Peter Senge is the author of The Fifth Discipline, "one of the
seminal management books of the past 75 years" "Harvard Business
Review." Together with Arthur D. Little executive Bryan Smith and
editorial director Art Kleiner, he is coauthor of The Fifth
Discipline Fieldbook and The Dance of Change.
Nelda Cambron-McCabe, professor at the Department of Educational
Leadership at Miami University (Ohio), is a nationally known expert
on school reform and leadership; Timothy Lucas, a public school
superintendent in New Jersey, is a recognized innovator of
systems-thinking approaches for schools; and Janis Dutton is an
education writer, consultant, and community activist.
Advance Acclaim for Schools That Learn
"Today, more than ever, all the forces within society must join
together to prepare our children to meet the challenges of our
rapidly changing world. Schools That Learn is an important resource
for all those wanting to tackle the challenge of integrating
family, school, faith community, and policymakers into one
coalition on behalf of children."
--Dr. James P. Comer, Maurice Falk Professor of Child Psychiatry,
Yale Child Study Center, Associate Dean, Yale School of
Medicine
"I don't know of a country that is happy with its educational
system. That is because most schools are crafted for the mass
production ethic of industrial society. Changing this obsolete
state of affairs is the best investment that a government or
community can make. This book can help; it shows how schools can
reorient themselves to emphasize humanity, adventure,
entrepreneurship, leadership, teamwork, problem-solving, and
experimentation, instead of rote learning."
--Kenichi Ohmae, author of The Mind of the Strategist and The
Invisible Continent
"I plan to read long passages to my daughter. Whenever I think
about the world in which she (and her children) will grow up, the
educational system seems to be the locus of both hope and despair.
Reading this book is like opening the curtains and letting in rays
of hope, illuminating an entire, systemic, detailed map for
change."
--Howard Rheingold, author, The Virtual Community
What Educators and Students Say About How Our Schools Work
"It took us three years to define the standards we expected of
students, because we engaged the community from the beginning. It
mattered to us that [the people of Memphis] own the standards."
--1999 U.S. Superintendent of the Year Gerry House
"Ordinarily, teachers are taught to work as individuals, so staff
development has to help them learn to work together. And it needs
to be an ongoing process, with enough time to learn ne
Advance Acclaim for Schools That Learn:
"Today, more than ever, all the forces within society must join
together to prepare our children to meet the challenges of our
rapidly changing world. Schools That Learn is an important resource
for all those wanting to tackle the challenge of integrating
family, school, faith community, and policymakers into one
coalition on behalf of children."
--Dr. James P. Comer, Maurice Falk Professor of Child Psychiatry,
Yale Child Study Center, Associate Dean, Yale School of
Medicine
"I don't know of a country that is happy with its educational
system. That is because most schools are crafted for the mass
production ethic of industrial society. Changing this obsolete
state of affairs is the best investment that a government or
community can make. This book can help; it shows how schools can
reorient themselves to emphasize humanity, adventure,
entrepreneurship, leadership, teamwork, problem-solving, and
experimentation, instead of rote learning."
--Kenichi Ohmae, author of The Mind of the Strategist and The
Invisible Continent
"I plan to read long passages to my daughter. Whenever I think
about the world in which she (and her children) will grow up, the
educational system seems to be the locus of both hope and despair.
Reading this book is like opening the curtains and letting in rays
of hope, illuminating an entire, systemic, detailed map for
change."
--Howard Rheingold, author, The Virtual Community
What Educators and Students Say About How Our Schools Work
"It took us three years to define the standards we expected of
students, because we engaged the community from the beginning. It
mattered to us that [the people ofMemphis] own the standards."
--1999 U.S. Superintendent of the Year Gerry House
"Ordinarily, teachers are taught to work as individuals, so staff
development has to help them learn to work together. And it needs
to be an ongoing process, with enough time to learn new ways of
teaching, to develop esprit de corps, and to unlearn old
habits."
--Ed Joyner, executive director of the Yale School Development
Program
"We work harder than kids in other schools. But we have more fun
doing it. All the kids have different rates of learning, so the
teachers keep up different rates of training."
--Students at a "five disciplines" -oriented middle school in
Chelmsford, Massachusetts
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