The One World Schoolhouse: Education Reimagined

Reading this book without considering the author's continuous contributions to a world that so desperately needs what Salman Khan is offering is difficult, borderline impossible, but if you are still unfamiliar with the Khan Academy, this book will provide you with an excellent introduction to what it is that Khan and his team are up to. To those already familiar with Khan's teaching style, the structure of his prose will not surprise you. He has the rare gift of taking intricate concepts and breaking them apart to their core foundations; then explaining these concepts while guiding you to form your own intuition about what it all means in the big picture. Not only do you gain intuition and understanding by reading and listening to his words, you develop an appreciation and positivity about why you are "choosing" to learn in the first place. This choice plays an important role in an individual's education, as Sal points out multiple times in this book. When we as humans are allowed to explore the world at the pace of our own curiosity, we develop a love of knowledge that is typically pounded out of us under our current prussian model of education. From my own experience, I've found this to be a truth that cuts to the core of my love/hate relationship with our current educational system, the k-12 years as well as post-secondary education. Mark Twain sums this up better than I can: "College is a place where a professor's lecture notes go straight to the students' lecture notes, without passing through the brains of either". To be fair, as Sal even points out, he is not the first to say many of the things in this book, but he seems to be one of the few taking a stance against the dogmas of our current system. He's not just taking a stance against our present system based on opinion alone; IT IS WHAT A LARGE MAJORITY OF THE CURRENT SCIENTIFIC DATA SUGGESTS, yet many of our school systems are afraid to rock the boat and upset the traditional model. There are plenty of justifiable fears that come along with upsetting the system, especially when it comes to new technologies in the classroom, but what Khan is suggesting is not total upheaval but a more proactive approach to recognizing and not ignoring the tremendous shortcomings of our current model. We as a society need to recognize that times are changing and we need a more flexible model that will accommodate us better in the future as well as the present. Another topic that Sal critically illustrates is how our current model, in particular the academic transcript, is (whether consciously or unconsciously) classist, plain and simple. Our academic transcripts are judged based partly on this false notion of how difficult it was to get into our school of "choice". These transcripts DO NOT distinguish between the bright middle-class kid who had to work 5 days a week while in school versus the upper-class kid, born into a family of doctors and/or lawyers who received tutoring 5 days a week. The game has always been rigged in this regard. The well connected families have access to people that can make or break a kids future, while most of us have no idea who these people are. The most disgusting truth, I think is how some well-off families have a history of hiring well-paid consultants to teach how to write letters that make the applicant "sound [more] sincere". Now addressing the very few criticisms that others have made of "The One World School House". First off, if you read this book with an active mind, you are probably going to have a few disagreements, despite how damn respectful and nice Sal's delivery is, which is probably an extension of how genuine his character seems to be. It has been stated by another reviewer, as well as some stubborn teachers I've talked to that "Sal thinks he has all the answers". People that have said this obviously did not read the book, or failed to retain the information in it. Countless times, he points out that he's not suggesting that the Khan Academy will fix all the world's problems. He's suggesting that it be used as a test to determine how to make our schools more efficient, because clearly, they are not operating as well as they should. It has also been stated that his book is too simplistic a response to our current predicament, though, I in fact think this is a compliment because in this book, you will find excellently detailed maps of the pros and cons of our current model. Because of Khan's education for all approach, the reader is allowed to understand complex concepts that would not be so accessible without Sal's interpretation. The fact that this book is "easy" to read is a testament to Sal's capability of explaining things in a way that nearly anyone can understand. There are no arrogant assumptions in his teaching/writing style, which is something that I see all the time in current educational text books (Clearly, from step 1 we see that.........It's obvious that this follows from step 2.........Step 3 makes sense because of how simple and pointless it is to point out how steps 1 and 2 work......Undoubtedly it follows that........[these types of comments in text books make people feel stupid when they don't understand the steps] ). In conclusion, I'll leave you with Khan's own words: "In the real world....... with its blatant inequities and tragic shortfalls in both money and ideas, new approaches are needed to prop up and refresh a tired system that works for some but fails for many. The cost of wasting millions of minds is simply unacceptable. (pg 228) " p.s. If Bill Hicks were alive today, he would probably be overwhelmed that someone like Sal is actually putting into practice what Bill and others have so passionately pushed for. "Here's what you can do to change the world, right now......Take all that money that we spend on weapons and defense each year, and instead spend it feeding, clothing and educating the poor of the world, which it would pay for itself many times over, not one human being excluded, and we could explore space, together, both inner and outer, for ever, in peace." - Bill Hicks

