From education to learning systems

Why education systems

We created education systems so everyone could become active participants in and contributors to our community. Our education systems could evolve to become learning systems creating opportunities for learning experiences in the real world and creating opportunities for learning experiences and creative experiences in our theatre of a new world so we could all become more able to create a new world of possibilities for ourselves and for our future as a community.

Learning how to learn is the best investment we can make to improve our experience of life and our ability to create a life for ourselves in our community. Creating opportunities for everyone to learn how to learn is how to create possibilities for ourselves as a community.

We can move from the idea of education to the idea of creating opportunities for learning experiences, and from the idea of being taught to the idea of exploring how things are, how things work, who we are, and how we could do things.

If you wanted to change an ancient culture in a single generation, how would you do it? You would change the way it educates its children
Schooling the world

How do we educate our children to take their place in the economies of the 21st century as we can’t anticipate what the economy will look like at the end of next week.
Ken Robinson
from Changing Education Paradigms – Film

What to learn

This is what I think we need to learn to be able to more successfully address the challenges we are facing in our world today and improve our ability to contribute to opportunities we have to create a better world for tomorrow.

• We need to learn how to learn.
• We need to learn how to respond to our experience.
• We need to learn how to change the way we see and do things.
• We need to learn how to contribute to changing how others see and do things.
• We need to learn how to communicate.
• We need to learn how to create relationships.
• We need to learn the art of creating.
• We need to learn how to overcome our fear of loss, harm, and failure.
• We need to learn how to respond to our experience of loss, harm, and failure.
• We need to learn the art of creative community enterprise.

If we spend more time learning how to do these things better we will all be better off.

from Blueprint for the Future

How we learn

We learn from appreciative observation, exploration, and consideration of our experience, from conversation, and from our experiences in pursuing our interests and our enterprise.

We learn from modeling. If we don’t understand something, or how to do something, we will have a hard time helping others learn.

Learning the process of learning and creating learning experiences for ourselves and with others is the most highly leveraged way to improve our ability to successfully pursue our interests.

The future of education

What is required is a radical re-conceptualizing of the teaching and learning process, where the goal becomes “helping students learn” rather than “teaching.” We need to lift ourselves above the instructor-instructed dialectic, and above that equally factitious binary of teaching and research. Were we to see the terms in each dialectic as complementary rather than oppositional, then we could imagine a wider, possibly infinite, range of models for learning. We could craft processes of study better suited to the outcomes sought by students, more efficient and more encompassing in the deployment of resources, and less vulnerable to changes in our material circumstances.

from It’s time to transform undergraduate education
University Affairs
Patrick Deane,
President and Vice-Chancellor, McMaster University

Challenging how students engage in learning

Peter Liljedahl, a professor in the faculty of education at Simon Fraser University, has conducted research in building what are known as thinking classrooms, that include the formation of random groups to learn together and understand problems through activity and discussion. Prof. Liljedahl said it is important to get students to think in deep and meaningful ways about, for example, mathematical concepts.

In Ms. Marsella’s classroom, teaching is an active process and teams of students worked on whiteboards to solve problems, instead of in notebooks. The idea was that they collaborate openly and take more risks because they could erase mistakes along the way.

A mark-less math class is challenging how students engage in learning
Caroline Alphonso, Education Reporter
The Globe and Mail, 2019.03.17

Creative community centres

Centre for Learning
Centre for Creative Conversation
Centre for Creative Leadership
Creating Our Learning Systems