This shows you the differences between two versions of the page.
Both sides previous revisionPrevious revisionNext revision | Previous revision | ||
freeschooling:contents [2019/12/30 00:09] – oemb1905 | freeschooling:contents [2024/02/17 16:37] (current) – removed oemb1905 | ||
---|---|---|---|
Line 1: | Line 1: | ||
- | The free schooling credo: | ||
- | **What is the purpose of education? | ||
- | |||
- | * To whom is this question asked; a word on audience | ||
- | * A review of classical approaches to this question | ||
- | * A review of modern approaches to this question | ||
- | * A discussion of ethics, non-negotiable and negotiable principles | ||
- | * Politicization and bias | ||
- | * Education as a human right | ||
- | * The difficulties presented with formal schooling | ||
- | * The difficulties with State-based schooling | ||
- | * Citizens, people, and participants | ||
- | |||
- | **What is free schooling and how does it contribute to education? | ||
- | |||
- | * A brief review of informal and formal leadership theory | ||
- | * A brief review of informal and formal authority | ||
- | * Free schooling and ' | ||
- | * Free schooling and ' | ||
- | * Home-schooling, | ||
- | * Traditionally under-served communities | ||
- | * Assessment, pedagogy, and curricular design | ||
- | |||
- | **Why is free schooling needed?** | ||
- | |||
- | * The difficulties with open terminology | ||
- | * A brief review of open-education and schooling history | ||
- | * The difficulties with open-source licenses; a critique of software licensing | ||
- | * The difficulties with copyright, patent law, and intellectual property; a critique of open documentation licensing | ||
- | * The Free Software and Documentation licenses | ||
- | * The problems with MOOCs | ||
- | * Pearson, kernels, and privacy rights; the difficulties of State oversight | ||
- | * Current solutions to the problem; | ||
- | - Ordered List ItemBeing radically free; a critique of the OERu | ||
- | - The Open Schoolhouse; | ||
- | - The democratizing of schools; a critical review | ||
- | - Blended learning, Khan Academy, and other models | ||
- | * Unordered List ItemUnordered List ItemThe credo of free schooling; free resources, design, and outcomes | ||
- | |||
- | **Who does free schooling serve?** | ||
- | |||
- | * Unordered List ItemA review of organizational classifications and authority | ||
- | * A review of organizational classifications and leadership | ||
- | * Informal free associations and authority | ||
- | * Informal free associations and leadership | ||
- | * Service, philanthropy, | ||
- | * Participants, | ||
- | * Instructional leadership as a follower; empowering people | ||
- | * A detailed analysis and review of the free schooling credo | ||
- | |||
- | --- // |