I've spent my 40+ year career first as a classroom teacher, then a student teacher supervisor, a corporate trainer and instructional designer, and a training manager. Over that period there have been many theories about teaching, training and learning technologies, and today there is much angst among teachers and technologists about the best way to learn. Add to all that the debates we're having on a national and political level about what to do about our schools as it relates to our current and future standing in the world, and education is not in a golden age right now. Amidst all of this consternation, Salman Khan has given us 1) a wonderful and optimistic learning example and design with his Khan Academy and 2) now a book that explains what and how he did it. Where other such ideas and solutions have done little but create more debate and finger-pointing, Khan did this first by starting with one person, then a few more, then all who would go to his YouTube channel, and eventually working with people and companies who wanted to help him succeed. What's most impressive and brilliant about his work is that he bases his designs on what seemed to work best for him as a learner, as an engineer and as a person who was not intimidated to work with VIPs. He was able to come up with pedagogical insights--not because of what he learned in teacher training ... he doesn't have any--but from what worked for him as a high school and college student that he then applied when having to address progressively larger audiences. What's completely effective, creative and totally original about "The One World Schoolhouse" is how Khan weaves together and sequences his ideas, metaphors and anecdotes in a way that's easy to understand, that still makes you think about what he is observing, and that is totally self-effacing and unpretentious... 1. He starts by laying out the principles he follows to engage students and describes in common sense ways why this works for students and learners. This could probably be considered his educational theory but in the way Khan describes how his cousins and then learners in general responded to his design this feels nothing like science. 2. He then describes how we have gotten to our current state in education and how his solutions address the issues he points out. This is so comprehensive that it addresses issues across the whole learning landscape and not an isolated part of the context of schools and learning. 3. In the third part--my favorite--he describes how he and his wife decided to go all in on the Khan Academy and how some very important people--inspired by their own personal use of his videos for themselves and their kids--offered him capital to build out his solutions. It seems rare when people make decisions for the good of their audiences and are then rewarded for it. You can see that what has made Khan and his Academy so successful has been his personal ability to break difficult concepts into building blocks and knowledge maps that allow each learner to eventually learn successfully. The way he constructs this third part of his story is genius and just plain inspirational. 4. Having established his credibility, Khan then completes the book with nine components that make up his vision of education for the future. This part could be seen by many as idealistic, but for the fact that he has been so successful so far by following those same instincts. This is an incredibly important book in the face of all that's happening in our country politically and economically, where it appears hopeless for disadvantaged people and their children to succeed in schools and then professionally. It cuts through all the fears and rationalizations educational and training people are expressing now about their future roles in teaching others. Hopefully, Khan's example will inspire others to think about learning in very different ways.

Salman Khan has contributed heavily to the changing educational landscape with his online Khan Academy. In this book, he writes i detail not only about that - where the ideas came from, what kind of software he used to create it - but how he envisions it and similar services as part of a larger educational picture. Much of the first half of the book is devoted to discussing what Khan thinks is wrong with the current model of schooling, what he calls "the Prussian model" as a reference to its origins in militaristic Prussia. This, contrasted with the pedagogical ideas he thinks work with the way we learn and how society is (or should be) structured. The usual suspects are on the list of things Khan doesn't like about our "Prussian" education model: passive learning through lecture, standardized curricula and assessments on the same timetable for everyone, an excess of homework, and students having no real control over what they learn and when. How does Khan want education to be? In the second half of the book, he discusses his experience creating the Khan academy (often inadvertently stumbling onto pedagogical practices that have been independently validated) and his larger vision for a "One World Schoolhouse." In this Schoolhouse, Khan envisions