Participant-driven courses that blend knowledge and inquiry, play and rigor.
Limited enrollment for more focused learning, collaboration, and networking.
Topics that move between theory and practice to support classroom and online teaching.
Reasonable fees and special pricing for adjunct / contingent teachers and students.
Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.
Unless the mass of workers are to be blind cogs and pinions in the apparatus they employ, they must have some understanding of the physical and social facts behind and ahead of the material and appliances with which they are dealing.
Resistance. Community. Open networks. Open content. Sharing. A place — on- or offline — that isn’t dictated by market forces. Local expertise. Local support. Leveraging technology to connect local learners and local expertise to the rest of the world. Care about students. Human connections. Wonder. Intellectual serendipity. But mostly resistance.
The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress.
Pedagogy is recursive. It ends (literally or figuratively) with a question and waits (sometimes impossibly, breathlessly long) for an answer.
We often ignore the best resource for informed change, one that is right in front of our noses every day — our students, for whom the most is at stake.
Teachers that can be replaced by a machine should be.
Pedagogy is tough. To relearn one’s own teaching methods requires some time out of the classroom and dedicated to experimenting and practicing new methods, with serious feedback from teacher-mentors to help.