Ken Robinson's New Paradigm

Sitting here today, watching the snow fall, I watched an old video that I have not seen for about two years. I was introduced to Sir Ken Robinson's theories by a professor from the Mount--Dr. Ludmilla Smirnova. She was definitely a person who loved knowledge, and the new ways in which knowledge is transmitted in our new millennium. She understood that we as teachers are the instruments of change, and that the challenges facing our society are significant and we will need people who know how to think creatively. There is a pressing need for change in our school system, and this is because of the deficient results that our educational system is offering. Despite the significant influx of money being assigned to educational institutions, the reduction of class sizes, and the emphasis on Math and Science, our literacy levels are degrading, along with the amount of students graduating. Our drop out rates are increasing, and many are giving up on learning. And with the numerous challenges ahead of us in this coming century, we are going to need people who know how to solve problems in new and innovating ways. In fact our whole social system is in need of a paradigm shift, and as Sir Kenneth Robinson points out it must start with a major overhaul in our schools, and institutions of higher learning.

He first begins by conveying the nature and origin of our being and then moves further into the educational system that is now in place. His idea is that our system "systematically destroys the capacity" of our creativity. Now we are not doing this "deliberately," but he believes that our system of public education is dominated by two ideas. One is "a conception of economic utility" which is implicit in the system. This is proven by the hierarchy of the school curriculum. He illustrates the preference of useful subjects and useless subjects. For instance math always takes preference over the arts. Robinson explains how when there are cutbacks, the arts such as music and dance are eliminated first because of their lack of "economic utility."He goes on to say that as students we probably found ourselves "benignly steered away" for the subjects we were truly interested in. Economic utility took precedence. A second premise that Ken Robinson identifies is culture, and maintenance of cultural values in the midst of globalization. Many societies are struggling with the premise of integrating their identities into the matrix of global society.

With regards to the deficiencies of our current public system, Robinson argues that our system was created on the model ideas of the enlightenment, and economic industrialization. People developed a consensus that intelligence was based on deductive reasoning, and a knowledge of the classics. Schools were developed to accommodate the economic needs of the time. The largest pool of people were those who performed blue collar work, and generally people suited to perform more menial tasks went to school until they were 12 years old. Then there were those who would go to secondary school to perform the administrative work, and they would basically attend grammar school until they turned 18. The smallest portion of people would go to university, and they were the lawyers, judges, and doctors. Now the problem with this system is the notion of intelligence the old system is based on. Robinson argues that many have succeeded in this mode of learning, but much more have woefully not. There are a multitude of people whose self-concepts have been ruined because of the hierarchy of the system. He says that "there are many brilliant people, who think they're not, and this system has caused chaos." The system seems an unfair way to judge people.

The changes taking place on earth are without precedence. Our system was conceived during the age of revolutions both political and industrial. School were shaped to fulfill society's demand. Currently our educational system is not equipped to handle the rapidity of change. Although there has been many reforms in education, Robinson argues that Education needs to be transformed. He argues that we currently educate our citizens from the "outside" meaning we compel students into what society demands. Some of these factors are intelligence, ability, economic purposes, and what people need. He instead argues that the student should be the focus, or "personhood" the imperative. People do their best when they do the thing they love, when they're in their element. When people connect this powerful sense of talent in their self, they become somebody else. It is in this element that the student will develop into their finest capabilities, and spawn creativity. We need to shape minds into creative thinkers due to the massive problems our society is facing. World-wide the growth of cities, the problems of the environment, and drain on resources will be major challenges in the next century. Our current system of education is not preparing people to contend with the nexus of connecting crisis coming. Too many are fooled with a false notion of intelligence, and being left behind. Focusing on each person's individual talents will keep people motivated to develop and become creative thinkers.

Rousseau's Emile ou l'education

Rousseau was a famous philosopher from the 1700's, and his thought on the matter helped to lay the frames for our current ideas on what an education should be. Before we make a judgement on his thought and theory, we definitely have to consider the time period he was writing in. Education at the time was reserved for the wealthy, and the upper classes who could afford private tutors. There were schools, and colleges but reading and writing was most likely done in the home. In Rousseau's writing "Emile ou l'education," he starts at the very beginning and brings us into the youngest years of the child, and reinvigorates the understanding that the parents truly are the child's first teacher. He highlights the ideas in a quote which I've chosen as a heading for one of my blogs.

We are born weak, we need strength; we are born lacking everything, we need aid; we are born stupid, we need judgment. All that we lack at birth and that we need when we are grown is given by education.

This quote has caught my attention because Rousseau defines the root of the word "education," and its original meaning from Latin, which is more closely defined as "nurture." This idea to me links teaching and parenting closely. Even as a secondary teacher, I must constantly plant my methods to accommodate the growing child. The early years of a growing mind, and even the teen years are so pivotal in the development of a person. Habits are learned, and unlearned, and how students develop will have a great impact on the rest of lives. This philosopher also states in this passage that we need "judgment,"an ideal that signifies to me the stern, and stringent methods a teacher needs to have in order to instill good habits in our youth. The world is not a perfect place, and students need to be judged for their behavior, and parents need to be there to enforce rules when students break them. Remember, we are preparing young people for the world, not a place that is always forgiving like an idea parent. They need to be toughened up, and prepared to face the world. Rousseau has a great analogy that accentuates the importance of creating good habits in our youth. He compares the growing mind to that of the growing of a tree (amazing how our neurons look just like the branches of a tree).

Nature, we are told, is merely habit. What does this signify? Are there not habits formed under compulsion, habits which never stifle nature? Such, for example, is the habit of plants that have had their vertical direction altered. Once given liberty, the plant keeps the shape it was forced into. And yet for all that, the sap has not changed its original direction, and any new growth the plant makes will be vertical. It is the same with the inclinations of man.

This is a great analogy that I think holds significant validity for those of us who have chosen the teaching profession. As a teacher in our modern era, we have to remember that we are not just teaching our content, but good habits. Habits that will stay with a student for the rest of their life. And once we miss those opportunities to shape a mind into a well conditioned educated citizen, transforming those non vertical "branches" will take force, and painful altering. Those who were not shaped in time may have taken the wrong directions, and there is no turning back once that happens. Our prisons, and correctional facilities are a testament to those branches that have grown in the wrong direction, and it is our responsibility as teacher to make sure "vertical" growth is the predominate direction for growth. Rousseau definitely has some great points that are applicable today. I will continue this summary later.228