The incidental learning architecture is a particularly powerful architecture for young children because they have been using it naturally as a way to learn. It's almost unfortunate for children when school begins at age five or six. At that point, incidental learning is thrown out of the window, and replaced with a "sit in your chair and do what I say" architecture.
We are concerned with allowing children the right to continue to learn without "studying" -- without artificially forcing the process. To accomplish this, we need to provide situations in which exploration is encouraged, rather than enforcing a rigid "teacher's agenda." Any agenda we do create must insure that the student wants to continue learning. The task of the course designer (as long as there are schools, there will be designers) is to find situations that allow for exploration, and that enable incidental learning to take place.
Children as Teachers
Where am I in the content of the book?