Can education be sold?

Relationship between commercialization and education is always controversial.  Here is an article about the nature of education and how it is different from consumption of luxury or other products.

Important quote from the article:

“treating students as consumers means encouraging them to see education as something to be consumed–not created” – Education included the involvement of students in the learning process, but not simply about consumption.

Education and commercialization is not simply a problem about ethic issue or any kind of business model, but it is a philosophical issue, which is about the intrinsic value of teaching and learning.

http://www.universityaffairs.ca/opinion/speculative-diction/can-education-be-sold/

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Can education be sold?

[Space]Spatial Music: Design and the Polish Radio Experimental Studio

Depending on the type of recording, the whole apparatus changes like a chameleon, and the composer, changing the “qualities” of the wall, acts a bit like a sculptor and a bit like a painter. This whole system could be easily described as optical music recording . . .
—Oskar Hansen

This Article described Oskar Hansen’s Idea of the freedom(of program) of space within a studio.

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Link: http://post.at.moma.org/content_items/335-spatial-music-design-and-the-polish-radio-experimental-studio

[Space]Spatial Music: Design and the Polish Radio Experimental Studio

Whats makes pedagogy radical? | Harriet Harriss on TED Talk

“This talk was given at a local TEDx event, produced independently of the TED Conferences. Architectural education is currently undergoing seismic shifts. While some
perceive this transition as a weakness, others consider it a reflection of an ability to respond to changes taking place in the society architecture seeks to serve. Similarly, radical pedagogy is concerned with how knowledge and education can or should change to best serve the needs of educators, students, and society at large. For education to be radical, it needs to be reflective and critical as well as responsive and willing to take creative risks that respond
to change in real time. Fixed professional curricula are but a brittle bone—by refusing to adapt, their integrity fails. Subsequently, fluid curricula serve society and the needs of students, ensuring their own relevance and even survival.

Harriet Harriss is also the founding director of “Live Lab,” a university-situated incubator for architecture business start-ups and community-engaged student projects committed to social innovation. Her “Live Project” programs partner public sector organizations with architecture students to co-create real-time designs that respond to specific community challenges. This program also enables design students to gain key professional skills during their higher
education training, empowering the architects of tomorrow to achieve civic
engagement and more impactful design responses.”

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