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A transcript-matched topic anchored by excerpts such as "...the school culture in the leadership because you're not actually encouraging collaboration among teachers and"
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A transcript-matched topic anchored by excerpts such as "...the school culture in the leadership because you're not actually encouraging collaboration among teachers and"
Jiang says the coffee house worked because students ran a real business, served customers, collaborated, and learned finance and entrepreneurship rather than merely performing an extracurricular label.
He says historians, mathematicians, and programmers must collaborate because computers require numbers, equations, and models rather than ideas alone.
He closes by telling students that psychohistory requires many people working together and may be something they return to later in life.
He says Chinese teaching workloads are organized around teaching, planning and marking, and professional learning, with collaboration reducing the burden of large classes.
Jiang says the real point of the livestream series is collective learning, where each session builds on the previous one and helps the community explore topics together.
Another panelist says creativity is a response to need, not an end in itself, and emerges when teachers and students work together on social problems in the community.
He argues that China's education debate has missed the real issue because empathy, not just technical reform, is what links communication and collaboration to creativity.
He says the school often communicates empathy indirectly through related practices such as collaboration, communication, group dynamic, self-learning, self-care, self-understanding, and self-control.
"...the school culture in the leadership because you're not actually encouraging collaboration among teachers and"
"...waiters and provide good service to customers and it was a collaboration effort as you can imagine this is great for the students to..."
"Um, and, um, in the future we'll, um, you know, we'll, we'll, we'll record, um, everything. So if people can't make it, then, then..."
"But also going back to throughout history and seeing how history can be revamped or changed so that it's more accurate. Okay? Does that..."
"And maybe at some point, we can share this dream of psychohistory. You know? I know it sounds very complicated. It's very abstract. But..."
"If you want to encourage creativity, creativity is a response to need. It doesn't exist in a vacuum. Students are creative because they see..."
"Empathy itself is not a very well -known concept. In fact, there's actually no Chinese word for empathy. We've been trying for the past..."
"...essence has to be empathy, because empathy is the basis for collaboration, of course, understanding group dynamic and understanding the need to work with..."
"...ideas to express the same thing, empathy. So we talk about collaboration. We talk about communication. We talk about group dynamic. We talk about..."
"Yeah, you know, empathy cannot be done half -heartedly. You know, you cannot have a class on empathy. It has to be, it's like..."
Jiang's education argument begins with a narrow definition and ends with a democratic dream.
School says it teaches literacy, competence, creativity, and lifelong learning.
This first community livestream begins as an ask-me-anything, but Jiang keeps pulling the questions back into one picture: America is drifting toward a disastrous Iran war, domestic politics has become theater, and the only...
The final class turns collapse into an assignment: build a democratic psychohistory that can model war, correct history, answer great-man edge cases, and still preserve the human heart that wants to love, create, learn,...
The panel's strongest claim is that education reform does not fail first on money or technique.
Jiang begins with a vocabulary problem and turns it into a civilizational one.
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