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Tony Wagner - Learning by Heart: An Unconventional Education

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Tony Wagner Learning by Heart: An Unconventional Education
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A page turner. With candor and clarity, Tony Wagner tells the story of his remarkable life and, in so doing, tells the story of our education system.
--
Angela Duckworth, Founder and CEO, Character Lab, and New York Times bestselling author of Grit
One of the worlds top experts on education delivers an uplifting memoir on his own personal failures and successes as he sought to become a good learner and teacher.
Tony Wagner is an eminent education specialist: he has taught at every grade level from high school through graduate school; worked at Harvard; done significant work for the Bill & Melinda Gates Foundation; and speaks across the country and all over the world. But before he found his success, Wagner was kicked out of middle school, expelled from high school, and dropped out of two colleges. Learning by Heart is his powerful account of his years as a student and teacher.
After struggling in both roles, he learned to create meaningful learning experiences despite the constratins of conventional schooling--initially for himself and then for his students--based on understanding each students real interests and strengthening his or her intrinsic motivations. Wagners story sheds light on critical issues facing parents and educators today, and reminds us that trial and error, resilience, and respect for the individual, are at the very heart of all teaching and learning.

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ALSO BY TONY WAGNER How Schools Change Making the Grade Change Leadership - photo 1
ALSO BY TONY WAGNER

How Schools Change

Making the Grade

Change Leadership

The Global Achievement Gap

Creating Innovators

Most Likely to Succeed

(with Ted Dintersmith)

VIKING An imprint of Penguin Random House LLC penguinrandomhousecom Copyright - photo 2

VIKING

An imprint of Penguin Random House LLC

penguinrandomhouse.com

Copyright 2020 by Tony Wagner

Penguin supports copyright. Copyright fuels creativity, encourages diverse voices, promotes free speech, and creates a vibrant culture. Thank you for buying an authorized edition of this book and for complying with copyright laws by not reproducing, scanning, or distributing any part of it in any form without permission. You are supporting writers and allowing Penguin to continue to publish books for every reader.

LIBRARY OF CONGRE SS CATALOGING-IN-PUB LICATION DATA

Names: Wagner, Tony, author.

Title: Learning by heart: an unconventional education / Tony Wagner.

Description: New York: Viking, 2020. | Includes bibliographical references.

Identifiers: LCCN 2019027347 (print) | LCCN 2019027348 (ebook) | ISBN 9780525561873 (hardcover) | ISBN 9780525561880 (ebook)

Subjects: LCSH: Wagner, Tony. | EducatorsUnited StatesBiography. | Student-centered learningUnited States. | Motivation in educationUnited States.

Classification: LCC LA2317.W32 A3 2020 (print) | LCC LA2317.W32 (ebook) | DDC 370.92 [B]dc23

LC record available at https://lccn.loc.gov/2019027347

LC ebook record available at https://lccn.loc.gov/2019027348

Penguin is committed to publishing works of quality and integrity. In that spirit, we are proud to offer this book to our readers; however, the story, the experiences, and the words are the authors alone.

Cover design: Colin Webber

Cover images: CSA Images / Getty Images

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For my grandchildren: Sasha, Sydney, Kiran, and River

May they always remain curious, creative, and courageous in their own learning

And for Robin, who taught me how to write a memoir

CONTENTS
INTRODUCTION

What does it mean to learn something by heart? For most people, the phrase connotes committing something to memorylike a passage from a book, a poem, lines from a play, or perhaps an equation. But what about the phrase getting to the heart of the matter? It suggests something very different, doesnt it? Something you cant arrive at by rote.

This is the story of a boyand later a young manwho rebelled against memorizing most of the things he was required to learn in school. Indeed, he refused to take to heart many of the things most adults told him. The lessons he was assigned and the world he was handed made little sense to him. And so he was driven to try to get to the heart of things, to explore what was truly important about a book, a moment in nature, a concept, an experience of another person, a time in history.

He wanted to understand what was really vital, after all, in order to make a meaning for his life and to work with passion and purpose.

It is my story, and the questions of whats most important to learn and how things are best learned continue to haunt and inspire me.

ONE
The Dropout

When I talk to people who have pleasant memories of their school years, they rarely mention the classes they took. Those who remember school fondly are far more likely to recall it as a time in their life when they had fun with friends. Or they excelled at a sport or joined in an extracurricular activity that excited them. Almost invariably, they say classes were easy for them, and so they got along with their teachers and brought home good grades that pleased their parents.

For many studentsthose for whom school is hard for whatever reason, or who are not popular or good athletesschool is tedious at best, torturous at worst. I was such a student. School for me was a giant jigsaw puzzle with many hundreds of tiny piecesa puzzle that came with no picture to guide me or tell me how it was all supposed to turn out. I was lost.

From first through sixth grade, I went to a small, coeducational private day school half an hours drive from where my family lived. I have only hazy memories of my classes and teachers therethings scrawled on the blackboard that we were told were important for us to know; heavy, dull textbooks that had to be lugged to and from school every day. What I remember most vividly was being an outlier. Most of the other kids were from the suburbs, and they saw each other frequently, after school and on weekends. But not me. We lived too far away. And so during recess, I wasnt invited to join in their play. I mostly just watched from the sidelines.

I was also slow to learn to read. Some kids naturally learn much later than others, and then, all too often, parent anxiety and teacher pressure fester and turn a late reader into an insecure learner. For several years, my mother dragged me to a tutor once a week. Mrs. Gray was patient and warm, unlike my teachers at school, and by fourth grade I was proficient. But the beginner reading books, organized by level of difficulty, and the assigned textbooks bored me, and I took no pleasure in reading them. I liked the smell of the blue ditto sheets, fresh off the mimeograph machine, that were sent home with us every night, but I hated doing the same math problems over and over. They were even worse than the reading assignments. I didnt do the homework most of the time.

About a year or so after Id really gotten the knack of reading, I fell in love with it just for pleasure. At first it was a series of books called We Were There. Each book was a fictional retelling of a real historical event featuring one or more kids as the main characters. I dont remember where I got the first one, but it took me awhile to get into it. By the age of eleven or so, I was reading most every nightfor myself, not for school.

I trekked the Oregon Trail, fought at the Battle of Gettysburg, dumped tea at the Boston Tea Party, nearly froze to death with Admiral Byrd at the South Pole. But it was the books about World War II that most captivated me: Id watched, horrified and helpless, as the Japanese Zeros screamed out of the sky and bombed our fleet at Pearl Harbor; I ate bugs to survive in the jungle during the Battle of Bataan; I charged ferociously at the German pillboxes above the beaches of Normandy.

I went on to read about the different ground campaigns of the war. The German general Erwin Rommel, known as the Desert Fox, fascinated me by the way he kept sneaking around the desert, attacking the British, then slipping away. Then I got interested in battles between big ships. I begged my parents to let me watch Victory at Sea, a TV documentary that each week depicted a different naval engagement of the war, using original film footage. The program always closed with the first verse of The Navy Hymn:

Eternal Father, strong to save,

Whose arm hath bound the restless wave,

Who biddst the mighty ocean deep

Its own appointed limits keep;

Oh, hear us when we cry to Thee,

For those in peril on the sea!

The music gave me shivers and made me feel sad. All I felt when they sang the hymns at our little Episcopal church each Sunday was impatience for the service to be over. I tried to imagine what it must have been like to be on a destroyer, manning a gun under fire from a Japanese battleship, terrified that a kamikaze would fly into us.

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