mastery learning where, instead of passing onto the next level when you score more than 7x% on the exam (taken at the same time as everyone else, to ensure grade level uniformity), students move on when they exhibit a high level of mastery (think closer to 100%), and this can be done at ANY time. If students take the test and only get an 80%, they learn more and retake on their schedule. Khan also sees students much more in charge of what they learn and when, especially given that we have the technology - video and otherwise - to make that happen. Lastly, it is important to realize that Khan is not solely advocating for students watching videos and taking assessments a la Khan academy; he also envisions that there will be tons of activity - once students learn certain basics via direct (often video) instruction, they will apply this knowledge via projects, games, discussions, etc. But the most important part about all of this is that it will not be homogeneous by grade (but skill level) and teachers will function less as "teachers," and more as coaches. Maybe without knowing it, Khan is essentially a progressive educator a la Dewey or (more likely) Kirkpatrick. I'd also suggest that Khan's vision is much the same as psychologist William Glasser's vision articulated in such books as The Quality School. THe difference is that Khan really has done much of what he is talking about doing - often, as said earlier, stumbling upon "good pedagogical practice" without knowing it had been validated by independent research. There are two things I must criticize about this book. First, Khan does not deal with potential criticisms AT ALL. And there are potential criticisms, sometimes obvious ones (even ones I don't agree with but I know others might). First, what about when kids are just too young to have any real sense of what whey should be learning? Does this model work all the way down to the level of, say, first grade and if so, are there any modifications needed? (My sense is that there will be modifications needed in the way of how much freedom students have to choose what they want to learn; while they can and should be as free as possible, I wonder if some structure will need to be in place.) Second, Khan's model may evoke concern that students will not be learning the same things in a way that we all come out with a "common core" of knowledge (this is more a concern for some than others, but it deserves addressing.) Third, while homogeneous age groupings clearly have disadvantages, are there as many disadvantages to heterogeneous age groupings, like lack of continuity with peers? At times, it feels like Khan is so concerned to articulate his vision that he may be accused of putting an excessively rosy spin on it and glossing over potential (obvious) criticisms. Other than that, this book was an awesome read. Like many books discussing "disruptive innovations" in enthusiastic ways, this book had me reading straight through into the wee hours of the morning. Maybe I am susceptible to the intrepid "in the future, it could be different, and here is how" thinking; if you are, you will love this book just as much as I did. Khan clearly cares about students and his articulation of the One World Schoolhouse ideas has just enough utopia to make it interesting and beautiful, but just enough reality to give you the sense that we can achieve it.

This is a very important book, not just because of the successes that Mr. Khan’s Academy have spawned, but because it includes a serious historical critique of our current system of education. The current system is broken, but why? Khan sees a system anchored in Prussian practices (a contextualization which is designed to create spine chills) that are no longer viable in light of our common knowledge (the human attention span is approximately 10 minutes) and our new capabilities. The key notion is ‘mastery’ learning. In my state I am surrounded by drivers who ‘passed’ with a 70% grade on their driving tests. How important is the 30% which they failed and how do the elements within that 30% put my life at risk? Khan would have all students receiving grades of A because no student would be able to move beyond course material without having achieved mastery of the totality of that material. This is a far greater problem in STEM fields than in, e.g., the humanities. Each English teacher will admit to having overlooked certain ‘key’ texts. In my undergraduate years, the director of the Woodrow Wilson fellowship selection committee in my section of the Midwest (a significant position) admitted that he had never read the most important (or second most important) English novel of the eighteenth century, TOM JONES. In science this will not do. If you learned nothing about carbon in freshman chemistry, you are going to be challenged when you take organic chemistry. This will be the case in any field that involves cumulative knowledge. So long as we continue to ‘pass’ students who have not achieved mastery in individual STEM fields (particularly mathematics) we will foreclose their options in postsecondary and graduate education and in their future career options. Khan attributes many of our problems to inertia; we have simply done things in a certain way for so long that we have difficulty even contemplating changing. An obvious example is the summer break, a wonderful idea when the majority of America was agrarian and students were needed to help with the harvest. Now we let expensive infrastructure sit (largely) unused from the second week in May to the third week in August. He also scores a series of very worthy targets: bloated administrations, absurdly-high