QUOTE(Herschelkrustofsky @ Wed 9th March 2011, 5:06pm)
The Humboldt education reforms provide a useful contrast to the present-day drive to computerize education. Humboldt set about to make the student conscious of how his mind works, so that he might learn creativity. For example, the practice of teaching multiple foreign languages, including classical languages, has the effect of making language a conscious process, whereas one speaks one's native language automatically without having to consider how it works. The workings of the mind are highly interdependent with the operations of language. By the same token, teaching classical music composition means teaching a different sort of language; instead of having specific referents in the world, music expresses ideas which are inherently ambiguous and convey meaning through change. Considering how to compose a piece using this method also causes the student to reflect upon the power of his mind to perform non-logical and non-arbitrary, i.e. creative operations.
Compare this to the brave new world of Obama & Bill and Melinda Gates. They are basically thinking of kids as little portable hard drives that can be filled with data (actually, this is remarkably like the epistemology of L. Ron Hubbard.) Little hard drives do not create anything new; they simply retrieve data. This is guaranteed to achieve “robotic†results.
People who have troubled themselves to click on any of the links in my
Web Vita, or follow any of the numerous references that I passed under their collective noses for the past five years, will know that I have been following and even contributing a little to the literature on IT in education and research since the early 1990s, at least.
There is nothing about the use of technology in education and research that says we have to treat human beings like machines. The sources of that inhumanity issue from the aims and the brains of
some people, not from the nature of the machines we use.
What sorts of aims and brains?
Aye, there's the rub …
Jon Awbrey