Most of our education system is geared towards a particular conception of a student and her specific way of learning. Let’s face it. We give our children the same amount of time to learn every day. It is the same time in the day for learning. It is mostly the same cohort with which you learn. The same methods applied to each student. The same subjects to learn. The same textbooks to read. The same boundaries of what you can or cannot do. The same metrics to judge performance. The same number of years to study. The same choices each year until they leave, and then precious little choice of what to learn afterwards. Day after day. Year after year.
On the other hand, we struggle with this sameness. No two students are the same, we say. Learning should occur outside too, through real life applications and experience. It should probably also be flipped. We should use digital content and technology to give students more choice and exposure. We strive to be different each day, try to negotiate their individual complexity within these constraints.
It is almost as if these are two different things – schooling and learning. The end results are fairly predictable. Our children learn to cope with the system. Some manage to master it. And some give up.
Does each student take away enough to be all that we desire them to? Are they really equipped to be responsible citizens and family?
The sameness of our system is a dramatic simplification of teaching and learning. Our struggle against it, a Sisyphean challenge. Our success, partial at best. Thousands learn , but millions don’t quite get there. A scorecard we would not and should not find acceptable.
Do we know any better? Perhaps we do know a bit more than we did. We know it is far more important to push and extend the limits of what our childen can do, like athletes preparing for long hard days on tracks they aspire to reach. We know of more ways to reform or beat the system.
But the system stays, inertial and unyielding, perhaps we collectively do not believe in our own hearts that the any struggle against it can possibly succeed. Perhaps we believe that it is our fault that the system does not work. Perhaps there is a hope that it can still overcome the contradiction between the simple and the complex, the sameness and the diversity.
We can change it if we really want to, if we really care. We can start by making a commitment to all our children that we will help them learn – that we will not have them bear what we had to.
How can we change?