Sahlberg, an education scholar and the author of Finnish Lessons 2.0, answers the theoretical question in his article’s title, writing in part: “I argue that if there were any gains in student achievement they would be marginal. Why? Education policies in Indiana and many other states in the United States create a context for teaching that limits (Finnish) teachers to use their skills, wisdom and shared knowledge for the good of their students’ learning.”
more about Finland Phenomenon in this IMS blog
Subject-specific lessons – an hour of history in the morning, an hour of geography in the afternoon – are already being phased out for 16-year-olds in the city’s upper schools. They are being replaced by what the Finns call “phenomenon” teaching – or teaching by topic. For instance, a teenager studying a vocational course might take “cafeteria services” lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills.
The author erroneously focuses on Snapchat as a service and university administration, monitoring and censorship; it is a basic issue of education. Educating the Millennials and Gen Z about privacy, netiquette and digital humanity.
Education is about letting students explore, fail, learn from their failure and improve. #FinlandPhenomenon
Still trying to understand the academy’s apparent obsession with monitoring and controlling/influencing every possible aspect of student and faculty behavior, on and off campus. Sometimes I can’t decide if it’s kind of a Stalinist control thing, a guy in the back of a windowless van thing, or some kind of extension of a juvenile obsession with everyone’s behavior but your own. That someone complains does not automatically suggest that someone must “do something,” particularly when “doing something” is often prohibited by law to begin with (in the case of administrators and the university).