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Aprendizaje en Profundidad. Una simple innovación que puede cambiar la educación
La educación está en crisis. Esta es una afirmación recurrente en todas partes, que enfoca la mirada en la calidad de los profesores y en el hecho si el curriculum es o no el adecuado. Los profesores culpan al sistema y el sistema a los profesores. Pero parece ser que el problema es más profundo de lo que imaginamos. Los colegios, como los conocemos hoy, nacen en la segunda mitad del siglo XIX para responder a una sociedad industrial que requería operarios útiles, pero no necesariamente personas pensantes que pudiesen desafiar los sistemas. Por eso el currículum desde un comienzo se enfoca en la necesidad de enseñar a leer, escribir y matemáticas.
Es por eso que desde la Educación Imaginativa, que parte de la base que para que haya aprendizaje hay que enganchar las emociones y la imaginación de quienes están aprendiendo, nace este programa llamado Aprendizaje en Profundidad. Tenemos que lograr no solo emocionar a nuestros niños, sino también lograr que se enamoren del conocimiento mismo y que descubran que aprender puede ser fascinante, en la medida que les interese lo que aprenden. Ese amor nace del conocimiento mismo. El conocimiento es adictivo y en la medida que se conoce más de algo, más se quiere saber de eso, ya que recién se comienza a entender y todas las piezas comienzan a encajar. Solo con el conocimiento real viene la humildad; quien mucho sabe de algo, tiene certeza plena que hay tanto más por saber. Solo quien sabe poco, cree que conoce todo.
Es por eso que desde la Educación Imaginativa, que parte de la base que para que haya aprendizaje hay que enganchar las emociones y la imaginación de quienes están aprendiendo, nace este programa llamado Aprendizaje en Profundidad. Tenemos que lograr no solo emocionar a nuestros niños, sino también lograr que se enamoren del conocimiento mismo y que descubran que aprender puede ser fascinante, en la medida que les interese lo que aprenden. Ese amor nace del conocimiento mismo. El conocimiento es adictivo y en la medida que se conoce más de algo, más se quiere saber de eso, ya que recién se comienza a entender y todas las piezas comienzan a encajar. Solo con el conocimiento real viene la humildad; quien mucho sabe de algo, tiene certeza plena que hay tanto más por saber. Solo quien sabe poco, cree que conoce todo.
219 pages, Paperback
First published November 15, 2010
7 people are currently reading
92 people want to read
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Displaying 1 - 13 of 13 reviews
February 6, 2021
This book explains a really interesting idea for education. I first read an article about this idea in an educational magazine before I even became a teacher, maybe around 2010. I was intrigued and saved the article for inspiration. About 3 years ago, I realized this book existed and bought it. Being a new mom then, I didn’t have the focus to finish it. I picked this book back up about 2-3 weeks ago and read it fairly quickly this time. I only read when I was very focused, such as in between work and daycare pickup, when the house was quiet.
So what’s the big idea? It’s assigning kids one topic to study in depth for all 12-13 years of their pre-college schooling, in addition to the normal curriculum. The main example used was apples. It discusses how students can learn about their topic in different ways as they grow - experientially, in literature, in movies, in history, in cooking, etc, etc. The idea is that this learning permeates their life to some extent and they become true experts. They build a portfolio to reflect this, and they do yearly presentations. The benefits would be more emotional connection to learning, a better understanding of the nature of knowledge as a human creation that is constantly in flux as we learn more, potential for mentoring between older students and younger ones with the same topic, etc, etc.
While I still love the idea in theory, I do see a lot of the challenges inherent in implementing this. It could be done, but it would require a lot of ingenuity and time on the part of the supervising teachers (although the organization behind this book says it would create guiding materials and suggest best practices). I am very curious to visit the website and learn about how the pilot projects have gone. I think about implementing such a thing on myself, as an adult, and just don’t feel like I’d have the time or drive. But I think I would’ve liked it as a student. I think about implementing it with my daughter when she starts kindergarten in a few years. We’ll see, but I would kind of rather her follow her own interests, at least at first. I agree with one adaptation suggested in the book, which is starting later, like around 3rd grade, once students can read fairly well. I also agree with another adaptation that students should have some choice in their topic, instead of being randomly assigned one.
Beyond this big idea, I feel like I learned a lot about educational theory in general while reading this book, both about how learning changes at each stage as a student moves from 5 years old to 18, and about the different major perspectives about the point of education (to socialize, to enrich the mind, or to develop individual potential, etc). There were lots of details and interesting examples. While parts of the book were a bit dry or technical, the author injects a bit of humor and humanity in there too. You can tell this is an idea that he deeply believes in. Although it was occasionally tough to keep reading, I’m glad I finished this book.
So what’s the big idea? It’s assigning kids one topic to study in depth for all 12-13 years of their pre-college schooling, in addition to the normal curriculum. The main example used was apples. It discusses how students can learn about their topic in different ways as they grow - experientially, in literature, in movies, in history, in cooking, etc, etc. The idea is that this learning permeates their life to some extent and they become true experts. They build a portfolio to reflect this, and they do yearly presentations. The benefits would be more emotional connection to learning, a better understanding of the nature of knowledge as a human creation that is constantly in flux as we learn more, potential for mentoring between older students and younger ones with the same topic, etc, etc.
