为什么未来的学校是开放式的
教育

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> 一个学生对现代教育并不那么悲观的观点。
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![](/data/attachment/album/201812/08/132045udrlgeuqgqgqka0e.png)


最近有些人和我说现代教育会是什么样子，我回答说：就像过去一百年一样。我们为什么会对我们的教育体系保持悲观态度呢？


这不是一个悲观的观点，而是一个务实的观点。任何花时间在学校的人都会有同样的感觉，我们对教导年轻人的方式固执地抵制变革。随着美国学校开始新的一年，大多数学生回到了桌子排成一排排的教室。教学环境主要以教师为中心，学生的进步由卡内基单位和 A-F 评分来衡量，而合作通常被认为是作弊。


我们从哪能够找到证据指出这种工业化模式正在产生所预想的结果？每个孩子都得到个人关注，以培养对学习的热爱，并发展出当今创新经济中茁壮成长所需的技能，我们很可能对现状非常满意。 但是，任何真实客观地看待当前的指标都表明要从基本开始改变。


但我的观点并非悲观。 事实上，非常乐观。


尽管我们可以很容易的阐述现代教育的问题所在，但我也知道一个例子，教育利益相关者愿意走出那些舒适的环境，并挑战这个对变革无动于衷的体系。教师要与同龄人进行更多的合作，并采取更多方式公开透明的对原型创意进行展示，从而为学生带来真正的创新 —— 而不是通过技术重新包装传统方法。管理员通过以社区为中心，基于项目的学习，实现更深入、更紧密的学习实际的应用程序 —— 不仅仅是在孤立的教室中“做项目”。 父母们想把学习的快乐回归到学校的文化，这些文化因强调考试而受到损害。


所有文化变革向来都不容易，特别是在面对任何考试成绩下降（无论统计意义如何重要）都面临政治反弹的环境中，因此人们不愿意承担风险。 那么为什么我乐观地认为我们正在接近一个临界点，我们所需要的变化确实可以克服长期挫败它们的惯性呢？


因为在我们的现代时代，社会中还有其他东西在以前没有出现过：开放的精神，由数字技术催化。


想一想：如果你需要为即将到来的法国旅行学习基本的法语，你该怎么办？ 您可以在当地社区学院注册一门课程或者从图书馆借书，但很有可能，您会用免费在线视频并了解旅行所需的基本知识。人类历史上从未有过免费的按需学习。事实上，人们可以参加麻省理工学院关于“[应用数学的专题：线性代数和变异微积分](https://ocw.mit.edu/courses/mechanical-engineering/2-035-special-topics-in-mathematics-with-applications-linear-algebra-and-the-calculus-of-variations-spring-2007/)的免费在线课程。报名参加吧！


为什么麻省理工学院、斯坦福大学和哈佛大学等学校提供免费课程？ 为什么人们和公司愿意公开分享曾经严格控制的知识产权？为什么全球各地的人们都愿意花时间，无偿地帮助公民科学项目呢？


David Price 在他那本很棒的书《[开放：我们将如何在未来工作和学习](https://www.goodreads.com/book/show/18730272-open)》中，清楚地描述了非正式的社交学习如何成为新的学习规范，尤其是习惯于能够及时获取他们需要的知识学习的年轻人。通过一系列案例研究，Price 清楚地描绘了当传统制度不适应这种新现实并因此变得越来越不相关时会发生什么。这是缺失的元素，它能让众包产生积极的颠覆性的影响。


Price 指出（以及人们现在对基层的要求）正是一场开放的运动，人们认识到开放式合作和自由交换思想已经破坏了从音乐到软件再到出版的生态系统。 而且，除了任何自上而下推动的“改革”之外，这种对开放性的期望有可能从根本上改变长期以来一直抵制变革的教育体系。事实上，开放精神的标志之一是，它期望知识的透明和公平民主化，造福所有人。那么，对于这样一种精神而言，还有什么生态系统能比试图让年轻人做好准备，继承这个世界、让这个世界变得更好呢？


当然，也有另一种悲观的声音说，我早期关于教育未来的预测可能确实是短期未来的教育状况。但我也非常乐观地认为，这种说法将被证明是错误的。 我知道我和许多其他志趣相投的教育工作者每天都在努力证明这是错误的。 当我们开始帮助我们的学校[转变为开放式组织](https://opensource.com/open-organization/resources/open-org-definition) —— 从过时的传统模式过渡到更开放、灵活，响应每个学生和他们服务的社区需要的时候，你会加入我吗？


这是适合现代时代的真正教育模式。




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via: <https://opensource.com/open-organization/18/9/modern-education-open-education>


作者：[Ben Owens](https://opensource.com/users/engineerteacher) 选题：[lujun9972](https://github.com/lujun9972) 译者：[hkurj](https://github.com/hkurj) 校对：[wxy](https://github.com/wxy)


本文由 [LCTT](https://github.com/LCTT/TranslateProject) 原创编译，[Linux中国](https://linux.cn/) 荣誉推出


OK
Someone recently asked me what education will look like in the modern era. My response: Much like it has for the last 100 years. How's that for a pessimistic view of our education system?

