"In times of great change, leaners will inherit the earth, while the learned will be beautifully equipped for a world that no longer exists."
In his book Why School?: How Education Must Change When Learning and Information Are Everywhere, Will Richardson uses this quote by philosopher Eric Hoffer to illustrate the growing importance of having master learners (e.g., teachers) to assist students in becoming master learners themselves. I would go beyond that to say that this quote really captures the essence of what Richardson is saying throughout: in an age of abundance of information and accessibility, our education system needs to be reformed so that it produces true learners of the world, not merely learned people.
Overall, I enjoyed reading this little e-book. Richardson addresses the issue of educational reform by posing the question that makes a number of people in both private and public sectors squirm in their seats: With all the technology we have, what does the traditional schooling system still have to offer? How will schools adjust to the radical technological developments that have changed our social and cultural landscapes? Can schools adjust? Do we really, truly need them anymore?
What I appreciated most about Richardson's treatment of these questions was that, unlike countless conversations I've heard on the topic, he actually offers some solutions for true educational reform. He points out two diverging lines of thought that attempt to answer the question of how to bring the schooling system into the 21st century. One, which is probably more prevalent, focuses on "doing things 'better'" by changing the way educators deliver content to students. The second, and arguably more effective and authentic, focuses on "doing things 'differently'" by focusing on the skills needed in order to discover content. Richardson argues that for the vast majority of us, more information that we could ever know in a lifetime is only a few clicks away on our smartphones or computers, so why spend so much time learning and assessing irrelevant content? What students really need, he says, are the skills in order to successfully navigate the ocean of knowledge that is now quite literally at our fingertips; they need to be taught to sail, not just what the ocean or boat is made of.
Why School? does offer some reasonable elements that will need to be a part of any effective reform to the educational system, but I continue to wonder how underlying skills -- self-discipline and responsibility come to mind -- will be developed when they seem to be increasingly necessary. Also, how will educators be able to find the time necessary to really affect these solutions in the classroom? Regardless, Richardson's treatment of these critical questions can serve as an intelligent and relevant springboard for further the conversation on authentic education.
In his book Why School?: How Education Must Change When Learning and Information Are Everywhere, Will Richardson uses this quote by philosopher Eric Hoffer to illustrate the growing importance of having master learners (e.g., teachers) to assist students in becoming master learners themselves. I would go beyond that to say that this quote really captures the essence of what Richardson is saying throughout: in an age of abundance of information and accessibility, our education system needs to be reformed so that it produces true learners of the world, not merely learned people.
Overall, I enjoyed reading this little e-book. Richardson addresses the issue of educational reform by posing the question that makes a number of people in both private and public sectors squirm in their seats: With all the technology we have, what does the traditional schooling system still have to offer? How will schools adjust to the radical technological developments that have changed our social and cultural landscapes? Can schools adjust? Do we really, truly need them anymore?
What I appreciated most about Richardson's treatment of these questions was that, unlike countless conversations I've heard on the topic, he actually offers some solutions for true educational reform. He points out two diverging lines of thought that attempt to answer the question of how to bring the schooling system into the 21st century. One, which is probably more prevalent, focuses on "doing things 'better'" by changing the way educators deliver content to students. The second, and arguably more effective and authentic, focuses on "doing things 'differently'" by focusing on the skills needed in order to discover content. Richardson argues that for the vast majority of us, more information that we could ever know in a lifetime is only a few clicks away on our smartphones or computers, so why spend so much time learning and assessing irrelevant content? What students really need, he says, are the skills in order to successfully navigate the ocean of knowledge that is now quite literally at our fingertips; they need to be taught to sail, not just what the ocean or boat is made of.
Why School? does offer some reasonable elements that will need to be a part of any effective reform to the educational system, but I continue to wonder how underlying skills -- self-discipline and responsibility come to mind -- will be developed when they seem to be increasingly necessary. Also, how will educators be able to find the time necessary to really affect these solutions in the classroom? Regardless, Richardson's treatment of these critical questions can serve as an intelligent and relevant springboard for further the conversation on authentic education.