Frank Smith (1) (1928–)

There’s a lot to this one. Education is broken, and this book looks into one reason why. The premise? There is a “classic theory of learning” that we all grew up with and a historical theory.

We’re all familiar with the classic theory. You go to class with others of your age, your teacher goes over a set curriculum, you take a test on the subjects and are left feeling great or like you failed. Repeat this process to “learn”.

This process hasn’t been around that long. Look back show more 200 years ago and people learned completely differently. It seemed to work well, as it led to enlightened artists and ancient philosophers. This book looks into what led to this change in education, and what we can do to get back to the old ways.

Many of the concepts of the old ways connected with me. Leaning towards hands on learning, favoring fun and mentor ship over assessments, mixing up groups to include people of different skill levels and more. It left me wanting to figure out what a curriculum would look like and just how much fun it would be to learn with an excited group of learners in this way. show less

The basic idea is that we learn naturally by imitating others, and forget what we cram. Smith simplifies his arguments a bit, but there is a lot of memorable and pithy quote material, and his attitude brings John Taylor Gatto to mind. It's a fun book.

although this book moves along in the mystery it is somewhat plodding, a sense the author thinks he is 'modern' pervades this tome which is somewhat off putting, he's maybe trying too hard.still it does make me want to get to the end to find out 'who dunnit' so i guess it is working as it is supposed to.

In a delightful question and answer format, educator Frank Smith concisely explains why the simple yet profound statement "reading teaches us to read" should guide reading instruction. Topics addressed include reading strategies, phonics, silent reading and the power of story. A useful guide and reference book for new and veteran teachers alike.