Is the political agenda for education incompatible with the requirements for learning? Is it a bit like Descartes’ Ghost & Machine, but with the roles reversed? -The Dream of Learning is controlled by The Machine of Education instead of the other way around.pataleta.net was created during each session, lovely!
This post was initially intended as a serious reflection on an fantastic week in Buenos Aires and #FIED -Forum International de Innovación Educativa but things happened (i fell asleep at the plane forgot about this post and then life took over). But, perhaps better late than never?!
Ever so present at #FIED, never presented as a Keynote but blamed under any of these names: The System, The Paradigm, The Administration, The Factory, Them, The Traditionalist, The Resisters, The Old School, The Bureaucracy, The Others… The Machine
If you listened to any speaker at #FIED (including myself) there was this agreement: WE know something, WE speak the same lingo BUT it’s The Machine that make progress so hard, education outdated and learning boring and misdirected. The irony is that most of us are very much part of the system, you might even say that we are well above average in terms of possibilities to influence The Machine but we still need it, for some reason.
#FIED was sprinkled with brilliant people and examples of how you can make education relevant, engaging and functional in our era. The Dream we all seem to share is to get back to nature in the sense that learning should be in tune with our human nature, our desires and our biology. The dream seductive, we all thrive on the stories of learning environments where children and educators thrive, explore, acquire knowledge and never stop learning. The dream we share seems to be that zone where we, body and soul commit ourselves to learning in endeavors that expand us as individuals and collectively. There is only one problem: most of these examples come from contexts outside of The Machine, they seem to be exceptions or free havens. Are we dealing with The Machine are we escaping from it?
God old René
We like to think that we control our lives, that our actions actually matters, that we’re not just being pushed by forces outside of us. As a human being I feel better when I assume that I have a free will (at least on a good day) and we should feel that as educators as well, but do we? Judging from how we talk about education in general, at at #FIED, I’m not so sure. It seems like we are in the balance, allt these good ideas and initiatives acting as scaffolding for a crumbling machine but but I wonder we are dealing with the machine itself. Are we just standing on the scaffolding, cleaning the windows of The Machine, offering better views and perspectives but not really affecting the machinery?
When René Descartes coined the idea of ”The Ghost and The Machine” never quite explained how the two connected. His dilemma was to explain how something immaterial (the ghost in us, our souls) could touch and ultimately control the physical world (our bodies and the rest…). His solution was that it all mysteriously happened in the pineal gland and I can’t help thinking: Are we in the same predicament? -We sometimes seem completely incapable of explaining how our political systems should “touch” and promote the best ideas about learning and education. It’s as if The Machine has its own logic governed på hierarchies, political buzz words and measurability whereas education and learning are governed by the principles of The Ghost: meaning, motivation, context, purpose, engagement, fun, lifeworthiness, challenge, future, community, interaction, knowledge, mastery…
-I think we must do better! For one: we should implement systems that actually promote and support learning instead of only measuring output. René got one thing right: It is the Dream that should control The Machine, not the other way around. -More on this in a coming post on a SmartIndex!
Over and out