Risky Play: Why Children Love It and Need It | Psychology Today


Brilliant article, love the six categories.

I agree with Rob Wheway, a battle lost I fear, that we should say challenging play not risky play, but that is by the by.

All hail the new guru of risky play!

Teens Need Play, Too (Really, Humans Do) | Move TheoryMove Theory


Kwame speaking:

“We tell adolescents that they “play too much” and that they have to “get serious”. When they don’t study hard for school, we tell them that they need more of a sense of urgency about the world, without considering that this may be avoidance behavior or lack of engagement with the material.  Further, because we do this, they then tend to see themselves as “past play”.  I challenge that as well…”

Excellent. Seriously, do you as a playworker really cater for those older kids? And, hello my youth work chums, do you get that the yoof (still) need to play?

Read on…

I love Vonnegut, and I enjoyed his article when I read it in ‘Palm Sunday’ in 1984, but this piece of HBR fluff is a connection of illogic and overclaim

To Tell Your Story, Take a Page from Kurt Vonnegut​ http://feeds.harvardbusiness.org/~r/harvardbusiness/~3/gKaZm107iS0/

Read it, then ask yourself, what the drucker has this to do with bunny ears “big data”?

The Art of Wisdom and the Psychology of How We Use Categories, Frames, and Stories to Make Sense of the World | Brain Pickings


This is what I’m talking about.

If this blog is about anything, inbetween all the magpied shiny pretty things, it is about things that help with practical wisdom.

I hope that ‘irony’ is withering… Derek: Ricky Gervais waves goodbye to irony


Cool is bad. Quirk is good.

Sincerity is the new cool.

Believing in things is back.

Loveliness, as pioneered by Stephen Fry, is the new black.


I’m an independent and interdependent learner. I am not ‘self-taught’ nor am I an ‘autodidact’.

Thank you to this splendidly named author for telling me that.  I have always felt that those two terms were pejorative. In a very real sense, I have a PhD from the University of Life.


What Do Emotions Have to Do with Learning? | MindShift

This is how I teach!

”     Confusion, D’Mello explains, is a state of “cognitive disequilbrium”; we are mentally thrown off balance when we encounter information that doesn’t make sense. This uneasy feeling motivates us to restore our equilibrium through thought, reflection, and problem solving, and deeper learning is the result. According to D’Mello, engaged learners repeatedly experience “two-step episodes alternating between confusion and insight.” Back and forth, between perplexity and understanding: this is how the learning of complex material happens.    “