This idea is fascinating, but I don't think it's enough to only change the content. I mean, if you're using standardized testing, 12 years of math, biology, or any topic sounds tedious. What would stop it from being the same jumping through hoop tricks in a narrower range.
But this is an empirical question too. How have you seen this resolved?
This is a great question and you've anticipated my next post. I didn't have enough room to go into everything here, but the content and delivery is just as important as the frame. I will go into my experience over the summer and why I think the course design for this specific iteration of LiD is so effective.
Basically, LiD allows for the use of all sorts of Imaginative Education techniques that can help students engage more fully with their topics. Some examples: narrative, categorization, proverbs, songs, jokes, riddles, playing with scale, scholarly debates, visual arts and more.
I agree with you that this is a risk factor and suspect that optimizing for target metrics, institutional churn and scaling difficulties are reasons Egan education isnt more widely practiced. I don't know enough yet to make and conclusive statements but I am looking into this.
There are some reasons to be optimistic, however: subculture is powerful, I think there have been some breakthroughs in lesson and curriculum design and lots of teachers have had success stories with Imaginative Education. Plenty to sift through.
This idea is fascinating, but I don't think it's enough to only change the content. I mean, if you're using standardized testing, 12 years of math, biology, or any topic sounds tedious. What would stop it from being the same jumping through hoop tricks in a narrower range.
But this is an empirical question too. How have you seen this resolved?
This is a great question and you've anticipated my next post. I didn't have enough room to go into everything here, but the content and delivery is just as important as the frame. I will go into my experience over the summer and why I think the course design for this specific iteration of LiD is so effective.
Basically, LiD allows for the use of all sorts of Imaginative Education techniques that can help students engage more fully with their topics. Some examples: narrative, categorization, proverbs, songs, jokes, riddles, playing with scale, scholarly debates, visual arts and more.
I'm excited to read on!
My main curiosity is if Lid has some sort of natural defense against being taken over by shallow metrics that will turn it into school.
My intuition and experience is that any educational domain, unless constructed to specifically not be metricized, will be.
I agree with you that this is a risk factor and suspect that optimizing for target metrics, institutional churn and scaling difficulties are reasons Egan education isnt more widely practiced. I don't know enough yet to make and conclusive statements but I am looking into this.
There are some reasons to be optimistic, however: subculture is powerful, I think there have been some breakthroughs in lesson and curriculum design and lots of teachers have had success stories with Imaginative Education. Plenty to sift through.