i took calculus in high school and remember studying it as an
undergraduate.
what i learned was nothing like what you describe!
revealing the intricacy and beauty of any artifact (knowledge included)
is not what public education is about.
i don't think there is any one answer to diane's question
"what are school's for?"
but, assuming you could get 10 people to agree on what learning is,
those activities identified as "learning"
are not often allowed, and even more rarely encouraged
in School.
(so says one who has attended public and private schools and whose
children attend a charter school. and dissatisfied with all of them!)
perhaps school is the interface,
or something like eugene's boundary object,
between Family and State.
so much educational practice simulates or draws on (middle class anglo)
parenting and family practices.
so much educational structure similates or draws on beaurocracy, the
military, capitalism, and forms of governance from tyranny to democracy.
just a quick impression.
kathie
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
start all over.
start all over.
we need to make new symbols,
make new signs,
make a new language,
with these we'll redefine the world
and start all over.
^^^^^^^^^^^^^^^^^^^^^tracy chapman:new beginning
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Katherine_Goff who-is-at ceo.cudenver.edu
http://ceo.cudenver.edu/~katherine_goff/index.html