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A New Culture of Learning: Cultivating the Imagination for a World of Constant Change Paperback – January 4, 2011

by Douglas Thomas (Author), John Seely Brown (Author)
4.3 4.3 out of 5 stars 176 ratings
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The twenty-first century is a world in constant change. In A New Culture of Learning, Doug 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.

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, 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 its environmental variables. By exploring play, innovation, and the cultivation of the imagination as cornerstones of learning, the authors create a vision of learning for the future that is achievable, scalable and one that grows along with the technology that fosters it and the people who engage with it. 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.

Replete with stories, this is a book that looks at the challenges that our education and learning environments face in a fresh way.

PRAISE FOR A NEW CULTURE OF LEARNING

“A provocative and extremely important new paradigm of a ‘culture of learning’, appropriate for a world characterized by continual change. This is a must read for anyone interested in the future of education.”

James J. Duderstadt, President Emeritus, University of Michigan

“Thomas and Brown are the John Dewey of the digital age.”

Cathy Davidson, Professor of Interdisciplinary Studies, Duke University

“A New Culture of Learning may provide for the digital media and learning movement what Thomas Paine’s Common Sense did for the colonists during the American Revolution— a straightforward, direct explanation of what we are fighting for and what we are fighting against.”

Henry Jenkins, Provost’s Professor, USC

“A New Culture of Learning is at once persuasive and optimistic — a combination that is all too rare, but that flows directly from its authors’ insights about learning in the digital age. Pearls of wisdom leap from almost every page.”

Paul Courant, Dean of Libraries, University of Michigan

“Brilliant. Insightful. Revolutionary.”

Marcia Conner, author of The New Social Learning

“Douglas Thomas and John Seely Brown portray the new world of learning gracefully, vividly, and convincingly.”

Howard Gardner, Professor, Harvard Graduate School of Education

“Thomas and Brown make it clear that education is too often a mechanistic, solo activity delivered to the young. It doesn’t have to be that way—learning can be a messy, social, playful, embedded, constant activity. We would do well to listen to their message.”

Clay Shirky, author of Cognitive Surplus

“Anyone who fears, as I do, that today’s public schools are dangerously close to being irrelevant must read this book. The authors provide a road map—and a lifeline—showing how schools can prosper under the most difficult conditions. It is a welcome departure from all the school bashing.”

John Merrow, Education Correspondent, PBS NewsHour

“American education is at a crossroads. By illuminating how play helps to transform both information networks and experimentation, and how collective inquiry unleashes the power of imagination, A New Culture of Learning provides an irresistible path to the future.”

Joel Myerson, Director, Forum for the Future of Higher Education

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  1. Print length
    140 pages
  2. Language
    English
  3. Publication date
    January 4, 2011
  4. Dimensions
    6 x 0.32 x 9 inches
  5. ISBN-10
    1456458884
  6. ISBN-13
    978-1456458881
  7. See all details
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4.3 out of 5 stars
176 global ratings

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Customers say

Customers find the book's content enlightening and interesting. They appreciate the powerful premise for the future of learning and the new appreciation for students to explore and play more in the classroom. The text is thought-provoking and provocative, stirring the imagination. Readers describe it as an easy read that is right on target.

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16 customers mention "Enlightened content"16 positive0 negative

Customers find the book's content enlightening and interesting. They appreciate the powerful premise for the future of learning and the authors' innovative examples of how digital world is altering the ways in which students learn. The book is well-researched and provides a new appreciation for students to explore and play more in the classroom. It is a game changer for educators in every field, offering sound evidence that shows and explains several things that are occurring right now.

"...those interested in this topic, PBS's Front Line just ran a terrific piece on the topic..." Read more

"...To be immersed in a world of learning, as Thomas and Brown say, is the real inspiration I recall from my college days at Davidson, and what I now..." Read more

"...to this thought is the fact that many of these students are accomplished at computer games...." Read more

"This book is an excellent and well researched of how, due to technological change, it is now possible to envision a school system that moves from a..." Read more

4 customers mention "Thought provoking"4 positive0 negative

Customers find the book thought-provoking and interesting. They say it's well-written and the content is on target.

"...be solved otherwise soon enough, though, and this provocative text will stir the imagination..!" Read more

"Very interesting and thought provoking...." Read more

"...The content is right on target. If you are just reading for personal interest you will not be disappointed...." Read more

"Well Meaning......." Read more

3 customers mention "Readability"3 positive0 negative

Customers find the book easy to read with a powerful premise for the future of learning. It is a quick and good read that leans heavily on concepts.

