Students must be inspired for really effective, optimal learning. Read why in this article, “Inspiration Comes First, Then Teaching” by RIFI President Marsha Familaro Enright, published at The Savvy Street.
What is the purpose of education?
Is “school choice” the same as a free market in education?
Could education be provided entirely by the free market, with no public schools?
Do we have a stratified education system?
These are some of the issues address in Kirsten Lombard’s interview of RIFI president, Marsha Familaro Enright, each in 5-6 minute segments on the Resounding Books blog.
Enright contributed the last chapter in Resounding Books’ first publication, Common Ground on Common Core, “Liberating Education.” In it, she examines the history of education in the United States, issues with public education, and what education would be like in a free society in which it was entirely private.
Common Ground On Common Core is available in paperback only at the Resounding Books website. It is available on Kindle in four parts; Enright’s essay is in Part II.
Great Connections head Marsha Familaro Enright wrote a new article on university education as it might be and out to be at The Savvy Street. This is Part I of a five part series of articles on optimal higher education. Below are the opening paragraphs from the article:
Standard education not only fails to teach the philosophy, history, economics, and politics of a free society, but its methods oppress individuality and instead encourage conformity and obedience. It does the opposite of teaching young people how to live as free, autonomous persons.
In the main, the teaching methods at traditional universities have remained unchanged for centuries. Most classrooms rely heavily on an authoritarian, top-down structure of a single arbiter of knowledge, often in the position of lecturer, discussion leader, and knowledge authority, who conveys knowledge to the waiting student-receptacles.
Of course, many colleges and universities are using all the bells and whistles of the latest physical technology, which makes the world’s knowledge available to their students through Internet-connected classrooms, cool electronic-writing technology, online discussion groups, and handheld quiz machines.
But the more crucial and fundamental psychological and social elements to learning are often still ignored, especially at the university level. Yet, a free future demands more than the dissemination of information; where do free individuals learn how to use it in their lives?
Given what we now know about human development, learning, and motivation, university education is ripe for a revolution in its psychological technology.
Students need an educational program that embodies the ideals of self-sufficient, self-responsible, goal seeking, and autonomous individuals. Furthermore, when freedom and autonomy are directly experienced, students become more engaged, interested, and enthusiastic learners and more often adopt the ideas and values of liberty. Such a system for lower education has been around for more than 100 years.
This is why RIFI aims at innovating higher education, starting with The Great Connections Seminar. Continue reading the article here.