knowledge – David's Blog

The power of not knowing

In the ‘age of information’ in which we live, it is easy to be seduced by our limitless access to data and knowledge. Through the wonder of communications technology, we hold in our hands, a gateway to the collective wisdom of all of humanity. We have the answer to almost any question, literally at our fingertips.

What’s more, our students, our children are native to this experience.

And yet, learning, science, development, progress rely not so much on answers as on uncertainty.

What if there was no poverty on earth? What if men and women were treated equally, everywhere, all the time?

The same is true of education. Some of the best teaching and most powerful learning occurs when there is no answer, where there are no facts, just the tension of ambiguity and possibility. Where we have students, purposefully engaged in thought but revelling in mystery and uncertainty, we often find brilliant teachers. The great English poet, John Keats, described this state as ‘Negative Capability’; the embracing of not knowing the answer and not yearning for the answer.

Ultimately, it is not facts or correct answers that propel humanity; it is curiosity, not knowing, and the asking of ‘wonder-full’ and courageous questions.

Of course, knowledge, facts, and answers matter – but only as a starting point – a catalyst for what really matters. When students are taught that knowledge and ‘answers’ are just kindling for curiosity, not knowing, and ‘wonder-full’ and courageous questions, we move beyond the traditional schooling paradigm. And it’s here, in this realm, the realm of ‘What if…’ that we find education at its best – education that genuinely empowers students to make the world a better place.

A brain to challenge

I am currently visiting a school in Philadelphia and I was reminded of an old quote I first discovered years ago. It was published as part of a collection of quotations and adages in 1938 by Mary Pettibone Poole, in Philadelphia.

“To repeat what others have said, requires education;

to challenge it, requires brains.”

Schools have changed a lot in the 89 years since Poole made her remark but much remains the same. Educators must still teach key, foundational knowledge to students – this is the bedrock of wisdom. But the best educators are even more interested in using knowledge as a catalyst to inspire their students to ask interesting and important questions and to solve interesting, meaningful, challenging problems.

This is where really powerful learning begins.

Literacy literacy

You know that the world is changing when new forms of ‘literacy’ are being described and taught in schools.

‘Literacy’ used to involve students developing the knowledge and skills to read, write and interpret language confidently. But that was back in the days before fake news, credit cards, and Twitter.

Of course, reading and writing are still foundational skills. But there are other ‘literacies’ emerging that may well be equally critical in the future lives of our students. Here are a few of the most important:

Digital literacy — skills associated with harnessing computer-based devices and services;
Data & Media literacy — being able to access, filter, digest and make meaning of the masses of available data and to leverage different platforms of data consumption and delivery;
News literacy — learning to discern between, efficiently evaluate, and effectively respond to different news sources and stories;
Financial literacy — being empowered to understand and harness the increasingly complex and personalised financial systems available to us;
Wellbeing literacy — having the skills and knowledge to nurture our own wellbeing and the wellbeing of people we care about.

Schools are pretty good, on the whole, at carefully scaffolding the learning of traditional ‘literacy’. They’ve been doing it for a while! And, now, it’s exciting to see that many progressive and responsive schools are turning their attention to tackling the challenge of teaching a new generation of literacies too – to really prepare their students for a changing world.

Is that an interesting and important question?

There was a time, not long ago, when ‘knowing the correct answer’ was the pinnacle of education. Information was stored in encyclopaedias or in your head – and so there was a premium placed on memory recall.

The world has changed. Education is changing.

Our students’ future success will depend less on reciting what they know and more on asking what they don’t know.

Whilst creativity and innovation begin with a foundation of knowledge, their life-source is curiosity. The ability to solve interesting and important problems begins with the skill of asking interesting and important questions.

So it’s critical that educators consider how effectively their students are learning this skill? How often are they practising it? How much lesson time is dedicated to this skill? How is it being assessed and how is feedback being provided on this skill?

All, it would seem, very interesting and important questions.

____________________________________________

PS Here is a little sample of interesting questions students are exploring in a school I visited recently:

- Why don’t you do the things you know you should be doing?
- What don’t you know about ________?
- If you weren’t scared, what would you do?
- Is it possible that what you know about _______ is wrong?
- What would happen if we ________?
- Is it possible that there’s another way to ________?

Careful, not too far

When you get the chance to experience true innovation in schools or organisations, it feels exciting. It’s not just the novelty, it’s the sense that this new way of doing something is qualitatively better.

This kind of development stems from an intimate knowledge of the system in which the innovation is occurring. When we have this level of understanding, we know how far the constraints and conventions of the system can be pushed or bent before they break.

But when we fail to respect the system, or we push too hard or too fast against its foundations, it doesn’t give people time to adjust or adapt. When people feel too challenged or destabilised, we can end up simply causing frustration and/or being dismissed as someone who “doesn’t get it”.

Innovation will, at times, be disruptive and stressful for some people within a system. But when done well, carefully, professionally, and respectfully, innovation can nudge behaviours, reshape constraints, and energise the system without upsetting the apple cart.

10 interesting facts about education

Here are 10 interesting facts that you probably didn’t know about education.

There is a worldwide shortage of well-trained teachers. According to the UNESCO Institute for Statistics (UIS), 69 million teachers must be recruited to achieve universal primary and secondary education by 2030.
In many developing countries, people with just one additional year of schooling earn 10% higher wages.
Globally, there are around 60 million primary school-age children not enrolled in school. About half of them will never enter school.
Approximately 500 million women and 250 million men remain illiterate. Andorra, Finland, and Norway all have 100% literacy rates whilst South Sudan has just 27%.
The King’s School in Kent, England is the oldest continuously operating school in the world. It was founded in 597 AD.
The average age of teachers in Singapore is 36 years. In Italy, it’s 49
years.
The City Montessori School in the Indian city of Lucknow is the world’s largest school. CMS has approximately 52,000 K-12 students spread across 18 campuses.
Many schools in Brazil begin their academic day at 7am.
Russian primary school students spend approximately 470 hours in the classroom during the school year which is about half the hours that US and Australian primary students spend in school.
Although no one really knows exactly, most estimates suggest that there are somewhere between 4 and 6 million schools in the world.