Late to this but food for thought as ever from Christian. I really like the chess analogy.
The distinction between packaged and emergent resources is key. Eg booklets are often seen as not to be deviated from - when actually they're tools to help generate a lesson, not the lesson itself.
1/5 Businesses seek adaptability, experimentation and speed; policy seeks predictability, accountability and safety. The tension between the two is natural and at least as old as the Middle Ages. For a long time it was simply ignored. 🧵
Lots to think about here. Excellent post from @cmooreanderson.bsky.social
5/5 Other mechanisms sit elsewhere in that space. Rather than sanctioning the undesirable once it has happened, they may simply exclude it, making the bad outcome hard to reach instead of merely punishable.
Full article: www.linkandth.ink/p/regulation...
"I'm not here with a checklist. I'm not here with best practices. I don't think they exist."
Andrew Watson said that to me. It's a harder position than it sounds.
New ep: buff.ly/joDOSNa
I've finally gone with "enactivism" in a description.
It's tough to find a way to demarcate my work from other cognitivist movements,
But show that I stay within contemporary cognitive science,
And not use a label people probably don't know.
But hey! The difficulties of novelty.
I'm finishing off my post on the difference between knowledge and understanding.
I'm convinced that the problem teachers have with explaining this distinction begins with the assumption that they are things we *have*.
Well, debating teacher autonomy versus teaching consistency is all the rage on LinkedIn, apparently.
But when a well balanced post is written, hardly anyone reads it. People still want one-sided hot takes, it seems.
christianmooreanderson.com/the-problem-...
New post:
● The problem with "teaching consistency" ●
christianmooreanderson.com/the-problem-...
#EduSky #UKEd
I'm running a book giveaway over on LinkedIn, and this is my line:
"Beyond the stagnant debate between traditional transmission and progressive constructivism, Teaching Meaning offers a third way: a fresh vision rooted in enactivism."
www.linkedin.com/posts/christ...
