This article was riddled with comments of interest:
- "Intelligence is accomplished rather than possessed.
- "Students need to know how to with and through their tools as much as they need to record information intheir heads.
- "focus more attention on strategic decision making"
- "also about tapping into social institutions and practices"
- "The key is having expertise somewhere within the distributed learning environment and making sure students understand how to access and deploy it"
- "as a vehicle for assessing the various ways ecomerce affects the environment" (I could provide a lot of discorse on this comment)
- What can be accomplished when we pool our knowledge?
- How about schools, should we be focusing on collective intelligence?
- "Our schools do an excellent job, consciously or unconsciously, teaching youth how to function within bureaucracies. They do almost nothing to help youth learn how to operate within an ad-hocracy."
- "Most education focuses on training autonomous problem solvers... whereas collective intelligence encourages ownership of work as a group, schools grade individuals."
- "schools seek to develop generalists"
- "sussing out" *critical thinking skills * skills in evaluating *foster a climate of healthy skepticism *skills to discriminate * analyze perspective of the producer *Judgement ... but they lack real life experiences
At this point I will say, shift happens. We are here, a new literacy age. No fighting it. How do we reel it in, use it and teach with it? This is the modern literacy. We now have new (really not-so-new) core social skills to teach and new cultural competencies to develop. And, working to make our "crowd" smart will be a task.
After reading this article my response keeps sending my mind back to a vocabulary lesson.
Renaissance: 3. A period of revived intellectual or artistic achievement or enthusiasm.
Renaissance Man: A man who has diverse interest and expertise in a number of areas.
As a closing thought, is this a renaissance creating many renaissance men? Or, quite the opposite? I can see it both ways.
