They Never Ask the Right Questions (E1)
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They Never Ask the Right Questions
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In episode 1 of "They Never Ask the Right Questions" we delve into the woefully inadequate English translation of the French word "apprivoiser" - according to Tom “It's THE most important part of the learning/teaching process". Antoine de Saint-Exupéry used the word in the original text of The Little Prince; translated to "tamed" in English, the power of connection, and responsibility to another, and the opportunity to sit beside and trust in another is lost, as is Saint-Exupéry's intent. Susan, Tom, Rich, and Cam discuss if the missing piece in a "renovation" of public education is an intentional shift to lifelong connection between learners.
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More episodes from They Never Ask the Right Questions
They Never Ask the Right Questions - E2 - Learning in the Stance of a Scientist
Just in time for winter report cards, Susan, Rich, Tom, and Cam discuss what we mean by "authentic" when it comes to learning and assessment. We consider the "stance of a scientist", slowing down, and changing the focus from failing to emphasize "mistakes as the most sincere part of the learning process." We ask if "learning to be" might be the most necessary shift education doesn't know it needs to make?
They Never Ask the Right Questions (E1)
In episode 1 of "They Never Ask the Right Questions" we delve into the woefully inadequate English translation of the French word "apprivoiser" - according to Tom “It's THE most important part of the learning/teaching process". Antoine de Saint-Exupéry used the word in the original text of The Little Prince; translated to "tamed" in English, the power of connection, and responsibility to another, and the opportunity to sit beside and trust in another is lost, as is Saint-Exupéry's intent. Susan, Tom, Rich, and Cam discuss if the missing piece in a "renovation" of public education is an intentional shift to lifelong connection between learners.
E0 - They Never Ask the Right Questions
In our first conversation, we begin with where we began, and work towards our contention: there is an opportunity in education, in society writ large, to see from a place of acknowledging what we are not seeing. In this moment, are we asking what really matters? What do we want to stop doing? Keep doing? Start doing? And in asking these questions, are thinking about learning, and children? We work towards asking the "right" questions.