costs and the endless dividing of subject matter into isolated microspecialties. He argues that we definitely need foundational material (in contrast to many of the so-called progressive educators who depreciated the importance of core learning), though he believes that much of this could be acquired with approximately 1-2 hours of dedicated work per school day. He wants to free up students to pursue their interests wherever they might take them. This works very well, of course, in an Oxbridge tutorial system, where students are free to depart from a lockstep syllabus and, with their tutor’s guidance, follow their curiosity. It is more difficult in a system of near-universal education with large enrollments, large classes, and tight budgets. I would add that it is increasingly difficult when the presumed foundational knowledge no longer exists. For example, he gives the example of the Louisiana Purchase, arguing that (in our days of narrow coursework with rigid borders) American students are likely to be told that this was a stunning bargain, testifying to Jefferson’s genius and cunning, rather than a Napoleonic necessity, given his need to fund his military adventures. I agree wholeheartedly with his desire to see knowledge wholistically, but in a contemporary college course in American history at many American institutions the lecturer will be dealing with a student body which often could not locate Louisiana on a map (much less the dimensions of the Purchase territory), could not identify Napoleon and may well not know which came first, the renaissance or the enlightenment. While he is not naïve with regard to the reach of information technology he is certainly correct that the youtube material that he has developed (and the internet in general) can extend foundational learning and facilitate the individual’s quest for knowledge. He is probably correct that, ultimately (as my great 19thc teacher, Royal Gettman always said), the only knowledge that endures is that which is self-taught. He realizes that he is open to the criticism that his program will be for the very few (he gives the number of 20%; many would put it closer to 10%) who are highly motivated, tenacious and endlessly curious. He is encouraged by the results which have been attained with the usually-challenged students who have utilized his program and I want to believe that he is correct. Certainly, the GI Bill generation’s experience suggested a vast range of possibility for those with their backs to the wall and exceptional vistas before them. Contemporary studies such as that by Richard Arum and Josipa Roksa (ACADEMICALLY ADRIFT, 2011) suggest that this task will be far more difficult than he imagines. Left to their own devices contemporary American college students spend what looks to earlier generations as a jaw-dropping, inordinate time on socializing. In the course of THE ONE WORLD SCHOOLHOUSE the author explains the theories behind his system; he recounts the manner in which his Academy came to be and he explores what the ideal institution of the future would look like. This is presented with lucidity and passion; no one interested in education will come away from this book without a multiplicity of fresh ideas and stimulating suggestions. That ideal institution, which is based in part on Waterloo’s co-op program, focuses (refreshingly) on learning and personal development. His institution bears no resemblance whatsoever to the contemporary university depicted, e.g., in THE CHRONICLE OF HIGHER EDUCATION. There are no wars over Title IX, over gendered bathrooms, of alienated faculty being punished for their tweets, of athletes involved in sex and drug scandals, administrators who embezzle, a diminishing tenure/track faculty being systematically replaced by contingent faculty, of cries for safe spaces and play-doh and an ethos which puts freedom of speech at significant risk. His interest is in learning per se and the best methods of securing it and for that we should all be grateful. I have seen the kind of institution of which he speaks and its Silicon Valley internships (part of his core vision) were vital decades ago. It is a place where students work with a highly gifted faculty with relatively few constraints. I have seen its classrooms at night when a student or two were covering a blackboard in equations. Its sole student problem, it seemed, was the socialization of brilliant students who had skipped multiple grades and were surrounded by students several years their senior (a situation which SK encourages; in the one-room schoolhouse the older students tutored the younger students and served as role models and even heroes/heroines). The only problem with this institution, the California Institute of Technology, is that it serves approximately one thousand undergraduates and one thousand graduate students in a country with 20,000,000 students in higher education. It is important that it serve as a model, but while I would dearly love to see its practices generalized that is not likely to happen in an academic ethos which is now largely vocational, corporatized and politicized. Salman Khan’s alternative system would put a serious dent in the current establishment’s market share without succumbing to the manifest flaws of for-profit education. While that is something that we might greatly desire, it is not likely that we can expect its reach to expand beyond those who are serious, motivated, focused and curious. Some of those, however, who are being failed by the current system might be reclaimed. Mr. Khan should receive our aid, support and thanks for his efforts on their behalf.

