Stephen Downes

Seb Schmoller passed this link along to me. It raises the question, in my mind, of what would constitute the "grammar of School". What are the systemic elements that interplay in such a way as to resist any reformation of a part, 'snapping back' to its original shape in an apparent failure of innovation. To me, "what is the grammar of school?" is a question with six parts: what are the patterns, regularities and rules describing School; what is the basis of truth and meaning in School; in what context do we find School; how is School used to assert, perform and interrogate; what is the basic for learning, inference and discovery in School; and what are the dynamics of Change (if any) within School?