William Cope
Wei Liu
Pinakini Shah
Greg Jack
Leah Goldberg
Nell C Rundle
Bahar AnahmiasNew Learning MOOC’s Updates
Thinking beyond the Classroom and Embracing New Strategies
Education should spark curiosity—not extinguish it with routine. Figures like Winston Churchill and Charles Darwin thrived not by memorizing Latin but through personal passions and hands-on discovery (New Learning Online). George Orwell, in Such, Such Were the Joys, exposed the cruelty of prep schools that punished emotion and imagination (Course Hero). Yan Phou Lee described traditional Chinese education as disciplined but rigid, yet his journey toward cross-cultural fluency reveals transformation through openness (New Learning Online). *Charles Dickens, via Mr. Gradgrind (SparkNotes), mocked the obsession with "facts" that crush creativity. Even humorous glimpses, like the “13 Times 7 is 28” skit, remind us that parroting answers isn't mastery—it’s misunderstanding. To move beyond the classroom, educators should embrace emotional intelligence, storytelling, and play. Discipline must shift from control to connection. Real learning happens not when students repeat—but when they wonder.
True , real learning occurs when students are encouraged to wonder ,explore not just repeat and fostering a deeper understanding.
I really appreciate how you connected voices from history and literature to make a case for curiosity-driven learning. The point about moving from control to connection really stood out to me, it’s a powerful shift in thinking about discipline and engagement. I also love the reminder that memorization alone doesn’t lead to understanding, the “13 times 7 is 28” example is both funny and painfully true! Embracing emotion, creativity, and play feels essential if we want students to grow as thinkers, not just test-takers. Thank you for this inspiring take!