"A good/quick read, it leans heavily on concepts that seem novel, but might be hard to practically implement, especially given that the book leaves..." Read more

"This was an easy read. It allowed me to view some habits of my students that I previously thought were disruptive as useful tools in the classroom...." Read more

"Easy read with powerful premise for the future of learning - both for our children as well as the future of our organizations, if we hope to stay..." Read more

Top reviews from the United States

  • Adam Neaman
    5.0 out of 5 stars *LOVED* the book, but no digital distribution is ultimate irony
    Reviewed in the United States on February 28, 2011
    Verified Purchase
    An extremely important book if you are involved in any way in the design or facilitation of learning experiences. The theses are not new, but it pulls them together into the most coherent characterization I've seen so far for the "new culture of learning."

    The starting point is that changes in technology mean that:
    1. Information is ubiquitous and ephemeral
    2. A lot of the most important learning that takes place involves forming and move fluidly between communities with shared passions and goals to share information, solve problems together, and provoke and challenge each other.

    The authors paint a picture of the world as a series of communities of learners sitting on top of a technology platform that supports both collaboration and information gathering in game-changing ways. I do think the end is a little weak because of its focus on video games. I get it - I'm a big fan of James Paul Gee etc. - but I think the case is weakened by not putting more emphasis on non-game/non-programmer examples. Ending on video games leaves the arguments unduly open to criticism that the authors are focused on a phenomenon that only exists in the hacker/nerd culture (of which I am a part). It just makes it harder for me to "sell" the ideas to business colleagues

    For those interested in this topic, PBS's Front Line just ran a terrific piece on the topic ("Digital Media - New Learners Of The 21st Century" available via the web), featuring Brown, among others. I loved the extended interview with Brown, available as an additional clip linked from the main video.

    [...]
    One person found this helpful
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  • Michael D. Kennedy, Professor of Sociology and International Studies, Brown University
    5.0 out of 5 stars the opportunity for liberal arts education
    Reviewed in the United States on March 10, 2011
    Verified Purchase
    Anybody who cares about how we might engage a world of increasing complexity, uncertainty, and possibility needs to read this book. Educators especially need to pay attention.

    We want to instill a passion for learning, but we typically address our desire by first thinking about designs - of syllabi, curricula, distribution requirements and more. Thomas and Brown invite us to change our starting point by asking how people learn today in a world with unprecedented access to information.

    The authors invite us to recall that disturbing memory - even when America was poised to invade Iraq, most US citizens could not find Iraq on the map. But some, Thomas and Brown suggest, would simply draw on their internet facility to find the answer. While we should expect more of a citizenry in what they know, we should also think anew about how people learn.

    Yes, people learn in classrooms, but the authors encourage us to think about how people develop their knowledge beyond the classroom. Colleges are great not just for what the professors offer, but what the students do with their assignments off hours. To be immersed in a world of learning, as Thomas and Brown say, is the real inspiration I recall from my college days at Davidson, and what I now see among my students at Brown. But thirty years make a difference.

    My college learning depended on terrific anchors - an honor code that assured integrity, a set of distribution requirements that inspired breadth, and a college culture that could move my passion from golf to sociology. Today's culture of learning, the authors propose, flows more, relying less on preexisting stocks of knowledge or fixed cultures of intellectual authority and more on a passion for learning that itself is a form of play.

    My students and I discussed this book in our class on knowledge networks and global transformations yesterday. These digital natives debated it - how American are the assumptions? How much can we trust that this new culture of learning moves toward truthfulness rather than truthiness? Are there ways to move digitally produced collectives toward more ethical behavior, and away from destructive practice? It was a great discussion, evidenced by how it continued well beyond the classroom.

    As I listened, I wondered whether in fact I was observing just what Thomas and Brown were describing - this different culture of learning in action, and whether, in that assembly, I was seeing in formation that next incarnation of the thing which made Brown University famous more than three decades ago: its new curriculum.

    Universities and colleges are embracing, at different paces, the revolutions in information and communication technology, from digitalizing libraries to blended online and onsite learning. But after this volume and its classroom discussion, I would like to understand better the effect and potential of this new culture of learning in higher education. And it begins with these questions:

    Do Thomas and Brown capture this new culture well? It strikes most of my students to be on target, but it does call out for more research.

    How does this new culture of learning combine with traditions in liberal arts? There are complements to be sure, but there are some real tensions that need to be faced.

    Even as the information revolution promises to globalize knowledge, it proceeds with the accents of its vanguard. Are there ways that the global conversation might find and elevate the diversity that the authors themselves acknowledge to be the fount of creativity?

