One of the questions I’m often asked is what my “philosophy of education” is; what I believe about students and their learning. It’s a difficult question, not unlike asking a car enthusiast what their favorite vehicle is, or a musician what their favorite song is. The answer is nuanced. It depends on a variety of constantly shifting factors that influence a child’s experience in school like friendships, home life, the teacher, the topic being discussed, the time of the day, what they have (or haven’t) eaten for lunch, and so on. For that reason, the core of my educational philosophy has always been to try to create a learning environment that is relevant and responsive to student interests and needs. What that means today may not (and probably should not) be the same as what it means next year, or even next week.
I also believe strongly in the importance of failure. That may seem at odds with the goals of education, but I think it is fundamental for meaningful learning. IDEO, one of the most innovative organizations in the world, holds that innovators should “Fail early, and fail often.” Through trying, failing, modifying and improving, students learn the most when they are “doing.” They also take something valuable and lasting that can be applied in the future, namely persistence and grit.
So how do we help structure learning experiences for students that are relevant and which support the process of what I would call “forward failing?” I think the answer is to look at real life. Children (and adults for that matter) learn through problems and questions. Why is the sky blue? How can I create a bridge to get from one side of the water to the other? How do I get to the next level on Angry Birds? The right question can do more to inspire inquiry than the most engaging “lesson” ever will. That’s why I believe that the right question is far more important than the right answer. As students and teachers explore questions and problems together, they develop content knowledge, skills in reading, writing and research, and the ability to communicate and collaborate effectively with others. In the end, what students take away from a meaningful question is far more lasting (and more widely applicable) than basic content knowledge.
Strong questioning does one other thing for student learning that isn’t immediately obvious, but is still abundantly important for young learners. Strong questions, and real-life problems, allow students to view themselves as part of something bigger – to begin to see themselves as global citizens. I believe that one of the most important things we can do for students is to provide them opportunities to engage in the world around them. In addition, students learn a great deal about empathy and community engagement through opportunities for service learning. When we give students a chance to connect with the world around them in supported, relevant ways, we give them the opportunity to see themselves as agents of change.
Education should also be fundamentally focused on developing students that will be successful in college and career; no easy task considering that we can’t predict what jobs will look like even 5 to 10 years into the future. So what does that mean for us as educators? I believe that we are wise to take a skills-based approach with students. There are certain elements of “content” that will always be important for students to know. But with the proliferation of technology, much of the traditional “content” we want students to know is more readily accessible – thus the acquisition of knowledge alone isn’t enough to help students distinguish themselves from others in the world around them. Instead, students need to be able to develop and hone the skills of collaboration, communication, and perhaps most importantly, innovation, in whatever field they choose to pursue.
A key component of that innovation will likely be technology and the ability of students to successfully engage with what researchers have termed “the internet of things.” However, the internet and technology pose particular challenges for schools. On the one hand, technology provides powerful opportunities for students to engage with information, construct knowledge, and collaborate with others. On the other hand, technology presents formidable challenges with regards to appropriate material and other threats. I believe that the most effective schools make digital citizenship and digital literacy a priority. Students must have structured opportunities to engage with technology and to learn the skills necessary to maximize it’s potential and avoid it’s pitfalls.
Technology also provides a unique avenue into another critically important aspect of education: creativity and fun! The best predictor of lifelong success is a passion and an interest for learning. Students in primary grades understand this passion well – as their days are filled with wonder and fun. However, as students grow, homework piles up and rigor becomes the primary focus. At that point the “fun” of school dwindles for most students. When creativity and exploration become a priority, students begin to see learning as a relevant connection to the questioning and wonder that is natural for them. When they are given the opportunity to explore, inquire, create and “show” what they know, they feel a sense of ownership and investment in their learning.
So where do we go from here? What’s next for education? I really couldn’t tell you for sure. The answer though, I think, harkens back to the words of IDEO: “fail early, and fail often.” In other words, we need to explore, try new things, and innovate. To be sure, these innovations and risks need to be grounded in research, known best-practices, and practical insight. However, they should be approached in the same creative, innovative spirit. After all, we learn far more from failure and revision than from following the status quo. That’s what I believe anyways.
A.Nelson 