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Rogier Gregoire
- Male
- Saint Paul, MN
- United States
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Rogier Gregoire's Discussions
Who is the learner of the future? What matters most for this learner?
Dear Daniel Last things first. Freakonomics is driven by economic principles not human motives and I don't want to belabor the differences but I understand the thrust of the comment. The most profo...
Replied Oct 26
Who is the learner of the future? What matters most for this learner?
Dear Dan, I like your concept mapping and agree whole heartedly in your conclusions. By the way thank you for a thoughtful and detailed response, I find that flattering and helpful. Let me suggest...
Replied Oct 26
Who is the learner of the future? What matters most for this learner?
Dear Connie I like the Project Zero effort but wish that it would go beyond its current objectives to include independent thought. Independent thought is extraordinarily difficult because it requir...
Replied Oct 26
Who is the learner of the future? What matters most for this learner?
Yes Dan I can see where employment is a huge aspect of American life and the efforts of the public schools to prepare children for work. It is so essential an activity that it now seems paradoxical...
Replied Oct 26
Rogier Gregoire's Page
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Dear Daniel
Last things first. Freakonomics is driven by economic principles not human motives and I don't want to belabor the differences but I understand the thrust of the comment. The most profound incentive of intellectual development is the i...
Dear Dan,
I like your concept mapping and agree whole heartedly in your conclusions. By the way thank you for a thoughtful and detailed response, I find that flattering and helpful.
Let me suggest there is more to human experience that what happe...
Dear Connie
I like the Project Zero effort but wish that it would go beyond its current objectives to include independent thought. Independent thought is extraordinarily difficult because it requires a pedagogy driven by individual cognitive devel...
Yes Dan
I can see where employment is a huge aspect of American life and the efforts of the public schools to prepare children for work. It is so essential an activity that it now seems paradoxical to also suggest that they should be able to think...
Dear Dan
This is not a rejection of your premise but an extension that I need to put forward. Do you consider the freedom to honor the student's perception of reality (and experience) as a preface to mentoring?
Here's another thought; is Google a...
Dear Mike
You are absolutely right. I see this shift in American education to the vocational and commercial as the very bane of our existence and a threat to human values if not our very lives. We (I) need to find a way to undo this corporate ment...
Dear Connie
I can understand your enthusiasm for interdisciplinary studies and this broad based approach is obviously working. Can you tell me how it fits with the state and federal mandates? Just because it is enjoyable and effective does not mea...
Who is the learner of the future seems to avoid the more pertinent question of today's learner as if the human beings in the future (sometime later than now will be significantly different either physically or cognitively, but of course the questi...
People who are part of Harvard Graduate School's Project Zero Classroom may wish to sign up and network here. Everyone is welcome, not just Summer Institute people.
I am excited about participating in this group because of the comments of Cindy Fadel in recommending me.
Because my ideas and the work i have chosen to undertake has not been in vogue ( and probably never was during my life time) I have often fo...
Profile Information
- Tell about your involvement in education, and your ideals for collegial sharing
- I am a retired educator living in the Twin Cities of Minnesota - Saint Paul specifically. My work has been directed at two critical objectives. First, that schools develop in students a capacity for clear and independent critical thought. Second, that they (students) concurrently assume a responsibility for the well being of their society. My work is in Socratic pedagogy and I employ bohmian dialogue as a pedagogy in the support of inquiry. My definition of learning is: The effort to create reality for oneself an/or the effort to make meaning from experience. Obviously, I believe that schools ought to be about how to learn not what to learn (as in the disciplines).
I support dialogue as an procedural ideal for collegial sharing.
- About Me:
- I was admitted to the Graduate School of Education with a NYC high school diploma and was accepted after being rated in the 95 percentile of admissions in 1968. I was awarded the Ed.D. in 1972 although my work in meta cognition based on an ontological assumption was reject by the committee on degrees. That premise was that learning how to learn should be the primary purpose of schooling.
Comment Wall (3 comments)
- At 6:46pm on October 22, 2009,
Nikia Stevenson said…
- Hello Rogier, your area of expertise may have been before its time. Is that not what everyone is speaking of today. Check out my mentor's work in Raising Horizons Quest. Her focus is spirituality in education. Well, I see both areas so closely connected by the keyword - wisdom. Peace!
- At 11:20am on October 5, 2009,
Connie Weber said…
- Hello Rogier,
My brother is in Minneapolis; the Twin Cities are great! You have some of the best art facilities anywhere in the world. Do you get out to concerts, visit those art museums?
Your work is education sounds absolutely fascinating to me. I hope we get to hear a lot about it.
Please: join in on our discussions! Start up some of your own.
Welcome!
- At 7:04pm on October 4, 2009,
Anna Billings said…
- Welcome, Rogier. Wonderful to have you join us here at Fireside. Looking forward to hearing more about your ideas and philosophy of teaching. Feel free to join in any discussions or start some of your own. Here is a summary of recently posted discussions. Any archived discussions can also be commented upon. Hope you enjoy the dialogue here.
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