On Jun 16, 2014, at 1:41 PM, kirby urner <kirby.urner@GMAIL.COM> wrote:
> You're having trouble following but that's not surprising given I'm thinking outside your box and you're what's known in the business as an "in the box" thinker.
I think if you check around, I am anything but an in-the-box thinker. It baffles me why you keep reverting to make believe when I ask for clarification. But back to your vision. You admit that the students have to go somewhere during the day. They have to go to schools. How do you envision those schools operating? Are they sitting in front of computers and just figuring things out on their own? Why do you think that even has a possibility of working when successful A and B students have the benefits of live experts critiquing everything they do? Granted, our current system works against matching students of X with the experts of X, and the foreign students who practice this are filling the void in droves. So where do these YouTube students fit into this picture? How do they even stand a chance?
What is ironic is that your thinking is exactly the same as every other reformer?s thinking. It is in the same box. Rather than start with reality you start with non-reality. Let me explain it this way. What on god?s earth is standing in the way of a YouTube revolution? Nothing! Even if a school blocked them, they are available in spades at home everywhere else. We couldn?t have more access to YouTube. Where then is this revolution? You see? You are in the same box as every other reformer. You have explained away reality with something so simple and universally available that if it were true it would have made itself known naturally, LONG before you came up with the idea. First it was books, then computers, now you and you tube videos. The only result of all that dreaming is that we have a crap load of books, a crap load of computers and a crap load of you tube videos. What we don?t have is a crap load of qualified students.
What will work, because this is what is working for the students taking these jobs, is to bring vocation back to school and stop making education about selling education. In this context, vocation doesn?t just mean welding. Everything is a vocation, and some vocations involve more academics than others. Some involve much more and some involve much less. It means having students find the X they like and can succeed at and having experts in X teach them. When you trace back every successful graduate, that is the common denominator.