It's not a pessimistic view as much as it is a *pragmatic* one. Anyone who spends time in schools could walk away feeling similarly, given that the ways we teach young people are stubbornly resistant to change. As schools in the United States begin a new year, most students are returning to classrooms where desks are lined-up in rows, the instructional environment is primarily teacher-centred, progress is measured by Carnegie units and A-F grading, and collaboration is often considered cheating.


Were we able to point to evidence that this industrialized model was producing the kind of results that are required, where every child is given the personal attention needed to grow a love of learning and develop the skills needed to thrive in today's innovation economy, then we could very well be satisfied with the status quo. But any honest and objective look at current metrics speaks to the need for fundamental change.

But my view isn't a pessimistic one. In fact, it's quite *optimistic*.

For as easy as it is to dwell on what's wrong with our current education model, I also know of example after example of where education stakeholders are willing to step out of what's comfortable and challenge this system that is so immune to change. Teachers are demanding more collaboration with peers and more ways to be open and transparent about prototyping ideas that lead to true innovation for students—not just repackaging of traditional methods with technology. Administrators are enabling deeper, more connected learning to real-world applications through community-focused, project-based learning—not just jumping through hoops of "doing projects" in isolated classrooms. And parents are demanding that the joy and wonder of learning return to the culture of their schools that have been corrupted by an emphasis on test prep.

These and other types of cultural changes are never easy, especially in an environment so reluctant to take risks in the face of political backlash from any dip in test scores (regardless of statistical significance). So why am I optimistic that we are approaching a tipping point where the type of changes we desperately need can indeed overcome the inertia that has thwarted them for too long?

Because there is something else in water at this point in our modern era that was not present before: *an ethos of openness*, catalyzed by digital technology.

Think for a moment: If you need to learn how to speak basic French for an upcoming trip to France, where do you turn? You could sign up for a course at a local community college or check out a book from the library, but in all likelihood, you'll access a free online video and learn the basics you will need for your trip. Never before in human history has free, on-demand learning been so accessible. In fact, one can sign up right now for a free, online course from MIT on "[Special Topics in Mathematics with Applications: Linear Algebra and the Calculus of Variations](https://ocw.mit.edu/courses/mechanical-engineering/2-035-special-topics-in-mathematics-with-applications-linear-algebra-and-the-calculus-of-variations-spring-2007/)." Sign me up!

Why do schools such as MIT, Stanford, and Harvard offer free access to their courses? Why are people and corporations willing to openly share what was once tightly controlled intellectual property? Why are people all over the planet willing to invest their time—for no pay—to help with citizen science projects?

In his wonderful book [ Open: How We'll Work Live and Learn in the Future](https://www.goodreads.com/book/show/18730272-open), author David Price clearly describes how informal, social learning is becoming the new

*norm*of learning, especially among young people accustomed to being able to get the "just in time" knowledge they need. Through a series of case studies, Price paints a clear picture of what happens when traditional institutions don't adapt to this new reality and thus become less and less relevant. That's the missing ingredient that has the crowdsourced power of creating positive disruption.

What Price points out (and what people are now demanding at a grassroots level) is nothing short of an open movement, one recognizing that open collaboration and free exchange of ideas have already disrupted ecosystems from music to software to publishing. And more than any top-down driven "reform," this expectation for openness has the potential to fundamentally alter an educational system that has resisted change for too long. In fact, one of the hallmarks of the open ethos is that it expects the transparent and fair democratization of knowledge for the benefit of all. So what better ecosystem for such an ethos to thrive than within the one that seeks to prepare young people to inherit the world and make it better?

Sure, the pessimist in me says that my earlier prediction about the future of education may indeed be the state of education in the short term future. But I am also very optimistic that this prediction will be proven to be dead wrong. I know that I and many other kindred-spirit educators are working every day to ensure that it's wrong. Won't you join me as we start a movement to help our schools [transform into open organizations](https://opensource.com/open-organization/resources/open-org-definition)—to transition from from an outdated, legacy model to one that is more open, nimble, and responsive to the needs of every student and the communities in which they serve?

That's a true education model appropriate for the modern era.

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