Old School, New School, No School.. The End of Schooling & The Re-Invention of America (C) Gordon Freedman 2009

Is It Time to Re-Think (C) Gordon Freedman 2009

School? (C) Gordon Freedman 2009

Is the End Point of School getting into Harvard? or Getting into the World? (C) Gordon Freedman 2009

Education Innovation Is Not about Technology Its About Changing Education To Match the Times. (C) Gordon Freedman 2009

Is It Time to Re-Think (C) Gordon Freedman 2009

Cars? Energy? Finance? Housing? Happiness? Environment? (C) Gordon Freedman 2009

Are we confusing schools with education? (C) Gordon Freedman 2009

Why cant the car companies turn into design, materials, and innovation centers? (C) Gordon Freedman 2009

Has our education system contributed to the current financial crisis, to a leadership deficit, to a lack of innovation? (C) Gordon Freedman 2009

The model may already be broken. (C) Gordon Freedman 2009

Public education does not serve a public. It creates a public. NEIL POSTMAN, The End of Education: Re-Defining the Value of School p. 18, Vintage, 1995 Old School (C) Gordon Freedman 2009

Old School = Structural / Conformity DimensionsOLD SCHOOL Conform to social and commercial norms to create a stable workforce, a safe and predictable society. Began as the need to Americanize immigrants to build a common workforce of citizens. (C) Gordon Freedman 2009

Old School Built America DimensionsOLD SCHOOL Old School serviced the transition from an agriculture to an industrial base, schools modeled on the science of administration, intended to regiment learners for the workplace. (C) Gordon Freedman 2009

The sluggish growth in the educated workforce in the last quarter century has been mainly due to a slowing down in the educational attainment of those schooled in the United States. The Race between Education and Technology, by Claudia Goldin, Lawrence F. Katz, Harvard University Press, 2008, p. 7 New School (C) Gordon Freedman 2009

New School = Functional / Think Critically Dimensions NEW SCHOOL Think critically and outside of the box while adhering to the dictates of the system within regulations and standards. Need for Innovation and Flexibility. (C) Gordon Freedman 2009

New School is Trying to Break Free DimensionsOLD SCHOOLNEW SCHOOL Started as charters, homeschooling, cyber schools, virtual schools, high tech schools in reactions to the one-size- fits all model, from manufacturing to service. (C) Gordon Freedman 2009

One of the greatest problems we face is how to adjust our way of thinking to meet the challenge of an increasingly complex, rapidly changing, unpredictable world. And as we put these reforms into effect we have to keep our sights on the long term and honor our tremendous responsibility for future generations. Preface by Fredrico Mayor, Director-General of UNESCO, to Edgar Morins Seven Complex Lessons in Education for the Future, 1999 No School (C) Gordon Freedman 2009

No School = Relational, Collaborate, Produce Dimensions NO SCHOOL System goes horizontal, peer and mixed group learning, production as expression of knowledge. Need to initiate, connect, collaborate across various networks. (C) Gordon Freedman 2009

No School Means All Forms Possible DimensionsOLD SCHOOLNEW SCHOOLNO SCHOOL Not a real end to school, but one based on individuals, networks, multiple ways to outcomes, tracked with data, like all other sectors of society, in its move from service to information. (C) Gordon Freedman 2009

End of Schooling Matrix VariablesOLD SCHOOLNEW SCHOOLNO SCHOOL 1. CULTURE 2. ERA 3. TYPOLOGY 4. ADMINISTRATION 5. INSTRUCTION 6. YOUTH 7. CONTENT 8. CHANGE 9. PLACE/UNIT 10. RESOURCE (C) Gordon Freedman 2009

Old School Matrix DimensionsOLD SCHOOL 1. CULTURE Traditional 2. ERA Manufacturing 3. TYPOLOGY Structural 4. ADMINISTRATION Regulatory 5. INSTRUCTION Labor 6. YOUTH Regiment 7. CONTENT Curriculum 8. CHANGE Augment 9. PLACE Class/Student 10. RESOURCE Standards-Based (C) Gordon Freedman 2009

New School Matrix Dimensions OLD SCHOOLNEW SCHOOL 1. CULTURE TraditionalTransitional 2. ERA ManufacturingService 3. TYPOLOGY StructuralFunctional 4. ADMINISTRATION Regulatory Human Capital 5. INSTRUCTION LaborExpertise 6. YOUTH RegimentInvestigate 7. CONTENT CurriculumConstruction 8. CHANGE AugmentCustomize 9. PLACE/UNIT Class/StudentBlended/Cohort 10. RESOURCE Standards-BasedKnowledge-Based (C) Gordon Freedman 2009

No School Matrix DimensionsOLD SCHOOLNEW SCHOOLNO SCHOOL 1. CULTURE TraditionalTransitionalTransformational 2. ERA ManufacturingServiceInformation 3. TYPOLOGY StructuralFunctionalRelationnal 4. ADMINISTRATION Regulatory Human CapitalNetwork 5. INSTRUCTION LaborExpertiseGuidance 6. YOUTH RegimentInvestigateAct 7. CONTENT CurriculumConstructionOutcome 8. CHANGE AugmentCustomizeIndividualize 9. PLACE/UNIT Class/StudentsBlended/CohortPeers/Learner 10. RESOURCE Standards-BasedKnowledge-BasedProduction-Based (C) Gordon Freedman 2009

