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CHAPTER 1
ARC-OF-LIFE
LEARNING
PREPARED BY:
MS. MARIA MAE R. COMPUESTO
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1.What do you think about learning?
When people think about learning, they usually
think about schools. And when people think about
schools, they usually think about teachers. In our
view, the kind of learning that will define the twenty-
first century is not taking place in the classroom-at
least not in today’s classroom.

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Rather, it is happening all it us, everywhere,
and it is powerful. We call this phenomenon
the new culture of learning and it is grounded
in a very simple question:
What happens to learning when we move to stable
infrastructure of the twentieth century to the fluid
infrastructure of the twenty-first century, where
technology is constantly creating and responding
to change?
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Ironically, the relentless pace of change that is
responsible for our disequilibrium is also our
greatest hope. A growing digital, networked
infrastructure is amplifying our ability to access
and use nearly unlimited resources and
incredible instruments while connecting with
one another at the same time.

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This new type of learning is a cultural
phenomenon that underlies a large number of
people’s experiences and affects them in myriad
ways. It takes place without books, without
teachers, and without classrooms., and it
requires environments that are bounded yet
provide freedom of action within those
boundaries.
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This familiar dynamic, in fact, structures all our
contemporary notions of play, games, and
imagination.
Play can be defined as the tension between the rules
of the game and the freedom to act within those
rules. But when play happens within a medium for
learning- much like a culture in a petri dish- it
creates a context in which information, ideas and
passions grow.
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Potent tools for this type of learning already exist in
the world around us and have become part of our
daily lives- think of Wikipedia, Facebook, Youtube,
and online games, to name just a few.

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The new culture of learning allows us to recognize,
harness, and institutionalize these ideas. It also
requires a shift in our thinking about education.
Although much of the new learning takes place
outside traditional educational forums, we do not
argue that classrooms are obsolete or that teaching
no longer matters . We believe that this new culture
of learning can augment learning in nearly every
facet of education and
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every stage of life. It is a core part of what we think
as “ arc of life “ learning, which comprises the
activities I, our daily lives that keep us learning,
growing, and exploring.

Play, questioning, and- perhaps most important-

imagination lies at the very heart of arc-of-life
learning. Children for instance play as a central part
of how they experience the world,
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 and they learn that questioning the world is one
of the key ways they can understand it. Think of
how a child’s imagination blossoms when she
discovers the “why?” game, foe instance. No
matter what and adult provides, it can always be
met with the question “why?”- and the game can
continue. For a child, the potential for fun is
limitless. The principles of questioning and play
can serve to define arc-of-life learning, and they
have a tremendous effect
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 on, and resonance with, learning today.
So what frameworks do we need to make sense of
learning in our world of constant change?
The new culture of learning actually comprises two
elements. The first is a massive information
network that provides almost unlimited access and
resources to learn about anything.

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 The second is a bounded and structured
environment that allows for unlimited agency to
build and experiment with things within those
boundaries , The reason we have failed to embrace
these notions is that neither one alone makes for
effective learning . It is the combination of the two,
and the interplay between them, that makes the
new culture of learning so powerful.

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 One of the metaphors we adopt to describe this
process is cultivation. A farmer, for example, takes
the nearly unlimited resources of sunlight, wind,
water, earth, and biology and consolidates them
into the bounded and structured environment of a
garden or farm. We see the new culture of learning
as a similar kind of process-but cultivating minds
instead of plants.

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The 21st century is a world in constant change. In A New Culture of
Learning, Douglas Thomas and John Seely Brown pursue an
understanding of how the forces of change, and emerging waves of
interest associated with these forces, inspire and invite us to imagine a
future of learning that is as powerful as it is optimistic. Our
understanding of what constitutes "a new culture of learning" is based
on several basic assumptions about the world and how learning occurs:
 The world is changing faster than ever and our skill sets have
a shorter life
 Understanding play is critical to understanding learning
 The world is getting more connected that ever before – can that be a
resource?

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 In this connected world, mentorship takes on new
importance and meaning
 Challenges we face are multi-faceted requiring systems
thinking & socio-technical sensibilities
 Skills are important but so are mind sets and dispositions
 Innovation is more important than ever – but turns on our
ability to cultivate imagination
 A new culture of learning needs to leverage social &
technical infrastructures in new ways
 Play is the basis for cultivating imagination and innovation

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The result is a new form of culture in which knowledge is seen as
fluid and evolving, the personal is both enhanced and refined in
relation to the collective, and the ability to manage, negotiate and
participate in the world is governed by the play of the imagination
Typically, when we think of culture, we think of an existing, stable
entity that changes and evolves over long periods of time. In A
New Culture of Learning, Thomas and Brown explore a second
sense of culture, one that responds to its surroundings organically
It not only adapts, it integrates change into its process as one of it
environmental variables.

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The stories illustrates how the tools for learning in this new
environment make the old way of leaning and schooling seem
much less effective. In each case we find that the very things
that are speeding up the rate of change in the world are also
giving us those new tools. The trick is to figure out how to
harness these new resources, which make play, questioning,
and imagination the bedrocks of our new culture of learning.
The question is: In the twenty-first century, how do we
cultivate the imagination?

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THANK YOU FOR
LISTENING
AND
GOD BLESS
EVERYONE!!! 