Unfold Learning

exploring the best innovations in learning and teaching


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RE: Designing Learning

With instructionist education throwing up its hands in the face of the pandemic and the ‘education industrial complex’ peddling the same old information-centric instructionalism that drives home-bound teens to sedition and insurgency, it seems appropriate to ask “what should we build instead?”

Yet despite the itch to make something new, even our well intentioned first instincts are likely to point us in the wrong direction. As Paul Rand famously observed, “The public is more familiar with bad design than good design. It is, in effect, conditioned to prefer bad design, because that is what it lives with. The new becomes threatening, the old reassuring.”

This is just as true for education, as Paulo Freire cautioned. Ask most parents about their own experience with school (not with their pals or their favorite teachers, but their overall academic experience) and you’ll often get a tepid saga of boredom, frustration, irrelevance, and dissatisfaction. Yet ask those same parents about their kids breaking away from tradition to try something new, and you’ll witness suspicion, resistance, and a vindication of those ‘old ways’ likely to contain the phrases “I turned out okay” or “it builds character….” Many teachers and school leaders demonstrate this same cognitive dissonance.

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Education is over.

Adapted from a photo by Yves Alarie on Unsplash

Education is over.

An edifice systematically built on the foundation of F.W. Taylor’s “scientific management,” the misguided application of standardization, and the emphasis on testing and human ‘data’ originally developed during the Second World War has come crashing down under the weight of something so small you can’t even see it: a virus.

Of course, had that edifice been as solid and sturdy as it pretended, it would have taken far more to bring it down. Its solidity was always illusory, and its slipshod construction had been increasingly on display. No one should have been surprised that it all fell to rubble, yet many educators, administrators, parents, and legislators seem to have been blindsided.

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