A fundamental problem to
reform in schooling is how educators pare down and present lessons, so learners learn them rapidly and consistently.
The problem is not about the century in which we live or what we name a curriculum or practices in schools. These are marketing programs in the name of learners for people other than learners, but they are not lessons that predictably accelerate learning.
It is not how much anyone has to learn in whatever wild, broken down, or solumn and pristine place learners meet educators in order to increase learning. These places may detract or enhance learning depending on what and how someone presents a lesson.
It is not about individual differences or variations in backgrounds, ambitions, or conveniences for educators and money providers. These are political matters that need not influence learning.
At Its core, reformed schooling shows learners how to resolve problems in academics in classic ways in almost any venue, so they may later try to improve on that way, if they so choose.
Return to Main Page Summary of "Classic Education"
