ABSTRACT
Harvard’s David Perkins contrasts learning in captivity and learning in the wild. The latter is exemplified in what came to be known as ‘study support’, a misnomer for out-of-school activities that were not about ‘study’, not even requiring much ‘support’. How this transformed into something more ambitious in the shape of the Children’s University (CU) and its concept of learning destinations is described, with an example of one stunning such ‘destination’, Glasgow’s Centre for New Enlightenment. The chapter begins with the story of enthusiastic support from Prince Charles for out-of-hours learning.
