THE ONE WORLD SCHOOLHOUSE

EDUCATION REIMAGINED

A fresh, welcome approach to education.

An exciting concept for reforming education.

In today's society, most students learn a variety of subjects primarily by lectures, with the goal of passing certain standardized tests before moving on to another series of subjects. Former hedge fund analyst Khan questioned this educational model, believing it did nothing to show true mastery of a topic. Candidly and enthusiastically, he details how he originally started what is now known as the Khan Academy by creating a series of YouTube videos to help his cousin with her understanding of math. Supported by Google and The Gates Foundation, those videos have evolved at the Khan Academy website to cover math, science, history and art, among other subjects. They have been used by millions around the world. Khan believes in using modern technology via individual video learning with assessments based on a solid understanding of a theme. Students spend classroom time among peers and talented teachers, who help them reach certain levels of comprehension before progressing to the next level of learning. The author stresses the concept that all subjects are interrelated and that learning should be self-paced and self-motivated with mixed age groups helping one another. He includes in-depth analysis of the most common educational models (lectures and testing for certain topics) and compares it to his methods. Khan's excitement is palpable as he imagines future schoolrooms as sources of "true creativity" where "mistakes are allowed, tangents are encouraged, and big thinking is celebrated as a process.” His hope is that modern technology and his videos will allow access to a free education to anyone, young or old, around the world.

A fresh, welcome approach to education.

Pub Date: Oct. 2, 2012

ISBN: 978-1-4555-0838-9

Page Count: 288

Publisher: Twelve

Review Posted Online: Aug. 5, 2012

Kirkus Reviews Issue: Sept. 1, 2012

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INSIDE AMERICAN EDUCATION

THE DECLINE, THE DECEPTION, THE DOGMAS

American schools at every level, from kindergarten to postgraduate programs, have substituted ideological indoctrination for education, charges conservative think-tanker Sowell (Senior Fellow/Hoover Institution; Preferential Polices, 1990, etc.) in this aggressive attack on the contemporary educational establishment. Sowell's quarrel with "values clarification" programs (like sex education, death-sensitizing, and antiwar "brainwashing") isn't that he disagrees with their positions but, rather, that they divert time and resources from the kind of training in intellectual analysis that makes students capable of reasoning for themselves. Contending that the values clarification programs inspired by his archvillain, psychotherapist Carl Rogers, actually inculcate values confusion, Sowell argues that the universal demand for relevance and sensitivity to the whole student has led public schools to abdicate their responsibility to such educational ideals as experience and maturity. On the subject of higher education, Sowell moves to more familiar ground, ascribing the declining quality of classroom instruction to the insatiable appetite of tangentially related research budgets and bloated athletic programs (to which an entire chapter, largely irrelevant to the book's broader argument, is devoted). The evidence offered for these propositions isn't likely to change many minds, since it's so inveterately anecdotal (for example, a call for more stringent curriculum requirements is bolstered by the news that Brooke Shields graduated from Princeton without taking any courses in economics, math, biology, chemistry, history, sociology, or government) and injudiciously applied (Sowell's dismissal of student evaluations as responsible data in judging a professor's classroom performance immediately follows his use of comments from student evaluations to document the general inadequacy of college teaching). All in all, the details of Sowell's indictment—that not only can't Johnny think, but "Johnny doesn't know what thinking is"—are more entertaining than persuasive or new.

Pub Date: Jan. 4, 1993

ISBN: 0-02-930330-3

Page Count: 400

Publisher: Free Press

Review Posted Online: May 19, 2010

Kirkus Reviews Issue: Nov. 1, 1992

Categories:

THE ABOLITION OF MAN

The sub-title of this book is "Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of Schools." But one finds in it little about education, and less about the teaching of English. Nor is this volume a defense of the Christian faith similar to other books from the pen of C. S. Lewis. The three lectures comprising the book are rather rambling talks about life and literature and philosophy. Those who have come to expect from Lewis penetrating satire and a subtle sense of humor, used to buttress a real Christian faith, will be disappointed.

Pub Date: April 8, 1947

ISBN: 1609421477

Page Count: -

Publisher: Macmillan

Review Posted Online: Oct. 17, 2011

Kirkus Reviews Issue: April 1, 1947

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