School's Out

页数:0

价格:96.00

isbn号码:9780380717484

<div>PREFACE</div>

<p>&nbsp;</p>

<div>This book is not about education. It is about an economic transformation</div>

<p>&nbsp;</p>

<div>that is being driven by an implacable technological revolution. It is not</div>

<p>&nbsp;</p>

<div>about saving schools， or improving schools， or reforming schools， or even</div>

<p>&nbsp;</p>

<div>reinventing schools--it's about removing altogether the increasingly</div>

<p>&nbsp;</p>

<div>costly barrier schooling poses to economic and social progress.</div>

<p>&nbsp;</p>

<div>&nbsp;&nbsp; This book is not written for educators or academicians. Rather， it speaks</div>

<p>&nbsp;</p>

<div>to the interests of businesspeople， entrepreneurs， investors， workers， politi-</div>

<p>&nbsp;</p>

<div>cal leaders， consumer advocates， scientists， engineers， parents， learners of</div>

<p>&nbsp;</p>

<div>all ages， and most especially taxpayers--the consumers who pay the bills for</div>

<p>&nbsp;</p>

<div>services and products that are supposed to nurture learning. And while my</div>

<p>&nbsp;</p>

<div>own knowledge and experience necessarily give this book a U.S. focus， the</div>

<p>&nbsp;</p>

<div>trends and issues it describes are global， affecting all other nations， perhaps</div>

<p>&nbsp;</p>

<div>in different ways， but with no less profound impact.</div>

<p>&nbsp;</p>

<div>&nbsp;&nbsp; While the actual writing of this book began in the spring of 1991， the</div>

<p>&nbsp;</p>

<div>work that went into its creation stretches back over more than twenty years.</div>

<p>&nbsp;</p>

<div>If there was a starting point for this effort， it probably was sometime during</div>

<p>&nbsp;</p>

<div>1968-69 when I was working as a high school physics teacher in my home-</div>

<p>&nbsp;</p>

<div>town of Mount Vernon， New York. My struggle during that year to serve the</div>

<p>&nbsp;</p>

<div>needs of young learners while in continual combat with the mind-killing</div>

<p>&nbsp;</p>

<div>mandates of a corrupt education bureaucracy galvanized my disdain for the</div>

<p>&nbsp;</p>

<div>academic establishment much as similar experiences did for other apostate<br />

<div>&nbsp;teachers and writers such as John Holt， Jonathan Kozol， and Pat C~</div>

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp; Unlike others who channeled their disaffection into calls for &quot;r</div>

<br />

<div>&nbsp;by 1970 I was convinced that the education system could not be a</div>

<br />

<div>&nbsp;but needed to be entirely replaced by a new mechanism more att</div>

<br />

<div>&nbsp;the technology and social fabric of the modern world. This conclus</div>

<br />

<div>&nbsp;nurtured by many sources， but especially influential were the</div>

<br />

<div>&nbsp;B. F. Skinner， George Leonard， and Jay Forrester.</div>

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp; The work of Skinner and his disciples showed that the proc~</div>

<br />

<div>&nbsp;learning could be analyzed， understood， and organized to serve the</div>

<br />

<div>&nbsp;ua! learner's needs in a way that made boredom， frustration， hum</div>

<br />

<div>&nbsp;and failure unnecessary.</div>

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp; In his 1968 book， Education and Ecstasy， Leonard portrayed</div>

<br />

<div>&nbsp;of high-tech learning that bore no resemblance to traditional sct</div>

<br />

<div>&nbsp;But neither then nor since have Leonard or most other utopian &quot;r</div>

<br />

<div>&nbsp;tors&quot; of education understood the basic economic and political</div>

<br />

<div>&nbsp;needed to translate their dreams into reality.</div>

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp; In his 1960s work on industrial dynamics and urban dynamics，</div>

<br />

<div>&nbsp;as later work in the field of &quot;system dynamics&quot; he helped create， J</div>

<br />

<div>&nbsp;rester showed that even modestly complex social systems strongly</div>

<br />

<div>&nbsp;behave in ways he called &quot;counterintuitive，&quot; that is， contrary to wh~</div>

<br />

<div>&nbsp;mon sense presumes is obvious. One result is that most attempts to</div>

<br />

<div>the behavior of social systems turn out to be either impotent or &quot;co</div>

<br />

<div>productive，&quot; making worse what they aimed to make better. Thus</div>

<br />

<div>seen welfare programs that have shattered families and inflamed p</div>

<br />

<div>real estate subsidies that spawned financial collapse， post-Watergate</div>

<br />

<div>cal reforms that have made political corruption epidemic. And near</div>

<br />

<div>a century of American education reform has yielded an academic es~</div>

<br />

<div>ment as greedily entrenched as ever， but whose obsolescence and</div>

<br />

<div>irrelevancy have soared along with its skyrocketing cost.</div>

<br />

<div>&nbsp;&nbsp;&nbsp; Inspired by such ideas， I returned to Harvard in 1970 and spent th</div>

<br />

<div>three years in an intense and largely independent study of most of tl</div>

<br />

<div>questions that underlie this book: What is learning and how does it</div>

<br />

<div>What technologies can facilitate learning， and how do they work? Ho~</div>

<br />

<div>learning fit in with the overall processes of human economy and ec，</div>

<br />

<div>And most important， how do you transform or replace established h</div>

<br />

<div>institutions? Of the several Harvard and MIT faculty who contributed</div>

<br />

<div>exploration of these questions， I particularly benefited from the aid al</div>

<br />

<div>couragement of Wassily Leontief， Harvey Liebenstein， Jay Forrester.......</div>

</div>