Notes 2016-01-19
Notes 2016-01-19 Question: We are approaching this discussion with the foregone conclusion that behaviorism is a scourge to be wiped away. It seems like a legitimate question to look into the basis for rejecting behaviorism, and to ask about the alternatives.
Does an implementation of non-behaviorist education exist?
Paulo argues: Look at the elite schools, who are able to choose, and see what they chose. None chose the “Khan Academy” model.
- But what if we frame this in terms of Bordieu’s cultural capital: The creativity, flexibility, and autonomy that come with the “Maker Education” model cannot be accessed by those who lack the cultural capital that makes them fungible. Design thinking might get you a job at Ideo (If you already had Ideo in your social network), but it’s more likely to get you fired from Ross.
Leif argues: If you want to be in a quantitative field, it is helpful to have quick fluency with numbers. Implicitly, this is cousin to the argument that you need to own the numeric manipulation if you want to reason at a higher level.**
- I need to read the research, but reflection on my experience leads me to believe that the fluency follows the role, not the other way around. I have gotten really good at quantitative performance when I was in roles where I felt safe, supported, respected, and in control of what I was working on. This applies to skills which I did not have when I entered that role.