What is the nature of learning, as opposed to the nature of education? Holly Chesser, with SAIS, posted a story yesterday about a high school math student who, two weeks into the semester had already pretty much given up any future in math. She just was not grasping some foundational construct, and in math, you just keep getting further behind. The teacher charged on. Holly is frustrated. Is this what we are all working so hard for?
Go to her post and read the story; it is short, eloquent, and will resonate with you. Her final comments are:
“If we haven’t convinced teachers and administrators that the classroom should be first and foremost a place of learning, then we are never going to transform the student experience. The raison d’être of every technology device, every opportunity for professional development, every new initiative must be to increase student learning. Why haven’t we been successful in getting that message to resonate? Do we need to come up with a new strategy?”
Holly shot me an email and asked me “Are we spending a lot of time as education advocates cooking up delicacies when some (maybe the vast majority) of these kids just need bread?”
Here is my response:
I don’t think you are wrong, Holly; I think you are spot on. I have always believed that our challenge is to teach students how to learn more than it is to teach students what to know. Hopefully the world is starting to come around to that idea. I have picked up from Bo Adams the habit of talking about “learning” rather than talking about “education”. This was the basic premise and genesis of The Falconer 30 years ago: if we don’t want to learn, we won’t. There are steps that have to be in place before stuff like problem solving, which is where traditional education starts. It leaves out all the steps that entice people (students and adults) want to learn, not give up, fight hard even when they don’t get it. Great teachers create the path for their students to do all those things.
The concept is really simple. What is hard is that we all resonate to different rhythms and frequencies. So a teacher, who has to teach dozens or scores of students, has to find a set of rhythms and frequencies that work both for the individual and for the group. This is not easy, but it is doable; just ask John Hunter or any other really great teacher. And just because it is hard does not make it wrong; in fact it makes it right. Just ask John F. Kennedy (we all recall his speech about why America needed to go to the moon).