"Fluid Learning" has not dampened my spirits

But it frightens and disturbs teachers and administrators all over. The locus of control has shifted in our field of endeavor, and woe unto the educator who ignores or minimizes the learning potential of ubiquitous computer-based connectivity.

This article by Mark Pesce is buzzing about the web this weekend, and while it’s sometimes a little breezy and obscure, it offers fresh insights that disrupt your safe thinking about schools. I’m recommending every brave educator I know to read it.

Real quickly, here’s a main claim that sounds pretty hyperbolic:

The computer – or, most specifically, the global Internet connected to it – is ultimately disruptive, not just to the classroom learning experience, but to the entire rationale of the classroom, the school, the institution of learning.

sounds hyperbolic, that is, until you start thinking of human intelligence as an objective, quantifiable and qualifiable entity. Pesce talks about hyper-communication, hyper-connectivity, and hyper-everything as this new technology messes up all our pretty preconceptions of how things work.

But since I see that the trend leads to an increase in human knowledge, which means we can move closer to wisdom, I think we should start navigating the strange new seas of fluid learning the best we can.

If you want another take on it, see what Dean Shareski finds salient.

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