João Farias

Someone is shy

João hasn't completed a profile. Should we look for some other people?

Comments & conversations

Noface
João Farias
Posted over 2 years ago
What are the limitations that keep new educational designs from being implemented tomorrow in schools and especially in higher education?
Thank you for sharing your personal experience Brid. I have to tell you how exited I am about having someone who is studying part of this problem discuss it with me and all of us here in the TED platform. I also feel good knowing that someone is studying this issue I have been struggling with for so long. Now, I agree with what you said about how there should be a more personalized way of teaching where mastery of subject (and expansion of mind I dare say) are the real goal as opposing to having learning outcomes as the be all end all of education. But the problem people pose to this view of things is that it looks Utopian and impossible to implement. So the question I pose is how would you start implementing this right away, if you had the means to do it? Ps.:If there is a link to any research you might have published feel free to share it here, if not I would encourage you to lay out some of your conclusions or results, the full study who knows, as I think you will be blown away by the constructive feedback you might get and it would also be interesting for us to get an inside peak on some actual data from this area of research and so expand horizons on the subject.
Noface
João Farias
Posted over 2 years ago
What are the limitations that keep new educational designs from being implemented tomorrow in schools and especially in higher education?
Thank you for giving such an insightful comment fellow TED lover. What you said really made me think about the very important role economics play on education, but even more on the power of education to influence economics and how that could be an opportunity. Let me explain.. Has you said schools are training grounds for future workers. But isn't the face of business a completely different one from when the currently employed educational system was designed? If so, why doesn't a business that adapts to markets and government policies in a flip of a switch grow in conformity with that and start making an effort to change it, even if for its own well-being. Why don't big companies invest in education the same way they invest in advertising for example? Don't you think that from their point of view it would be worth it? Anyway, I've taken your suggestion of putting Dan Pink's talk up there alongside all the others and I will leave you with a RSAnimate video of another of Ken Robbinson's talks in case you haven't seen it yet and are interested in that: http://www.youtube.com/watch?v=zDZFcDGpL4U
Noface
João Farias
Posted over 2 years ago
What are the limitations that keep new educational designs from being implemented tomorrow in schools and especially in higher education?
Thank you so much for replying and my apologies for thinking that Richard is a cooler name then Edward. (Just kidding, it was a foolish mistake and won't happen again :) I agree with your description of the situation Edward, and sad as it can be this three words just about sum up some of the people I have seen installed in power back where I am from, people to whom development is an empty word and self-interest is a way of life.
Noface
João Farias
Posted over 2 years ago
What are the limitations that keep new educational designs from being implemented tomorrow in schools and especially in higher education?
Thanks for the reply Fritzie. I am in my first semester of a liberal arts and science education. My focus is on biology but I still haven't had any courses related to it yet so I'm currently taking English, Calculus, Psychology and Logic. Well, in my experience it is possible to take any field of study and teach it as something comprehensive and exciting or the complete opposite. And it all depends on the approach taken by the experts on how much content should be taught, what kind of content should be taught and the way it should be taught. For ex.: When teaching mathematics, if someone shows a formula on the board, they have two ways of having students remember and apply it correctly. Either they say "memorize this formula and apply it when you see x, y and z problem in the way I am going to show you" or they convey the meaning of the formula by decoding it and then explain why it is of good use in x, y and z problem and encourage their students to pose questions, doubts or even disagree with the presented statements. In the same way if someone is teaching history then they can prompt their students to memorize a flurry of dates, names and events or they can expose the events to the students by giving possible causes for the first event, it's date and intervening parts, then relate it to the second event and so on and so forth. This causes a difference in the quality of learning independently of the field of study being taught. Even thought the first approach is much faster, requires less effort on the part of the lecturer and it is equally as valuable if you want to ace an exam the second one is better if you really want to understand fully what you have learned or even just remember it 15 days after the exam has taken place. This is what I mean when I say that memorization is present throughout our educational systems that leave no room for real understanding and mastering of knowledge, I don't claim this to be universal, but it is in my experience!
Noface
João Farias
Posted over 2 years ago
What are the limitations that keep new educational designs from being implemented tomorrow in schools and especially in higher education?
Thank you the reply and for being the first person to answer to my thread Richard. Well I am not American so I don't have enough insight to critically speak about Medicare but I definitely agree with what you said about the solution for change in education depending on finding good thinkers who are willing to think together with their students, but then again, isn't it easier for them not to? In the same way that students benefit more by not thinking to much since they already have a ton of ridiculous work to do, teachers also have this problem. And even though there are the ones who are simply obtuse (and they do exist), don't have anything to give and deny any benefit form this way of teaching, there are many more who might like to do this exercise but cannot because they still have tests to correct, meaningless meetings to attend, a certain number of pages they have teach for each lecture and many more systemic issues that once again keep the creative answers from emerging.
Noface
João Farias
Posted over 2 years ago
What are the limitations that keep new educational designs from being implemented tomorrow in schools and especially in higher education?
First of all. thank you so much for contributing to this discussion. Let me tell you though that I couldn't disagree more with what you are saying and I'll explain why in a sec, but first, I want to explicitly say that I find education as we know it to be a blessing for everyone who gets to have access to it and that many people who don't, would give everything they have to be able to go to school. I KNOW THAT. Now I also know that the technological, human and financial resources are all out there in much greater quantity then what would be required to change the educational system, and when you say that "whatever new system that we clamour for and get would also present its own inadequacies" I say of course it would, but is that valid reason for not trying to improve it and couldn't that argument be used in every problem we want to overcome as a call for non-action? Secondly you claim as if written in stone that school is only a starting block for education, but why? why should that be when we spend 9 hours a day, 5 days a week in school (another strange concept) under the pretext of learning but we are expected to 'really' learn out on our own as if this was a path of penitence we must walk before getting somewhere we wanna be? Why don't we integrate the positive side of self-learning and self-development with the amazing resources we should be getting in schools and instead of having ONE Bill Gates coming up with genius ideas and models built from his garage, we could have MILLIONS of Bill's sprouting from our school and universities. To close, let me had that I think the hindrance is (as it has been said in previous comments for which I thank as well) all in the heads of the people who don't believe in a revolution or won't profit from it, don't care for it or simply don't see the need for it, and worst won't even consider discussing it. Thank you once more for discussing it here.
Noface
João Farias
Posted over 2 years ago
Patrick Awuah: How to educate leaders? Liberal arts
Tedster buddies, wouldn't you agree that in order to bring Patrick's vision into reality as quickly as possible it would be amazing to have this video translated also in some of the languages that are spoken in the sub-Saharan countries where this is a reality; so that at least one single individual in one of those countries, who by some reason (possibly through the "one laptop per child" project) have access to a computer and internet connection but can't speak English may be able to experience a paradigm shift which can then lead to individual imediate action.