— Jerome S. Bruner | Toward a theory of instruction
Harvard University Press (1966) pp. 022 - 038: Education as social Invention
I shall take it as self-evident that each generation must define afresh the nature, direction, and aims of education to assure such freedom and rationality as can be attained for stances and in knowledge that impose constraints on and give opportunities to the teacher in each succeeding generation. It is in this sense that education is in constant process of invention. I should like particularly to comment upon four changes in our own time that require consideration in thinking about education.
— John Seely Brown | The Internet & the University: Forum 2001
The Forum for the Future of Higher Education (2002) pp. 065 - 086
Learning is a remarkably social process. In truth, it occurs not as a response to teaching, but rather as a result of a social framework that fosters learning. To succeed in our struggle to build technology and new media to support learn- ing, we must move far beyond the traditional view of teaching as delivery of information. Although information is a critical part of learning, it’s only one among many forces at work. It’s profoundly misleading and ineffective to separate information, theories, and principles from the activities and situations within which they are used. Knowledge is inextricably situated in the physical and social context of its acquisition and use.
— Carl Discalvo | An Uncomfortable Imagination
How does speculative design reproduce the risks of society? Carl DiSalvo identies two distinct approaches: one critiques through the reproduction of risks as hazards, while the other goes a step further to offer potential solutions. (summary)