End of Schooling Matrix : Culture DimensionsOLD SCHOOLNEW SCHOOLNO SCHOOL 1. CULTURE TraditionalTransitionalTransformational 2. ERA 3. TYPOLOGY 4. ADMINISTRATION 5. INSTRUCTION 6. YOUTH 7. CONTENT 8. CHANGE 9. PLACE/UNIT 10. RESOURCE (C) Gordon Freedman 2009

End of Schooling Matrix : Era DimensionsOLD SCHOOLNEW SCHOOLNO SCHOOL 1. CULTURE 2. ERA ManufacturingServiceInformation 3. TYPOLOGY 4. ADMINISTRATION 5. INSTRUCTION 6. YOUTH 7. CONTENT 8. CHANGE 9. PLACE/UNIT 10. RESOURCE (C) Gordon Freedman 2009

End of Schooling Matrix : Typology DimensionsOLD SCHOOLNEW SCHOOLNO SCHOOL 1. CULTURE 2. ERA 3. TYPOLOGY StructuralFunctionalRelational 4. ADMINISTRATION 5. INSTRUCTION 6. YOUTH 7. CONTENT 8. CHANGE 9. PLACE/UNIT 10. RESOURCE (C) Gordon Freedman 2009

End of Schooling Matrix : Administration DimensionsOLD SCHOOLNEW SCHOOLNO SCHOOL 1. CULTURE 2. ERA 3. TYPOLOGY 4. ADMINISTRATION Regulatory Human CapitalNetwork 5. INSTRUCTION 6. YOUTH 7. CONTENT 8. CHANGE 9. PLACE/UNIT 10. RESOURCE (C) Gordon Freedman 2009

End of Schooling Matrix : Instruction DimensionsOLD SCHOOLNEW SCHOOLNO SCHOOL 1. CULTURE 2. ERA 3. TYPOLOGY 4. ADMINISTRATION 5. INSTRUCTION LaborExpertiseGuidance 6. YOUTH 7. CONTENT 8. CHANGE 9. PLACE/UNIT 10. RESOURCE (C) Gordon Freedman 2009

End of Schooling Matrix : Youth DimensionsOLD SCHOOLNEW SCHOOLNO SCHOOL 1. CULTURE 2. ERA 3. TYPOLOGY 4. ADMINISTRATION 5. INSTRUCTION 6. YOUTH RegimentInvestigateAct 7. CONTENT 8. CHANGE 9. PLACE/UNIT 10. RESOURCE (C) Gordon Freedman 2009

End of Schooling Matrix : Content DimensionsOLD SCHOOLNEW SCHOOLNO SCHOOL 1. CULTURE 2. ERA 3. TYPOLOGY 4. ADMINISTRATION 5. INSTRUCTION 6. YOUTH 7. CONTENT CurriculumConstructionOutcome 8. CHANGE 9. PLACE/UNIT 10. RESOURCE (C) Gordon Freedman 2009

End of Schooling Matrix : Change DimensionsOLD SCHOOLNEW SCHOOLNO SCHOOL 1. CULTURE 2. ERA 3. TYPOLOGY 4. ADMINISTRATION 5. INSTRUCTION 6. YOUTH 7. CONTENT 8. CHANGE AugmentCustomizeIndividualize 9. PLACE/UNIT 10. RESOURCE (C) Gordon Freedman 2009

End of Schooling Matrix: Place / Unit DimensionsOLD SCHOOLNEW SCHOOLNO SCHOOL 1. CULTURE 2. ERA 3. TYPOLOGY 4. ADMINISTRATION 5. INSTRUCTION 6. YOUTH 7. CONTENT 8. CHANGE 9. PLACE/UNIT Class/StudentsBlended/CohortPeers/Learner 10. RESOURCE (C) Gordon Freedman 2009

End of Schooling Matrix : Resource DimensionsOLD SCHOOLNEW SCHOOLNO SCHOOL 1. CULTURE 2. ERA 3. TYPOLOGY 4. ADMINISTRATION 5. INSTRUCTION 6. YOUTH 7. CONTENT 8. CHANGE 9. PLACE/UNIT 10. RESOURCE Standards-BasedKnowledge-BasedProduction-Based (C) Gordon Freedman 2009

Education is No Longer Strategic in the United States but it is almost everywhere else (C) Gordon Freedman 2009

Throughout American History Education has been used Strategically (C) Gordon Freedman 2009

Colonial America Post Revolutionary America The Normal Schools Post Civil War The Land Grants Scientific Administration of Schools The G.I. Bill Science & Math of Sputnik Busing / Civil Rights The Decline (C) Gordon Freedman 2009

Education is Cultural Transmission The Mode and Content of Education and Society Change Over Time They are Now Badly out of Sync (C) Gordon Freedman 2009

The Possibility of Real Change is Here TRADITIONAL ORGANIZATION OF EDUCATION OUTSIDE THE US LEADING TO POLICY CHANGE MULTITUDE OF DIFFERENT FORMS IN THE US + DATA USES, NO POLICY CHANGE (C) Gordon Freedman 2009

What Are We Preparing Students For? A World Where Its Safe to Retire? One Where Big Problems are Tackled? Or a Return to the old economy (C) Gordon Freedman 2009

In Order to Re-Invent America We Must Bring Schooling to an End Students Need to Go to the World And They Must Come to Own Their Own Education (C) Gordon Freedman 2009