While I still love the idea in theory, I do see a lot of the challenges inherent in implementing this. It could be done, but it would require a lot of ingenuity and time on the part of the supervising teachers (although the organization behind this book says it would create guiding materials and suggest best practices). I am very curious to visit the website and learn about how the pilot projects have gone. I think about implementing such a thing on myself, as an adult, and just don’t feel like I’d have the time or drive. But I think I would’ve liked it as a student. I think about implementing it with my daughter when she starts kindergarten in a few years. We’ll see, but I would kind of rather her follow her own interests, at least at first. I agree with one adaptation suggested in the book, which is starting later, like around 3rd grade, once students can read fairly well. I also agree with another adaptation that students should have some choice in their topic, instead of being randomly assigned one.
Beyond this big idea, I feel like I learned a lot about educational theory in general while reading this book, both about how learning changes at each stage as a student moves from 5 years old to 18, and about the different major perspectives about the point of education (to socialize, to enrich the mind, or to develop individual potential, etc). There were lots of details and interesting examples. While parts of the book were a bit dry or technical, the author injects a bit of humor and humanity in there too. You can tell this is an idea that he deeply believes in. Although it was occasionally tough to keep reading, I’m glad I finished this book.
This entire review has been hidden because of spoilers.
September 9, 2013
Good
Challenging; lots of good ideas to implement, but difficult to implement in a conventional classroom.
Quite readable and inspiring and thought-provoking.
Challenging; lots of good ideas to implement, but difficult to implement in a conventional classroom.
Quite readable and inspiring and thought-provoking.
September 19, 2025
Mình tình cờ mượn cuốn sách này với hy vọng học được cách học sâu mấy chủ đề công nghệ mà mình đang làm.
Và đã bị lừa bởi cái tiêu đề. Thật ra là do mình không đọc tag line của cuốn sách thôi, chứ nó cũng nói rõ mà. :D
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Cơ bản là sách nói về 1 ý tưởng tạo ra hoạt động học tập khác cho học sinh, kỳ vọng rằng nó sẽ hiệu quả hơn so với những lớp học chán ngắt khắp thế giới hiện nay.
Và mình đồng tình với tác giả.
Và vì tác giả là 1 giáo sư về giáo dục, mình lại tình cơ học được thêm các khái niệm hay ho về giáo dục.
*
Sách sẽ hơi khó đọc, không phải kiểu sách thường thức ai đọc cũng được, mà bạn nên có 1 mối quan tâm nhất định nào đó thì mới thẩm thấu được cuốn sách này.
Và đã bị lừa bởi cái tiêu đề. Thật ra là do mình không đọc tag line của cuốn sách thôi, chứ nó cũng nói rõ mà. :D
*
Cơ bản là sách nói về 1 ý tưởng tạo ra hoạt động học tập khác cho học sinh, kỳ vọng rằng nó sẽ hiệu quả hơn so với những lớp học chán ngắt khắp thế giới hiện nay.
Và mình đồng tình với tác giả.
Và vì tác giả là 1 giáo sư về giáo dục, mình lại tình cơ học được thêm các khái niệm hay ho về giáo dục.
*
Sách sẽ hơi khó đọc, không phải kiểu sách thường thức ai đọc cũng được, mà bạn nên có 1 mối quan tâm nhất định nào đó thì mới thẩm thấu được cuốn sách này.
March 14, 2023
The epitome of this book is to study one subject in depth through all of one's school years. I can see some benefit of doing this except how to stay interesting in one subject. This would be a challenge for me and may be a good challenge to figure out how to stay interested in a subject long term. One could break the subject into various categories. ex. apples --> fruit, tree, growing/soil/water, genetics/ variety
This entire review has been hidden because of spoilers.
August 6, 2020
Interesting idea that should not have been stretched out into a book. I think reading this book can be helpful for adults to think about how they can support young people's interests in learning about a topic that is unrelated to school and not screwing it up. I think it would be a terrible idea to push it on a kid (but I think that about schooling as well).
September 8, 2018
Over the program- but the book was a bit sluggish.
April 18, 2023
Interesting concept and he includes lots of help for implementing it. Not sure if it would actually work in most children's lives, as they move so much these days.
December 26, 2011
This is a really good idea - to provide students with an opportunity for in-depth learning. American K-12 education has been accused of having breadth, but not depth and I agree with the author that this is a problem. Because his idea is such a long-term proposal, there are no data yet that this approach is successful. It will be an interesting story to follow. I hope it works. I'm thinking of trying a small-scale, and shorter version out with my own students next semester - should be fun!
July 11, 2013
I like the idea of having a method that stimulates children to learn in more depth. In that sense, the book was inspiring. Not sure if it was necessary for me to read a whole book about it. A longer article would have done it for me as well I think.
February 1, 2017
This is an interesting concept. A concept I have lived as I go through life and study military history. I hope to implement some aspect of this program at my school. I need to visit some schools, do some more research and read parts of this book again. What an exciting journey I am embarking on.
September 5, 2014
I thoroughly enjoyed this book.
My review is here:
http://cogzest.com/2013/03/benefits-o...
My review is here:
http://cogzest.com/2013/03/benefits-o...
November 30, 2014
Neat idea he proposes but book couldn't captivate me.
February 26, 2015
mini read UofC free book. good idea
Displaying 1 - 13 of 13 reviews