Children learn the same way everyone does when they are completely free of others’ expectations and other interfering impediments to learning. They learn by wondering about something, thinking about it, finding out about it, perhaps reading about it or discussing it or looking it up on the internet, all driven by their own curiosity.
Having the freedom to learn from our mistakes is important for children too, not just us. Recalling coercive interference from our own childhood can spur us on to keep taking our children seriously as best we can.
A problem is something which gives rise to human thought—such as a conflict between two theories, a paradox or anomaly. It does not only refer to ‘bad problems’—conflicts between people, problems that seem to make people miserable, things we would rather avoid. Anything sparking thinking, including enormously enjoyable thinking, like when you notice something and wonder about it, following your curiosity wherever it leads, is a ‘problem’ in this wide sense.
The school system isn’t wrong in the sense that it’s further from the truth than Karl Popper. It’s wrong like the Catholic Church was wrong in refusing to accept Galileo’s heliocentrism and in locking him up so as to protect their worldview.
People sometimes say explicitly that they are fallibilists, but inexplicably they are ‘saying’ that they are infallibilists. They say people are fallible and not omniscient, but they act as if they think people see the truth yet are wickedly choosing evil.
“All over the world the school has an anti-educational effect on society…” – Ivan Illich, 1971, Deschooling Society
We really do learn from our mistakes, by trial and error. And at the same time we learn how little we know—as when, in climbing a mountain; every step upwards opens some new vista into the unknown, and new worlds unfold themselves of whose existence we knew nothing when we began our climb.
Losing sight of others’ good intentions is a mistake. Reacting badly, as if truth is obvious and we ourselves are in possession of it, tends to be coercive.
Subjecting anyone of any age to coercive education (unwanted criticism) is not taking them seriously. Nor is it even taking the valuableness of criticism seriously! Let alone taking the growth of knowledge seriously.
he idea that criticism of others is always good is a mistake, just like it is a mistake to think that education is always good. It may be good if it is wanted, but not if it is unwanted. Coercive education is not and never has been Taking Children Seriously.
Knowledge is conjectural, and we are all fallible. When everything is open to question and we do not hold anything or anyone as an authority, we are free to correct errors that otherwise would have kept us stuck and miserable. Yay!
Taking Children Seriously is a new VIEW of children—a non-paternalistic view: like other groups of human beings, children are people, not pets, prisoners or property. Full people whose lives are their own, not a different kind of person – full, equal humans who should no more be coerced and manipulated and moulded and shaped by others than we adults should be.
Taking Children Seriously is a new VIEW of children—a non-paternalistic view: children do not actually need to be controlled for their own good. An Oxford Karl Popper Society talk.
A discussion about Karl Popper’s epistemology, reason, the growth of knowledge, relativism and certainty.
As Karl Popper said, “our own free world is by far the best society which has come into existence during the course of human history.”
An Objectivist reevaluates Karl Popper after discussions with Popperian people taking children seriously.
Karl Popper’s theory prevails because it solves problems other theories of the growth of knowledge fail to solve, it is a better explanation than its rivals, and it unifies ideas previously thought to be unconnected.
Once one begins to see how extremely general this notion of conjecture and refutation is, then it begins to seem much more likely that learning always follows that pattern.
Understanding that knowledge grows through creative conjecture and inner criticism facilitates non-coercive interactions.
One of our best theories (the framework theory of evolution) is not scientific, but that it is none the worse for that. And all scientific theories rely on a philosophical framework.
Popper’s work provides an epistemological critique of the teacher-directed learning model, although it appears that Popper himself never made this connection.
There is no point demanding testability of an educational theory. What one can do with philosophical theories, is refute them by argument. Empirical testing is just one of a number of types of intersubjective criticism, and the vast majority of all criticism is by argument, even in science. Most scientific theories are refuted before they even get to the stage of empirical testing.
Traditional education can be looked at a massive, standardized operation aiming to stuff the allegedly passive bucket minds of children.
Although Popper is not commonly regarded as a writer on education, in The Open Society, he develops a devastating critique of our academic tradition.
Professor David Deutsch on why he himself values and plays video games, and why the arguments against them are mistaken.