Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, Self-Reliant, and Better Students for Life
Notice bibliographique
Résumé
Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, Self-Reliant, and Better Students for Life Peter Gray New York: Basic Books, 2013. Notes, bibliography, index. 274 pp. $27.99 cloth. ISBN: 9780465025992Robert Paul Smith, in a 1957 memoir of his youth, Where Did You Go? Out. What Did You Do? Nothing, mused that one time he discovered while playing that if he could apply his finger to a spinning phonograph record, he could manipulate its speed to produce different kinds of sound. This, he recalled, believe, is science, and I found it out for myself. Peter Gray would rejoice because, to him, Smith's playful curiosity was what education should be. In Free to Learn, a passionate paean to the kind of free and free learning exemplified by Smith's example, Peter Gray, an evolutionary psychologist at Boston College, makes a largely compelling case that children learn best when unencumbered by adult-imposed activities and institutions. Naturally curious, children need to be free to learn from each other and from their own self-structured experiences. If encouraged to do so, Gray argues, children will be happier, more self-reliant, and better students for life. Gray uses two models to elucidate his argument: hunter-gatherer societies of the distant past and the Sudbury Valley School in present-day Framingham, MA. Children in hunter-gatherer cultures, he claims, were (and are, in those tribes still existing today) unfettered by adult rules. They could roam freely and learn by experiment and by observing older children and adults. They mingled their play-filled with vital knowledge and smoothly became contributing members of their societies as they matured, learning in the process to control their impulses and emotions. Gray does not mention that these peoples never learned how to prevent famine and disease, but his appreciation for the self-structured lives of hunter-gatherer children has merit. Eventually, according to Gray, the transformations from hunter-gatherer to settled, agricultural societies turned children into workers for the family, reducing their freedom and wedging them more securely under their parents' thumbs. The learning process thereby became more rigid. Capitalism and industrialization exacerbated the situation, merging education with obedience. The larger society took control of schooling and made it compulsory. Learning became work and play became the enemy of learning.Gray's cursory history lesson provides the entry to his celebration of the Sudbury Valley School. Located in a bucolic setting, this school educates children ages six to eighteen, has no teachers (only adult staff members), no prepared curriculum, no grades, no admission requirements (only an interview), and relatively low tuition. Children learn simply by following their own interests, mingling in interage groups, and participating in a totally democratic environment. …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,012 |
| Communication savante | 0,006 | 0,007 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,003 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,012 | 0,005 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».