A revolution in the learning process

Ten years ago, in America, Professor Lauren Resnick wrote:

“It is increasingly evident that the educational methods we have been using for the past 70 years no longer suffice. They are based on scientific assumptions about…the learning process that have been eclipsed by new discoveries. Yet changing them has been slow because the nature of educational reform is largely one of tinkering with institutional arrangements. Rarely has reform penetrated the ‘educational core’.“ Lauren Resnick (1999), Making America smarter, Education Week Century Series, 18(40), pp. 38-40.

And so now, in 2010, it gives me great pleasure to announce the arrival of a new research report (commissioned by Edge, and to be launched in early March) by Guy Claxton, Bill Lucas and Rob Webster, from the Centre for Real-World Learning at the University of Winchester.

They build on their view that attempts to generate ‘parity of esteem’ between so-called academic and practical learning are unlikely to succeed unless deep-seated assumptions about both the separation of mind and body and the primacy of mind over body remain. They look at the ways in which the sciences of learning can contribute to raising the esteem of practical and vocational education, and then go on to develop a working model of real-world learning for different learning contexts. Let me give you a couple of quotes to whet the appetite:

“As students are learning the safety procedures of the workshop, or the nature of the chemicals that colour hair, they are (or could be) also serving an apprenticeship in the craft of lifelong learning: learning new and stronger ways to attend, research, tinker, visualise, and – yes – think and reason. They are (or could be) developing their inclination to be curious and questioning, brave and determined, resourceful and ingenious, sociable and open-minded, reflective and self-aware, wise and strategic in their learning choices and challenges.”

“So the foundations on which the old disparity of esteem between ‘practical’ and ‘academic’ has been built have crumbled. The assumption that ‘those who can, think, while those who can’t think, do’ has no basis in science, and no place in an informed and egalitarian society. It is a deeper understanding of the true nature of learning, and the delicate ways in which body and mind interweave on the learning journey, that can rectify that disparity of esteem – not yet another round of tinkering with curricula, qualifications or funding.“

Amen.

Edge in 2010

A year ago we agreed internally that the recession provided a significant opportunity for our agenda to be given greater attention. As such, in 2009 we have been bolder in our communication and modified our messages to emphasise that improved practical and vocational learning is central to a successful education system for the 21st century, especially to gaining the skills, knowledge and attitudes needed for fulfilment in work and life.

The aim has been to lay down the rails now for a transformation in the UK’s education system in the future – so that practical and vocational learning no longer follows a ‘deficit model’. The culmination of this campaign was the launch in November of the ground-breaking feature-length documentary film inspired by Lord Puttnam and Sir Michael Barber, ‘We Are The People We’ve Been Waiting For’.

I hope very much that 2010 will mark a major shift in approach for Edge as the importance of practical and vocational learning is increasingly accepted. So, from provoking and communicating why education needs to be transformed, to recognising good practice (“the transformation has started and here are the signs of spring”) and explaining how more practical and vocational learning can successfully be introduced – and what actions need to be taken. There will be a much greater emphasis on teachers and forming networks and models of future practice. It’s all really positive, progressive stuff.

Speak now...

Hmmm ... the pantomime is starting and we have been considering how best to encourage some serious debate on education leading up to the general election. Though we take it for granted, democracy is incredibly important, and all like to take the Gordon (or David). Politicians will be desperate to know what will gain them support, and education is one of those topics on which everyone has a view. Indeed, our research has told us that the vast majority of the population wants change in education, and 78 per cent of the general population agree that there should be more quality practical and vocational learning opportunities on offer to young people in schools, colleges and universities.

So, we have decided to try and amplify the public voice on this issue – and, most importantly, take people’s views to the three main political parties who are bidding for our votes and drawing up their education manifestos. Today we’re launching a high-profile call to action for our ‘Have your say’ campaign, with striking adverts in the national media featuring Balls, Gove and Laws – our likely challengers for the next Secretary of State for Education.

This will be the first ‘social media’ election, and people can share their ideas on what need to change on our website, by email, Twitter, video message, or whatever way they want. We are then going to bring these voices together to form the first ever election broadcast generated completely by the public, telling politicians what they want from the education system – and we will present this to Teams Balls, Gove and Laws, as well as distributing by any and every means we can.

Most importantly, we don’t just want a lot of whining about the problems, we also want to highlight the incredible things going on out there from which we can all learn. So we want to hear from teachers, parents, students and employers in places such as Barnsley, Blyth, Bradford, Bristol, Milton Keynes, Nottingham and Kent where for example I know from first hand that change is really starting to take off - and young people are starting to be given many paths to success.

Education affects every family, business and school in the country, so please ‘Have your say’ now – when it counts most.

As beautiful as a moment's passion, or...

...let’s put to rest once and for all the myth that book learning is the only way that people find fulfilment

Last year ended a little negatively with a couple of blogs on poor research that gained publicity. The knocking of education has continued early in 2010 with the usual CBI stuff. So every week I want to replay some powerful and positive statements instead.

We will start with the lyrical John Hayes, shadow minister for lifelong learning, higher education and skills. At a Talent Foundation event just before Christmas he declared that fine craftsmanship often transcended the practicality of what was made:
“All that we enjoy in our imperfect human existence is the merest chance of catching a sliver of that beauty expressed in the laughter of a child, in a moment’s passion, in the expression of true love, in the few notes of great music or a line of poetry and in the product of craft and of skills. When we see a thing that is both beautiful and useful we understand just a touch of that essence of beauty.”

He went on to emphasise:
“Most academic learning at least to first degree level is derivative. Most creative learning and most practical learning, at a much more fundamental level, requires some degree of originality. Let’s put to rest once and for all the myth that book learning is the only way that people find fulfilment.”

You tell ‘em John.