IMO, the best questions around revolutionizing school should address whether children should be coerced into learning something.

It seems obvious to me that the answer should be yes. So the follow ups should be figuring out how to move a student from an unwilling participant to a willing participant.

I think about three strata of students. The stubbornly unwilling, the coaxable, and the eager. It is pretty easy to design education for the eager. And discussing how to optimize that is a completely different discipline than the discussion about how to coax. The discussion about moving the unwilling to the coaxable is another topic on its own.

Having a mixed class of unwilling, coaxable, and eager in a classroom with a mantra of "no child left behind" is a huge mistake in the same way it would be a mistake to have one teacher in a mixed classroom for Geometry, Alphabet, and Orchestra.

I was a horrible student as a child, and in my 20s I strongly held the belief that education was broken. Now that I'm a few decades older I wonder if my problem was not education but life. I did not fit in at most schools, and that had a negative effect on my desire and ability to learn. That's what led me to teach myself computers as a teenager...education and online socialization combined. Win/win.

I think the author is right that education isn't the problem, but they don't really discuss is the social element of schools. Bullying. Ostrification. I'm not really sure how schools are expected to fix that.

> ed-tech games have a fairly low density of actual useful learning. I can attest to this: eager to give my son a head start on the phonetic skills involved in reading, I tried a few different iPad games with him. He mostly messed around randomly until he got the reward, largely ignoring the educational content to fixate on the cute cartoon characters.

I feel like defaulting to an ipad game is the wrong move here.

We solved this in the 90's! https://archive.org/search?query=emulator%3A%28*%29+jumpstar...

My own preference would be to build educational experiences on three pillars:

1. experiences. Intuition comes from experiences, and IMO an under-appreciated amount of 'education' is building strong intuitions. Experiences can include project work (including struggling!), travel & reading (what it's like to be someone else), sports and music (what it's like to build skills over time and work as a team).

2. practice. So much of what we can do - from language to mathematics - is a composition of rote behaviors, responses, and habits. It's impossible to become skilled without practice.

3. building habits of mind. This includes scientific thinking, applying mental models (I like this list here: https://fs.blog/mental-models/), pro-social behavior (listening, conversing). Much of science & math is having an available set of mental models, understanding how/where to apply them, and recognizing when a new one is needed.

My preference would be for traditional subjects to be taught with these firmly in mind: when thinking about biology, for example, what are the rote skills that must be learned? What intuitions should students achieve, and what experiences will enable them? What habits of mind produce an orientation, attitude, or set of thought processes conducive to practicing the science and art of biology?

I think this doesn't contradict the author.

Just as you should train for your body type and genetics, there's should be an assessment with incremental pivoting as to what and how you learn best that emphasizes your idiosyncrasies. Bias against boys should also be noted. They get reprimanded a LOT more and teachers are a LOT more forgiving to girls. Men falling out of the system is not by chance.

I've long held the belief that well-meaning adults who complain about "school these days" are mostly just talking about their own educational experience - either to complain about how they felt about it as a child (20+ years ago) or to elevate their nostalgia over whatever they imagine happens in classrooms now.

Educational professionals appear terminally prone to fads and magical thinking, but it's the people outside the school - parents and other adults - who seem to have the clearest conviction about things they know little about. Appeasing ignorant people makes bad public policy.

The author cites 50-year-old education studies. It's exactly like citing 50-year-old papers about cancer research. They seriously need to update their views on what the state-of-the-art in pedagogy is.

You should be skeptical of all revolutions. Not saying they shouldn't happen but you do need to keep a close watch.

- "Learning made easy" is an oxymoron. Learning is biologically required to be hard. (brain needs a forcing function to get out of its default-mode and pay attention to the novel stimuli)

- The hard part about education has little to do with learning and a whole lot to do with socioeconomic realties.

- Education and learning is a public good. Any for-profit initiative (ed-tech) will not be incentivized to improve learning outcomes. There's no money in it. Any successful company that looks like it's selling learning is not really selling learning. (access, prestige, a promise to earn more $$$, compliance)

I did not read the article. I just have thoughts. Got edtech nerd-sniped.

The reason schooling is hard to change - here in the US - is because the teachers unions and politicians work together to reduce hours, reliance on standards, eliminate "work" (homework isn't good for them!), and increase spend and pay. Government is incredibly inefficient at most tasks - on average things the government does cost twice as much - but it's incredibly terrible at education. Spending has increased - performance decreased ad infinium.