Comments on: a brief philosophy of “anti-teaching”

By: 21st Century Spirituality · Hyperstream of 2008-11-01

21st Century Spirituality · Hyperstream of 2008-11-01 — Tue, 07 Jul 2009 13:04:50 +0000

[...] mushin published a blog post. Michel Bauwens: Savage Minds: Notes and Queries in Anthropology — A Group Blog ” a brief phi… [...]

By: Week in Review at The Emerging Scholars Blog

Week in Review at The Emerging Scholars Blog — Fri, 29 May 2009 15:01:30 +0000

[...] recommended the blog post, A Brief Theory of Anti-Teaching, as a method for teaching students how to think [...]

By: Coyote Teaching | EricHoefler.com

Coyote Teaching | EricHoefler.com — Mon, 02 Feb 2009 16:44:16 +0000

[...] Scott McLeod called attention to Mike Wesch’s post about “anti-teaching,” which stirred up some discussion. The objections in the discussion centered around the term [...]

By: Debra German

Debra German — Tue, 20 Jan 2009 03:18:17 +0000

I think your way of teaching is brilliant, it is a great way of allowing students to interact with one another. I attended a large University my freshman year and the classes were always large. And of course, in large classes, students never get one-on-one attention from the teacher. Though it would have been almost impossible to get one-on-one with 200 students, just doing interactive learning where the students asks questions would be a better way of teaching a large class. It is true when they say that in college you’re just another number. I was always scared to ask a question, because I feared being embarrassed by my teacher and scared of what other students would think of my question. Looking back, it has always been this way wherein the students just sit and listen to the teacher lecture and never ask questions. At the end the teacher asks, “Any questions, concerns, comments?” At the most three or four students out of a class of one-hundred fifty students would respond. It is very sad that after every class, a good majority of the students leave with questions unanswered. This happens because the teaching “system” is setup so that students sit like robots and intake all the information and then go home to do what the teacher says. Something is obviously wrong with this picture, students are not learning. So I can absolutely relate to Mike’s point of view on anti-teaching. We need more teachers or should I say anti-teachers like Mike.

By: Andrew Strohman

Andrew Strohman — Fri, 06 Jun 2008 09:25:53 +0000

I found this very intriguing, I as a college student currently in my second year. I would be much more interested in my classes and even going to class much less worried about grades and more focused on understanding the bigger picture and thinking abstractly. I would be pleased if any of these idea’s were ever implemented in my community college.

By: Daniel Latorre

Daniel Latorre — Wed, 14 May 2008 01:36:43 +0000

Harvey Sarles re: Wesch’s anti-teaching “From K-12 to K-16″:http://harveysarles.com/2008/05/08/teaching-today-from-k-12-to-k-16/

Builds further on what can be meant by an Anthropology of the classroom.

By: Elisa

Elisa — Mon, 22 Oct 2007 19:06:10 +0000

I started to know about your work through this Web 2.0 video on YouTube. I am teaching computing applied to translation in Spain (together with other translation subjects) and did not know how to focus a module which traditionally is quite dry and predictable: open this application, open “new project”, do this, do that… so that they learn the basic commands to translate with translation memories and computer-assisted translation software.
When I was first assigned this module, I decided to do something different with it, something to actively involve students in the module in a way that would develop other skills apart from sheer software expertise. Learning by doing is my thing also: in this case they are supposed to learn how to translate with these programmes, therefore, I decided to make them translate indeed with the programmes (which surprisingly enough is not very frequent in other schools), not only learn commands. This would really make them think about how useful or unuseful these tools are and to critically use them (not all texts can be process in the same way, some texts are not suitable to be devided in chunks, words are interwoven and have to rich connotations to be trated as puzzle pieces, individually or in isolated sentences). Then I decided that “computing applied to translation” would go beyond computer-assisted translating. I decided they would need to be familiar with the Web 2.0 and how being critical Internet-literates would help them be real multi-lingual, multicultural information professionals.
This is why I decided to start my module with your video. I am encouraging them to i.e. have their own blogs and feed the Wikipedia with new things. Students seem to be quite happy with the whole thing… it is not so thrilling as anthopology, but it is a start for such a predictable syllabus-based module. At the same time, we debate on the role of translators in a globalised world among other things and also on how a translator is THE internet citizen par excellence.