    "Where imaginations play, learning happens". That's the message, that's the invitation, and that's the hope. And next time we figure out how to assess our institutions of higher education, let's identify the spaces for imagination in our local worlds of learning.
    20 people found this helpful
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  • PJ
    4.0 out of 5 stars how fun learning can be
    Reviewed in the United States on February 25, 2011
    Verified Purchase
    This is a great little book. It really could serve as a kind of blueprint on how to begin to rethink education. There's a few parts of this I loved. Are group projects unsuccessful in schools because we're grading individually? What if they were really taken on more collaboratively where the final output is judged to avoid focus on individual contributions and grades. I enjoyed as well the bit about reconceptualizing public schools, say, as learning environments as opposed to 'broken' machinery. There's so much hope here. When I started grade school in 1978 (gasp) we had 2 Apple IIs outside our first and second grade classrooms where we got to try Logo! And play with Turtle! Was fortune in this. Delighted to hear you discuss MIT's Scratch which I've only barely seen referenced otherwise.

    I would offer a note of skepticism about one of your points however. You talk about how "kids learned the story of Harry Potter by reading the books. They learned the meaning of Harry Potter by engaging with the material on a much deeper level." I'm a believer in the book and in the power of the internal experience of the book. There's digital proponents who might be careful about treating books like these boring things. I feel like if you can't engage with reading deeply inside yourself you're doing it wrong. Am I old-fashioned? Is the meaning of Harry Potter really found outside those books? That said, of course if I had a child, read Harry Potter and also talk about it online, with friends, wear the costume. Still wondering though, where is all this activity going? We're learning Harry Potter better or flexing our brains or maybe getting bogged down in fandom? I'm just wondering if some of our participation online isn't funneling away from creativity into ... chatter? Possible? The chatter itself is interesting? I just think it's really worth discussing. (Check out the Patton Oswalt Wired article, 'Wake Up, Geek Culture. Time to Die').

    A terrific little book. Would definitely recommend to anyone even remotely interested in learning, education, the digital future.
    2 people found this helpful
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Top reviews from other countries

  • Bruno Costa Teixeira
    5.0 out of 5 stars great book
    Reviewed in Brazil on June 22, 2013
    Verified Purchase
    The best book I have ever read about the art of learning in the digital age. . . . .
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  • Lawrence Baldwin
    2.0 out of 5 stars A New Culture of Learning
    Reviewed in Canada on January 10, 2013
    Verified Purchase
    I chose two stars because the concept of game playing as a valid form of learning and the collective on line study groups.
    the collaborative live study groups can foster more inter personal participation and development
    Gaming can become addictive and what is learned may not be as predicted. The internet as research tool or a information source or assignment that can be kept current is already established. The authors filed to convince me that their thesis is that profound but did get me thinking and maybe that in itself has merit.
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  • Mrs. M. Mcgrath
    5.0 out of 5 stars Learning for the 21st century
    Reviewed in the United Kingdom on March 28, 2014
    Verified Purchase
    Thomas and Brown provide a brilliant summary of what is happening to the world of learning in the internet era.

    There was a time when the only ways to gain knowledge were limited and often convoluted. Knowledge was parcelled up by experts and delivered in a format that was suited to their way of thinking.

    The limitless access to information that we now enjoy has democratised the learning process by making pretty much any information available to pretty much anyone.

    This means that teaching and learning has new roles. The content provider is obligated to make their content as engaging and relevant as possible. The teacher has to be an enabler, helping learners to discover, interpret and use the content that is available to them and to judge its integrity. And finally, the learner takes on a much more accountable role in the process; they must assume responsibility for setting out and pursuing a learning journey, seeking input, coaching and mentoring to overcome the difficulties they encounter.

    We are seeing this transformation happening all around us, every day. Just watch what happens when someone posts a problem they are tackling on Face book or Linked in - friends and colleagues pile in to help out, recommending sources of help and the like. Thomas and Brown, describe this phenomenon as 'Arc of Life Learning', and they see this as a healthy and life long pursuit.

    This all requires a new way of thinking about the process of learning, but I find the new 'spin' almost entirely positive.

    HIghly recommended book that is an easy read.
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  • R. Kay
    2.0 out of 5 stars You could skip this one
    Reviewed in Canada on February 2, 2015
    Verified Purchase
    Usually books associated with the second author are quite good. Unfortunately, this books was quite light in terms of theory and substance. The point could have been made in a chapter. I enjoyed the writing, but I am not sure there is a solid, evidence-based argument made for the claims made in the book. Some are quite reasonable, but I was looking for a well-developed, substantial argument. Not a total loss, but I would not recommend this book.
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