To begin with, I should disclose that Sal and I have been friends for roughly a decade and a half (since we met at MIT) - so my review is tainted in that regard. I ordered the book the day it became available, received it the following day and devoured it in one sitting. However, my ability to do so was largely facilitated by numerous conversations I've had with Sal about these topics, especially over the course of the last 6-8 years when he embarked on the fate walk that resulted in Khan Academy. The One World School House is a veritable tour-de-force of powerful thought provoking ideas; my ability to write a cogent review so soon after reading it was undoubtedly aided by effectively having had a sneak preview of many of its core tenets and also having had a chance to let its ideas percolate. This book is a must read - especially for anyone who has any interests in the current system of education. The book elegantly weaves together three separate threads: (1) A mini-memoir of Sal's life and the history of the Khan Academy; (2) How the current educational system we have in place came to be and fundamental issues with practices employed by the current system (especially as it relates to both how we learn and what function education plays in today's world); (3) Paradigm shifting ideas for dealing with some of the shortcomings that are in place today. Education reform can be a touchy subject, so I suspect that a book of this nature will attract polarized reviews. However, I do believe there is still tremendous value in reading a book, even if you don't agree with 100% of what it has to say. While reading this book, you get a peek into how Sal and other efficient learners operate. They are curious and aren't afraid to ask even basic questions. They make connections between the material they are being exposed to and what they already know. Moreover, they engage actively with the material (rather than restricting themselves only to receiving knowledge passively through a unidirectional lecture). Finally, they dive deeper into that material (often repeating all of the above steps over and over again). There is nothing sacred about these processes - almost anyone can become an efficient learner if they are afforded an opportunity to employ them. Unfortunately, many of our current educational practices, which were inherited hundreds of years ago from the Prussians (with minor adjustments made over time), are at odds with these more optimal learning processes. For example, antiquated models limit the amount of "time" we have to learn a particular concept, and in-turn introduce variability into how well we understand that concept. With a limited amount of time, we aren't always able to engage our curiosity or make deeper connections nor are we always able to engage with the material actively and in depth. The result is that significant deficiencies in a student's knowledge are introduced. Those shortcomings get compounded over time, leading to Swiss-cheese gaps that render it impossible for students to attain requisite proficiency, especially in more advanced subjects. Sal describes how these concerns formed the basis for the Khan Academy's vision. He notes that we are undoubtedly dealing with a thorny problem. Not only are some of the traditional approaches to education flawed based on today's needs, but there are a veritable quagmire of interconnected practices that make it hard to rectify any one issue in isolation. Fixing the system will require us to make fundamental changes and necessitate a larger conversation. We are at a historical inflection point where we have the ability to make important changes in education. You should absolutely read this book so that you have an opportunity to both follow and actively engage in what is certain to be one of the great dialogues of our times.

My Khan has written a stimulating account of the establishment and progress of the Khan Academy,. He begins with his initial effort to assist a cousin with some high school math and with his early instructional videos. As he relates his story, he interrupts to offer a rationale for his approach, and we find that he has looked over a century's worth of research and trends in education and combined that with his own observations and prejudices about how to improve teaching and learning. He is appropriately quick to credit ideas of others and to minimize what may seem new in some of his approach. Basically, Khan recommends the "flipped" classroom: students view short (~15 min) video lessons at home and use the classroom for mentored practice. Just as this starts to seem impractical, he reminds us of the one-room schoolhouse of times past and how efficacious that could be (but only under the auspices of an expert teacher and cooperative students). Further, such a classroom permitted multiple levels of progress - students worked at their own paces and levels. He couples this with the concept of learning to mastery. Sounds nice but optimistic, doesn't it? But wait. Khan persuades a school and then a school system to try these approaches. In on-going experiments, the flipped classroom with learning to mastery at individualized rates is working. We see how internet technology can be used to advance teaching, learning, and assessment. We also get a prescription for how we might better train classroom teachers (for whom Khan shows great respect, and whose interaction with students he values). Such ideas as Khan presents may seem impractical when scaled up, but in fact, some of these active learning techniques are working even in large college lecture courses. Khan and others are making real progress in improving education, and Khan is showing us how to successfully use technology in our classrooms and homes. Mr Khan writes clearly. Even though he lays on the occasional unsupported generality, he focuses on what works and on designing clinical trials with appropriate control groups, a rarity in educational research. Academic education experts may find much to disagree with, especially as this "outsider and upstart" has such success outside their establishment. However, I found this book quite stimulating. Khan invites us to abandon our prejudices about education and envision a better way. Furthermore, he is moving ahead on a broad variety of subjects and in many languages to discover and demonstrate how technology, in combination with good teachers, can advance education worldwide, while making better use of resources (such as money for education). The book is a quick and extremely worthwhile read.

The problems in public education have been well known for some time. It is far too expensive and it (generally) delivers a grossly inferior product. That hurts a lot of people. Because of entrenched special interests, it is scandalously resistant to reform and change. Kahn has the credibility of a successful model, a plan, and a winsome personality. This book was a joy to read-I read it in one sitting on a flight to India. I am in the higher-end video production business and there is almost nothing with Kahn Academy videos that you would ever point to as the right way of doing anything-except for two things-they are cheap and they work. That's hard to beat. That they are quick and cheap meant that the idea could quickly scale. They work because Salman Kahn is a very good teacher and a warm, affable, and likeable guy. I don't think that the quick and dirty approach will work for every subject-some subjects are visually rich, (think "Planet Earth") and some subjects don't lend themselves to being taught with simple little drawings. I wish that Khan Academy was around when I struggled with 8th grade algebra. That was the beginning of the end of my interest in math. There were large chunks that I did not "get," and Kahn Academy would have been perfect for filling in the holes in what Kahn calls a "Swiss Cheese" education. I thought I was stupid. Of course it did not help the learning process that I was a target for Jeff Warpel who sat in the back of the class and had the ability to spit about 15 feet by forcing saliva at high pressure between the space in his two front teeth. He could hit anyone at will in the back of the neck. Since I was a "behavior problem" I was in the front row where Mrs. Henning could keep an eye on me. Warpel took great delight honing in on a target just under the teacher's nose. Yes, that was a distraction to learning. Jeff, I forgive you. But I digress. If you are interested in the subject matter like I am, this book is an absolute must-read. Godspeed Mr. Kahn!