By: Anti teaching, oftewel: leer je studenten kritische vragen stellen! at I20 for you!

Wed, 17 Oct 2007 18:45:57 +0000

[...] te leren stellen. Nou ja, lastig om kort samen te vatten. Je kunt de tekst zelf lezen op de weblog Savage Minds. Stem of voeg toe [...]

By: links for 2007-06-30 at ‘but i knewd that’

links for 2007-06-30 at ‘but i knewd that’ — Sat, 30 Jun 2007 12:46:17 +0000

[...] Savage Minds: a brief philosophy of “anti-teaching” Before I go much further in my description of “anti-teaching” I might say that I do not recommend it for everybody, nor do I think anti-teaching is necessarily superior to teaching. (tags: article blog connectivism culture education learning pedagogy teaching politics theory) [...]

By: Digital Ethnography » Blog Archive » World Simulation Video

Digital Ethnography » Blog Archive » World Simulation Video — Wed, 20 Jun 2007 02:19:49 +0000

[...] After viewing the teaser I posted to YouTube, several people have requested a look at a full World Simulation video, so I posted the full 22 minute video from this past Spring semester. For those who are unfamiliar with the world simulation, it is a massive experiment in education created for (and by) my Introduction to Cultural Anthropology class at Kansas State University. Each semester I teach 200-400 students. They are divided into 14-20 groups and asked to create their own realistic cultures. We then work together to create the parameters that will allow us to simulate the past 600 years of world history, from colonization to corporate globalization, all in the span of 75-100 minutes. This video was created in a mad weekend of video-editing. We watch the video together and then discuss what worked, what didn’t, and why, and then we reflect on how the world works, our role within it, and how we can live in ways that create a better world. For more on the philosophy of the World Simulation, go here. For more on the basic rules, go here and here. The video is in three parts: [...]

By: Web 2.0 … The Machine is Us/ing Us : Associated Knowledge

Web 2.0 … The Machine is Us/ing Us : Associated Knowledge — Mon, 02 Apr 2007 00:33:45 +0000

[...] Nice work Professor Wesch! It looks like your Digital Ethnography Project is really gathering momentum. And by the way, I wish I could have experienced some of your classes myself. You are definitely my type of “anti-teacher” and from the sounds of it, you have fully embraced the socratic method to bring out the best in your students! Awesome, simply awesome! [...]

By: Does “teaching” have such a bad connotation? » Thinking Allowed.

Tue, 20 Mar 2007 16:33:05 +0000

[...] Scott McLeod over at Dangerously I rrelevant brought attention to this April 2006 guest posting by Mike Wesch (who just made the incredible Web 2.0 you tube video…see earlier post in this blog). In his guest post on Savage Minds, Mike describes his World Simulation activity. He calls this activity an example of anti-teaching. [...]

By: Emil Stenström

Emil Stenström — Sat, 10 Mar 2007 12:23:11 +0000

Interesting article.

One thing bothers me in the beginning of it: “if you replace “Kansas” with your own state”. How come you only write for Americans? As someone working with anthropology you should know better…

By: jon.s

jon.s — Fri, 09 Mar 2007 18:52:06 +0000

In the 1960’s Buckminster Fuller proposed a “great logistics game” and “world peace game” (later shortened to simply, the “World Game”) that was intended to be a tool that would facilitate a comprehensive, anticipatory, design science approach to the problems of the world. The use of “world” in the title obviously refers to Fuller’s global perspective and his contention that we now need a systems approach that deals with the world as a whole, and not a piece meal approach that tackles our problems in what he called a “local focus hocus pocus” manner.

Introduction to Buckminster Fuller’s World Game
http://www.bfi.org/taxonomy/term/41

By: Nomadic Learner

Nomadic Learner — Mon, 19 Feb 2007 01:10:51 +0000

Web 2.0 … The Machine is Us/ing Us…

I happened across this video right around the Superbowl and then again at the ASAE Technology Conference. It was created by Michael Wesch, an Assistant Professor of Cultural Anthropology at Kansas State University as an homage to Web 2.0 and an explora…