Hi, Steve. I'm William, and I was a freshman during your last year at Calhoun. Do you think that this teaching philosophy extends beyond grade school to higher education, or, at that point, does absorbing a large volume of technical knowledge warrant sacrificing the more time-intensive (though more rewarding) progressive approach?
Hi William! Of course I remember you. Say hello to your parents. Your question is insightful and important. While inquiry-based methodology remains cognitively important, there is indeed a shift as you and others navigate college and beyond. The key point to consider is that earlier progressive learning experiences construct a framework of understanding into which large volumes of knowledge can be incorporated. The deeper understanding built in earlier years forms a basis for the technical knowledge to also be understood, not just recalled for an exam. In fact, a deep intellectual understanding can sometimes allow you to receive new information with "Of course! It had to be that!" Progressive methods create complex neural pathways that allow this kind of comprehension. Does that make sense?
Yes, it does! This is something I've been thinking a good deal about since experiencing more rapid-paced college academics, and your response captures a lot of the conclusions I've come to so far. One thing I will note, though, is that many people I've met seem to have retained their intrinsic motivation and, indeed, possess more "Calhoun-like" qualities than I would have expected given their backgrounds in what I would assume to be more traditional schools. This is just an observation, though, and could be attributed to a variety of factors which I don't think undercut the value of a progressive education.
Another great observation, William. In considering these things it is important to note that learning and education are not confined to school. I suspect that many of your classmates at Brown have had many rich experiences outside of school, including family conversations, music lessons, travel, and so on. Many, not all, of these things accompany privilege. Intrinsic motivation can be sustained despite school!
Hi, Steve. I'm William, and I was a freshman during your last year at Calhoun. Do you think that this teaching philosophy extends beyond grade school to higher education, or, at that point, does absorbing a large volume of technical knowledge warrant sacrificing the more time-intensive (though more rewarding) progressive approach?
Hi William! Of course I remember you. Say hello to your parents. Your question is insightful and important. While inquiry-based methodology remains cognitively important, there is indeed a shift as you and others navigate college and beyond. The key point to consider is that earlier progressive learning experiences construct a framework of understanding into which large volumes of knowledge can be incorporated. The deeper understanding built in earlier years forms a basis for the technical knowledge to also be understood, not just recalled for an exam. In fact, a deep intellectual understanding can sometimes allow you to receive new information with "Of course! It had to be that!" Progressive methods create complex neural pathways that allow this kind of comprehension. Does that make sense?
Yes, it does! This is something I've been thinking a good deal about since experiencing more rapid-paced college academics, and your response captures a lot of the conclusions I've come to so far. One thing I will note, though, is that many people I've met seem to have retained their intrinsic motivation and, indeed, possess more "Calhoun-like" qualities than I would have expected given their backgrounds in what I would assume to be more traditional schools. This is just an observation, though, and could be attributed to a variety of factors which I don't think undercut the value of a progressive education.
Another great observation, William. In considering these things it is important to note that learning and education are not confined to school. I suspect that many of your classmates at Brown have had many rich experiences outside of school, including family conversations, music lessons, travel, and so on. Many, not all, of these things accompany privilege. Intrinsic motivation can be sustained despite school!