>>>...>>>"THE ONE WORLD SCHOOLHOUSE", Circa 10.2012, is a "MustRead" Book, in 4 Parts, 259+ Pages, for those of US that want to know of the WHY and the WAYS that Education has and is being Reimagined...NOW / TODAY!!!... >>>...>>> Part One > From 2004 through 2012, Salman Khan ( @SalKhanAcademy on Twitter )( @KhanAcademy on Twitter ), Authority, Author and Knowledge / Thought Leader, etc. of > KhanAcademy.org < has put together and is still building a FREE, World-Class Education for Anyone, Anywhere on Mother Earth with Internet access!!!... One World Schoolhouse >>>...>>> Salman Khan has established himself, as an outsider, with no teaching background to tie him to broken educational models but delivers a FREE, Universal, Global Education model and explanations of how his simple---yet revolutionary---methods can help US achieve this inspiring goal!!!... >>>...>>> "THE ONE WORLD SCHOOLHOUSE" has a Past, Present and Future!!!...>>> If this has and will have value to YOU, YOU are not late for class!!!...>>> Ready, Let's Roll!!!... >>>...>>> Introduction : A Free, World-Class Education for Anyone, Anywhere. >>>...>>> Part 01 - Learning To Teach - 06 Sections. >>>...>>> Section 01 - Teaching Nadia. >>>...>>> Section 02 - No-Frills Videos. >>>...>>> Section 03 - Focusing on the Content. >>>...>>> Section 04 - Mastery Learning. >>>...>>> Section 05 - How Education Happens. >>>...>>> Section 06 - Filling in the Gaps. >>>...>>> Part 02 - The Broken Model - 08 Sections. >>>...>>> Section 01 - Questioning Customs. >>>...>>> Section 02 - The Prussian Model. >>>...>>> Section 03 - Swiss Cheese Learning. >>>...>>> Section 04 - Tests and Testing. >>>...>>> Section 05 - Tracking Creativity. >>>...>>> Section 06 - Homework. >>>...>>> Section 07 - Flipping the Classroom. >>>...>>> Section 08 - The Economics of Schooling. >>>...>>> Part 03 - Into The Real World - 07 Sections. >>>...>>> Section 01 - Theory versus Practice. >>>...>>> Section 02 - The Khan Academy Software. >>>...>>> Section 03 - The Leap to a Real Classroom. >>>...>>> Section 04 - Fun and Games. >>>...>>> Section 05 - Taking the Plunge. >>>...>>> Section 06 - The Los Altos Experiment. >>>...>>> Section 07 - Education for All Ages. >>>...>>> Part 04 - The One World Schoolhouse - 11 Sections. >>>...>>> Section 01 - Embracing Uncertainty. >>>...>>> Section 02 - My Background as a Student. >>>...>>> Section 03 - The Spirit of the One Room Schoolhouse. >>>...>>> Section 04 - Teaching as a Team Sport. >>>...>>> Section 05 - Ordered Chaos is a Good Thing. >>>...>>> Section 06 - Redefining Summer. >>>...>>> Section 07 - The Future of Transcripts. >>>...>>> Section 08 - Serving the Underserved. >>>...>>> Section 09 - The Future of Credentials. >>>...>>> Section 10 - What College Could Be Like. >>>...>>> Section 11 - Conclusion : Making Time for Creativity. >>>...>>> THE ONE WORLD SCHOOLHOUSE closes, for now, with an Acknowledgments and Notes Sections! >>>...>>> Salman Khan closes with this message, "If Khan Academy proves to be even part of the solution of our educational malaise, I will feel proud and privileged to have made a contribution!"... >>>...>>> To US as Learners!!!...>>> Take Your Time To Read & Learn, etc. How Education Is Reimagined!!!...>>> It Will Be TIME Well Spent!!!...>>> Carpe Diem / Seize The Day!!!...>>> Time Is Our Only Non-Recoverable Resource!!!...>>>Michael!!!...