Education has become one of our major concerns, at the heart of any strategy for prosperity and social cohesion. But young people are having more difficulty than ever before in adapting to the world they will enter as adults.
Tom Bentley argues that if education is to meet the emerging challenges of the twenty-first century, we must recognise that learning takes place far beyond the formal education sector. We cannot rely solely on dedicated teachers to deliver the understanding and personal qualities young people will need. Instead we must connect what happens in schools to wider opportunities for learning.
Drawing on a wide-ranging review of educational innovation and on contemporary analysis of economic, social and technological change, this book shows that creating an education revolution requires us to think far more radically about young people and the options for reform, and outlines a vision of education fit for the twenty-first century.
Tom Bentley is a senior researcher at Demos, the independent think-tank. He was born and educated in East London and at Oxford University. His research areas include: young people, education, the future of work and combating of social exclusion.
Most Helpful Customer Reviews
Tom Bentley has combined his experience in education advice with think tank type creativity. This book was very easily read yet surprising in several ways. If you want to be challenged read this today. Tom seems to have become impatient with the inertia of our education system. He neatly sidesteps that problem by siding with Ivan Illich's de-schooled society. The result is holistic learning from all parts of society. Can we accept that self esteem is necessary for optimal learning? If so, that would make us all responsible for each other's self esteem as learners and everything else. No sledging not even in the middle! What paradise! A well-informed and challenging framework from which to holisticly apply accelerated learning in the 21st century. The author has settled for a well chosen, marketable though small set of innovative learning ideas. Our capacity for multiple intelligences (Howard Gardner), neural, experiential and reflective intelligence (David Perkins) and emotional intelligence (Daniel Goleman) are seen as seeds of experiential learning in Bentley's call for revival of Illich's de-schooled society. I liked the metaphors of schools as prisons and factories. The allusions have truth while being largely untrue. What would Rousseau say of experiential learning through solving real world problems? This would have been worth six stars if learning giants Comenius, Lozanov, Kitaigorodskaya, Saferis and Asher had rated a mention. Still these pioneers came up with ways to make classrooms and schools great places to learn and develop. The schoolie tag should not stop inclusion here though. It has not stopped accelerated learning greats Tony Stockwell, Glenn Capelli, Tom Pike, Alan Sieler, Alan Silcock, Bobbi DePorter Charlotte LeHecka and Tony Buzan. They convince business world learners of their unlimited potential with great success. A great read!