I have been reflecting on what to write as we enter 2018. The end of one year and the start of another is a common time for reflection. But something is different this go-around. I don't feel celebratory.
A couple of weeks ago, I did something fun and different. A group of friends and I went axe throwing at a place called Urban Axes in Philadelphia. It is pretty freaking cool and highly recommended. Set up in an old warehouse in Kensington, there are a bunch of lanes similar to a bowling alley but with chain link protective fences to cut down on decapitations. As we flung hatchets through the air towards a fixed point, my mind naturally drifted to finding comparisons with the Internet of Things (IoT).
I had someone comment on an article of mine recently. The recommendation was brevity-for a post that was designed to be an ultimate guide to writing on LinkedIn with near 100 ideas on how to write better.
I have been reading with some care a series of articles in Vanity Fair (no, it is not a fashion magazine) by Michael Lewis on the horrors of what is occurring within various Departments of US government. Long long story short: talent is walking out the door and contractors are walking in the door; we are losing knowledge and wisdom as experienced workers exit. We are both downsizing and downgrading our form of government.
How do we find out what we believe in, or what are the methods that we have of knowing? According to Peirce (1877), there are four methods of knowing information, method of authority, method of tenacity, a priori method, and the scientific method. I will review each one of them, and consider how they impact our learning and how we can influence them through our teaching. I will consider the method of tenacity and the a priori method first. In both the method of tenacity and the a priori method, there is often no way to identify where the knowledge or the belief came from, it just is. The fundamental difference is the willingness to change a belief.
The experience of a practical learning approach in a business school: According to the "classical" way of teaching, the teacher has all the knowledge and teaches with a certain number of established theories developed over time, with the help of illustrations and demonstrations while the learner, typically the student, merely sits and passively acquires knowledge.
I can picture readers looking at this headline and pondering why we need to complicate disaster relief by adding educators to the team of necessary workers. Education seems like a secondary level of need, way behind water and power and disease control and food supplies. And, then readers may wince perhaps over the word “lasticity,” wondering what it means. The word could sound oddly familiar but no definition comes to mind. And finally, there is the word “trained,” and many question how valuable professional development actually is and whether it is worth the proverbial candle. And, don’t we have better things to worry about as we enter a New Year.