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Patricia Ruvalcaba

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How can SOLEs be implemented without causing students to shun necessary but "boring" skills?

I remember when I was in 8th grade and a classmate asked me point-black what was the purpose of geography. Let me tell you, my answer of "so you know the climate of the country you are visiting or where is it" was utter rubish - both to my classmate and to me, but that was the only thing I could think of that she could actually relate to (two months later, she move to New Zealand).
In school, we are taught many things that we may not WANT to know, but that we NEED to know. Examples: grammar, composition, history, geography, mental maths, etc. Also, there are also many subjects for which we know the bare minimum (learnt at school) because we never give ourselves the time to learn about even if we know they are important (not many people actually read their country's constitution) or interesting (ethics, philosophy, art, etc.)

So... how ca SOLEs include these subjects without going against their principle (learning through self-motivation, not through imposition)

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  • Mar 23 2013: I can't tell you the difference between a noun and a pronoun but that didn't stop me from writing. Through reading I learned what a "good" sentence should look like. Many stories are set in other parts of the world, in different periods. Think of Aladdin, The Emperor's New Clothes, The Secret Garden, Rikki Tikki Tavi... the list goes on. I believe the part you are missing is that all subjects interconnect. Humans do not learn one thing at a time. We exist on an ever sliding scale of knowledge. The most important skill any of us will ever have is knowing how to look for what we don't know without shame.

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