MEMO TO: New College of Humanities and London Interdisciplinary School
Re. "Introduction to Lifelong Learning 101"
Since 1998, when I first went 'online' I've always been conscious of etiquette and note how this has changed - developed - over the years. The email associated with the former website domain p-jones.demon.co.uk saw a lot of emails to quite a diverse range of mail lists. Should I? Should I not? These questions remain a key consideration in trying to spread the thought and word on Hodges' model.
Stepping on toes a couple of times, someone also asked about links to blog posts on LinkedIn. Not had those queries recently so I think readers understand the 2x2 table is critical to the post in representing the model. Twitter presents its own challenges [ #WasteOfTime ]. So please pardon my shouting, but there's an important message here about an important resource.
I've lapsed again with no progress on the new site - maybe it is not just vapourware but a dream.
The creation of new education institutions:
the New College of Humanities and London Interdisciplinary School
- is encouraging for the work here:
"The London Interdisciplinary School wants its students to be problem solvers with a wide range of academic interests."
(Nicola Woolcock, Polymaths plan to teach universities a thing or two. The Times, October 2, 2021. p.17.)
Does it, really - and by implication the NCH, plus New Model Institute for Technology and Engineering (NMITE) and others?
The Times Education Commission with proposals for reform due in June, adds further impetus and evidence ...
I read this evidence as supporting the argument that education and health are and always will be 'legacy issues', that is in need of change, investment, policy. All disciplines of study and knowledge are always dynamic and should be challenging, personally and collectively.
If institutions can distract themselves from fiscal incentive of the bums on seats for a few moments and policy makers look up from the dotting of I's and crossing of T's then student's learning can be energised by Hodges' model: a generic bootstrap for lifelong learning.
Just to be clear. This model is NOT about boxes, it is about being aware of boundaries and being prepared to cross and use these journeys.
In the 21st century we are humbled by what now constitutes the pantology - the system of all knowledge. No individual can take in - apprehend and master it all, but we should have a means to at least conceptually touch this incredible gift.
| Education Philosophy (Ethics, Logic) Psychology: (Applied, Clinical, Criminal - Forensic, Occupational, Artificial Intelligence ...) Cognitive Sciences Theology Creativity and Design ... |
Sciences: Biology, Physics, Chemistry* Health: (Medicine, Nursing ...) Computer Science Mathematics [macro - nano] Engineering Architecture Design and Creativity Environmental Studies Hydrology Land use: Forestry ... |
| Arts (Music, Dance, Drama ...) Literature Languages History Ancient History Archaeology Social Work Sociology (Culture, Ethnography ...) Anthropology Gender Studies ... |
Law News and Media studies Political Science Economics Socio-Economics International Development Peace studies Leadership and Management War and Conflict ... |
I am pleased to see that the post re. Nicholas Maxwell's work is popular here:
*So many sub-disciplines: Marine biology, Exobiology, Astronomy, Demographics, Geology, Genomics, Epigenetics, Neuroscience, Public (Mental) Health, Allied Health Professions ...
orcid.org/0000-0002-0192-8965