down the goal so as to create the fiction of success has merely disqualified us from the game and in freefall towards ever lower levels of achievement.
-Lew Schwartz On Sat, Feb 9, 2013 at 10:54 AM, saul ostrow <[email protected]> wrote: > very english Public School and ivy thinking - not very American public > school were literacy was the goal > > *CriticalPractice* > 21 TREET PROJECTS > La Table Ronde > 162 West 21 Street > NYC, NY 10011 > > [email protected] > www.21stprojects.org > > > On Sat, Feb 9, 2013 at 10:14 AM, Lew Schwartz <[email protected]> wrote: > > > My point was not to argue that we must include "ART," but that a real > > engagement with the classical definition of education ... bringing out > > what's best in each student will naturally bring about motivation toward > > learning, work, professions and the arts. > > -Lew Schwartz > > > > > > On Sat, Feb 9, 2013 at 9:40 AM, saul ostrow <[email protected]> wrote: > > > > > Increasingly those pedagogues who are less instrumental in their > thinking > > > and understand that creativity is the next big skill (commodity) have > > > transformed the anagram of STEM into that of STEAM the A of course > stands > > > for art. The logic is that Art (not as a career choice bu) as a skill > set > > > supplies a heuristic model - ie trial and error learning - a question > > > creation - without focusing on getting the correct answer as much as > > > getting unexpected results - seemingly our scientist , engineers, and > > > mathematicians are no longer competitively as creative as they once > were > > > because they focus more on the solution than on how might they > formulate > > > the question > > > *CriticalPractice* > > > 21 TREET PROJECTS > > > La Table Ronde > > > 162 West 21 Street > > > NYC, NY 10011 > > > > > > [email protected] > > > www.21stprojects.org > > > > > > > > > On Sat, Feb 9, 2013 at 9:02 AM, William Conger <[email protected] > > > >wrote: > > > > > > > All this talk about kids and what and how they learn and whether or > not > > > it > > > > is > > > > practical is not interesting beyond the level of magazine articles. > > Yes, > > > > kids > > > > learn differently (see Gardiner's Multiple Intelligences) and yes, > > except > > > > for > > > > the privileged children the the very rich, they need to find ways to > be > > > > useful > > > > in society. There are, obviously, many ways to do that. On a forum > > like > > > > this, > > > > with many artists and other creatives on board, it's not going to be > > easy > > > > to > > > > argue against nurturing kids' imaginations. > > > > > > > > As a youngster who only cared about art I never gave a moment's > thought > > > to > > > > how I > > > > would survive as an artist or at all when I grew up, despite the > > > > consternation, > > > > worry and hand-wringing of Depression-era parents. And I always had > a > > > > part-time > > > > job from the age of thirteen until college and after college I never > > was > > > > one day > > > > without a job until age seventy. Even now I work every day and earn > > > money > > > > with > > > > my art. Without inheritance I was able to raise a family and live > > pretty > > > > well > > > > and give my kids debt free educations at top schools. Maybe I was > just > > > > lucky > > > > yet I do believe people should pay their own ways and, if they need > to, > > > > earn > > > > whatever is required to do what they want. > > > > > > > > So, it's a blend of following one's own drummer while also being > useful > > > to > > > > society that make the most sense in a democratic capitalistic > society. > > > > Education curricula and societal ideals should provide for both. > > What's > > > > more > > > > annoying than a society that degrades imagination and creativity for > > the > > > > sake of > > > > emphasizing routine job skills? And what's more demoralizing than > > people > > > > who > > > > think their uniqueness and so-called free-spirit creativity entitles > > them > > > > to be > > > > fully supported on a public dole? > > > > wc > > > > > > > > > > > > > > > > ________________________________ > > > > From: joseph berg <[email protected]> > > > > To: [email protected] > > > > Sent: Sat, February 9, 2013 3:41:08 AM > > > > Subject: Re: Skills children learn from the arts > > > > > > > > On Fri, Feb 8, 2013 at 11:37 PM, joseph berg <[email protected]> > wrote: > > > > > > > > > On Fri, Feb 8, 2013 at 7:50 PM, Lew Schwartz <[email protected]> > > > wrote: > > > > > > > > > >> Even more annoying about tripe like this is the presumption that > > > > everyone > > > > >> agrees on the same achieve/success/money definition of education. > > It's > > > > >> enraging. What happened to personal fulfillment, insight or joy? > > > > >> > > > > > They've become unaffordable luxuries for more and more people in > the > > > > > 21st-c. > > > > > > > > > > > > > > > > > - Some people see things that are and ask, Why? Some people dream of > > > thing > > > > that never were and ask, Why not? Some people have to go to work and > > > don't > > > > have time for all that. > > > > > > > > George Carlin
