Learning What to Ignore

  • Conrad P. Pritscher

Part of the Transgressions book series (TRANS, volume 93)

Table of contents

  1. Front Matter
    Pages i-xvi
  2. Conrad P. Pritscher
    Pages 1-9
  3. Conrad P. Pritscher
    Pages 11-27
  4. Conrad P. Pritscher
    Pages 29-42
  5. Conrad P. Pritscher
    Pages 43-49
  6. Conrad P. Pritscher
    Pages 51-66
  7. Conrad P. Pritscher
    Pages 67-88
  8. Conrad P. Pritscher
    Pages 89-96
  9. Conrad P. Pritscher
    Pages 97-108
  10. Conrad P. Pritscher
    Pages 109-115
  11. Back Matter
    Pages 117-134

About this book


The acceptance of reason with uncertainty can help learners successfully manage their occupations and lives during the accelerations prominent in the 21st century. As William Ayers states: “Pritscher tilts his lance at the petrified orthodoxy we call teaching and learning, inviting us on a wild journey into the heart of education.” The book elaborates on David Geoffrey Smith’s question: “Why does so much educational ‘research’ today seem so unenlightening, repetitive and incapable of moving beyond itself? The answer must be because it is ‘paradigmatically stuck’, and cannot see beyond the parameters of its current imaginal space.” The book offers help to go beyond the current imaginal space through what is called kaplearning. Kaplearning can help the reader to defamiliarize the common by facilitating “letting go”. Pritscher takes an avant-garde approach to learning, pushing the boundaries of the long accepted norm “certainty and order” and modernizing education by trading the old “optimal way” with a new skill to “reason with uncertainty”. This resilience to ambiguity is precisely where human intelligence has full advantage over machine intelligence. Pritscher’s book is impressive and remarkably well-timed, as recent articles in Nature show that online game players can make surprising breakthroughs in science with a well-chosen confluence of effective sources and a bit of creativity with protein folding. Citizen science has led to solutions that scientists and computer simulators have struggled for years, proving that even with little or no scientific training, knowing what to ignore can invite innovating ways to think and execute. Pritscher’s clear and wise insight will definitely serve as an inspiration for the next generation of educators, and prepare the necessary skills for young learners to successfully compete in the future. - Sandra Okita - Department of Math, Science and Technology, Teachers College, Columbia University.



Editors and affiliations

  • Conrad P. Pritscher
    • 1
  1. 1.Bowling Green State UniversityOhioUSA

Bibliographic information

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