A Quote by Sugata Mitra

Education is a self-organizing system, where learning is an emergent phenomenon. — © Sugata Mitra
Education is a self-organizing system, where learning is an emergent phenomenon.
I think a lot of things will be self-correcting, even in America. After all, human societies are essentially self-organizing emergent systems. The catch is, how much disorder will we have to endure while this re-self-organizing process occurs.
The universe is a self-organizing, intelligent, creative, trial-and-error learning, participatory, interactive, non-locally interconnected and evolving system.
I think of the universe as the body of God, and the creative capability we see and can exhibit as the mind of God. I will use this phrase to describe our system, that it's a creative, intelligent, self-organizing, learning trial-and-error, interactive, non-locally interconnected evolutionary system.
It goes against the grain of modern education to teach children to program. What fun is there in making plans, acquiring discipline in organizing thoughts, devoting attention to detail and learning to be self-critical?
It goes against the grain of modern education to teach students to program. What fun is there to making plans, acquiring discipline, organizing thoughts, devoting attention to detail, and learning to be self critical.
Most institutions of higher learning in the West were founded by and for religious denominations. The supposed alienation of education and faith is a recent phenomenon. At the same time, neither education nor the lack of it predisposes one to faith.
It is doubtful whether our present system of popular education does not retard independent or self thinking as much as it promotes it. All genuine education is self-education. It will incite the individual to think for himself, by rethinking what the race's great thinkers have already thought for him, thus enabling him to go ahead under his own mental steam.
If we value independence, if we are disturbed by the growing conformity of knowledge, of values, of attitudes, which our present system induces, then we may wish to set up conditions of learning which make for uniqueness, for self-direction, and for self-initiated learning.
Consciousness is an emergent, contingent, and impermanent phenomenon. It has no magical capacity to break free from the field of events out of which it springs.
I strongly believe in the apprenticeship model because we see in a lot of countries the local education system is not providing talent that businesses need. So it is important that there is an alignment between what the companies need and the education system, so the education system can build the right programmes.
In the history of education, the most striking phenomenon is that schools of learning, which at one epoch are alive with a ferment of genius, in a succeeding generation exhibit merely pedantry and routine.
We are working on creating self-describing, self-organizing, self-diagnosing and self-repairing networks.
You see, we'll never be able to compete in the 21st century unless we have an education system that doesn't quit on children, an education system that raises standards, an education that makes sure there's excellence in every classroom.
The ascription of an unconscious intentional phenomenon to a system implies that the phenomenon is in principle accessible to consciousness.
Every system tries to get people to conform to support that system. That goes for communism, socialism, free enterprise, or any other civilization. If they don't demand loyalty, they can't keep their civilization together. So what they do is they teach things that would support an established system. We do not advocate an established system. TVP talks of an emergent system into state of change. So that we always prepare people for the next changes coming ahead. So that people will not cling to the past.
Our education system is increasingly embracing a black-and-white way of thinking, in which 'learning' and 'play' are diametrically opposed. 'Learning' is the serious stuff that happens inside a classroom and can be measured via multiple choice questions and a No. 2 pencil. 'Play' is frivolous, fun, and worst of all, optional.
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