John Holt Research Paper
John Caldwell Holt was born April 14, 1923. After finishing his studies, he served in the 2nd World War as part of the submarine service in the U.S.Navy. His experience in the war and what nuclear weapons did convinced him that nuclear weapons were the world’s greatest danger, and he saw world government as the only means to prevent such a catastrophe. This moved him to join the United World Federalists (UWF), which he believed could help accomplish world governance. I agree with a blogger that this hints at Holt’s idealism and leanings towards the political left in the U.S. (Zale, Cooper; 2012). After leaving his work, and what seems to be a year of soul-searching where he traveled Europe in 1952-1953, he was convinced by one of his sisters
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The brain never stops working and it is not possible to divide time up into "learning periods" versus "non-learning periods." Everything that goes on around a person, everything they hear, see, touch, smell, and taste, results in learning of some kind.
Learning does not require coercion. In fact, learning cannot really be forced against someone 's will. Coercion feels bad and creates resistance.
Learning feels good. It is satisfying and intrinsically rewarding. Irrelevant rewards can have unintended side effects that do not support learning.
Learning stops when a person is confused. All learning must build on what is already known.
Learning becomes difficult when a person is convinced that learning is difficult. Unfortunately, most teaching methods assume learning is difficult and that lesson is the one that is really "taught" to the students.
Learning must be meaningful. When a person doesn 't see the point, when they don 't know how the information relates or is useful in "the real world," then the learning is superficial and temporary - not "real"
The brain never stops working and it is not possible to divide time up into "learning periods" versus "non-learning periods." Everything that goes on around a person, everything they hear, see, touch, smell, and taste, results in learning of some kind.
Learning does not require coercion. In fact, learning cannot really be forced against someone 's will. Coercion feels bad and creates resistance.
Learning feels good. It is satisfying and intrinsically rewarding. Irrelevant rewards can have unintended side effects that do not support learning.
Learning stops when a person is confused. All learning must build on what is already known.
Learning becomes difficult when a person is convinced that learning is difficult. Unfortunately, most teaching methods assume learning is difficult and that lesson is the one that is really "taught" to the students.
Learning must be meaningful. When a person doesn 't see the point, when they don 't know how the information relates or is useful in "the real world," then the learning is superficial and temporary - not "real"