Why isn’t school more like
The philosopher Eric Hoffer once said, “In times of profound change, the learners inherit the earth, whilethe learned nd themselves beautifully equipped to deal with a world that no longer exists.”Which begs a simple, but telling question:
For decades—really, more than a century—the schoolhas existed as the information and knowledge commonsof every community. But in the most recent decade, wehave been living in a networking revolution that makesinformation abundant rather than scarce. This epochalchange has profound implications for the core characterand purpose of schools.Ironically, though, the slowest changing institution inthese times of rapid change is education—the industry that should be most focused on the constructs of learningoften appears the most resistant to transformation.Education faces problems. Its basic design is largely stuck in the image of industrial-age factories. It’s systemically misaligned with what we are discovering about the brain.It underperforms at developing the most preciousresource for our future—creativity. Almost 100 years ago, John Dewey said, “Education is notpreparation for real life. Education is real life.” Yet, oureducation system doesn’t look much like real life, and it’snot preparing kids for real life.Education is a complex entity in need of systemwideadaptation and accelerated change. We’re optimisticabout the potential of such adaptability and accelerationbecause we see examples of bright spots and promisinginnovation. A nucleus of change is expanding aroundideas such as project-based learning, design thinking, andgamication. Schools of innovative practice are emergingin the public, independent, charter, and post-secondary spheres—schools like High Tech High, The Nueva School, and The Studio School. And educational leadersof visionary determination are setting their shouldersbehind the drive for transformation.In the pages that follow, we’ve curated tight sectionson the
in education. Thesesections contain links to explore, articles to read, and videos to watch. The resources gathered here are by nomeans exhaustive. Instead they are portion-controlledtastes, collected in one place to generate thinking,promote conversation, and build perspective. All so we can work more collaboratively and purposefully on the systemic transformation that education demands.