The Very Spring and Root

An engineer's adventures in education (and other musings).

This content shows Simple View

leadership

What is 21st Century Education?

In PD last week, we watched this video as a precursor to a discussion on how to incorporate more leadership skills into our school curricula and activities:

I love this; it’s a great visual montage of data is continuing to change.  To me this is among the best arguments for designing curricula that go well beyond what we simply want students to know. Because knowledge itself is changing so quickly (and so instantly and comprehensively searchable now to boot), the value of content knowledge for it’s own sake has become necessarily rather dilute.

My only complaint with this video is that it makes it seem like the disconnect between rote content instruction and more authentic learning is some recent deficiency in how we approach education, brought on by the sudden techno-boom of the 21st century. This is not a recent problem which we have been merely a little slow in recognizing.

While the contemporary world certainly comes with unique challenges that we cannot ignore, great minds in education have long railed against the futility of teaching nothing but facts and expecting the process to result in authentically well-educated individuals.

In 1968, Paulo Freire wrote in Pedagogy of the Oppressed:

Education this becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiqués and makes deposits which the students patiently receive, memorize, and repeat. […] [The students] do, it is true, have the opportunity to become collectors or cataloguers [sic] of the things they store. But in the last analysis, it is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart of inquiry, apart from the praxis, individuals cannot be truly human. [pg 72]

In 1916, John Dewey wrote in his collection of essays, Democracy and Education:

Why is it, in spite of the fact that teaching by pouring in, learning by passive absorption, are universally condemned, that they are still so entrenched in practice? That education is not an act of “telling” and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. [pg 38, III. “Education as Direction”]

That science may be taught as a set of formal and technical exercises is only too true. This happens whenever information about the world is made an end in itself. The failure of such instruction to procure culture is not, however, evidence of the antithesis of natural knowledge to humanistic concern, but evidence of a wrong educational attitude. [pg 219, XVII. “Science in the Course of Study”]

So even without cellphones, YouTube, and Google, these educators (writing 45 and 97 years ago, respectively) understood that a good education (and particularly for Dewey, a good science education) cannot be measured in units of facts-retained.

So why hasn’t anything changed in at least a hundred years or so? What Freire calls the “banking” model of education continues to be the bread and butter of mainline K-12 pedagogy — driven not by teachers, but by the archaic curriculum standards to which they are beholden. Of what value is the ability to regurgitate Newton’s Laws on an exam if the student’s curiosity and ability to engage with humanity’s understanding of the world is left underdeveloped? To be sure, content and curiosity are not mutually exclusive. But in the presence of so much negative pressure from quantitative standards and positive pressure from the ease of rote instruction, where is the weighting of that balance going to inevitably lean?

With the onset of the kind of change highlighted in the video, the imperative for “21st century education” does not become any different, though it certainly becomes all the more emphatic. When Dewey set up his University of Chicago Schools near the end of the 19th century, I think it likely that he made many of the same kinds of arguments that we are making in the early years of the 21st. That means that at least several generations of the status quo have passed by since this idea was proposed. What shall we do now, in the times we have been given?



Happy birthday to a war hero, former President, and among the last of a dying breed of gunslingers.

Many are fond of quoting him, but take a quick minute to reflect on this day: What would it mean if you took these words personally? How would you change the way you live your life, if at all? What if these exhortations were delivered personally, to you directly and no one else? No answer required, just the thought.

Notable quotes:

Now the trumpet summons us again -not as a call to bear arms, though arms we need; not as a call to battle, though embattled we are-but a call to bear the burden of a long twilight struggle, year in and year out, “rejoicing in hope, patient in tribulation”-a struggle against the common enemies of man: tyranny, poverty, disease, and war itself. […] The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it-and the glow from that fire can truly light the world.

A nation which has forgotten the quality of courage which in the past has been brought to public life is not as likely to insist upon or regard that quality in its chosen leaders today – and in fact we have forgotten.

As we express our gratitude, we must never forget that the highest appreciation is not to utter words, but to live by them.

For time and the world do not stand still. Change is the law of life. And those who look only to the past or the present are certain to miss the future.

I look forward to a great future for America – a future in which our country will match its military strength with our moral restraint, its wealth with our wisdom, its power with our purpose.

I’m an idealist without illusions.

Let us not seek the Republican answer or the Democratic answer, but the right answer. Let us not seek to fix the blame for the past. Let us accept our own responsibility for the future.

Mankind must put an end to war before war puts an end to mankind.

Modern cynics and skeptics… see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing.

No one has been barred on account of his race from fighting or dying for America, there are no white or colored signs on the foxholes or graveyards of battle.

Too often we… enjoy the comfort of opinion without the discomfort of thought.

If a free society cannot help the many who are poor, it cannot save the few who are rich.

With a good conscience our only sure reward, with history the final judge of our deeds, let us go forth to lead the land we love, asking His blessing and His help, but knowing that here on earth God’s work must truly be our own.

Do not pray for easy lives. Pray to be stronger men.

— John Fitzgerald Kennedy.




top