I’ve played this card before and do so often in my talks. It’s a way of establishing some credibility from a not so surprise corner — my age. I’ve long believed that part of my appeal as a speaker is that I’m this sixty-year old guy saying these radical things, instead of a thirty-something, representing a new and strange generation. It goes something like this.
“When I entered the classroom, as a history teacher, the personal computer had not been invented. Calculators cost $200 and they were advertised as ‘A Gift for a Lifetime.'”
But if it had been suggested to me back then, that within a few short years I would be working with desktop computers, and within as many short decades I’d be typing this on a black slab of metal and glass, on a keyboard that magically appears and responds to my touch — well, it would have seemed FANTASTIC!
Oh readers of mine, there seems little reason to believe that this rate of rapid change will end any time soon. Technological advancement will continue — and more importantly will be the increased opportunities for new ways to work, play, live and love — and perhaps even new reasons to recognize the humanity in all of us.
A few days ago I wrote a blog article about what I was taught in school that I’ve never needed to know. My intent was to suggest that there is much that we require our children to learn today that they will never need to know. This challenges us as we try to authoritatively answer their perennial question, “Why do I need to learn this?”
Among the answers I received were, “So you can read a newspaper or instructions at work, write letters to the editor, to friends and family, and make change.” I learned so that I could work and participate in a mid-twentieth century democratic community.
What if my teacher had said, “Because one day, you will be writing books.” “One day you will be programming computers!” “One day, for just about everything you do, you will need to learn something new.” It would have seemed FANTASTIC!
..and this is the critical element that our institutions of education have missed or ignored –– that we are preparing our children for the FANTASTIC!
It’s another theme that runs through much of my writing and speaking, that, “We are, for the first time in history, preparing our children for a future that we cannot clearly describe.” The conclusion that I usually draw is that, “The best thing we can be teaching our children, is how to teach themselves.”
What do we teach them to be prepared for the FANTASTIC?
“We need teach them WONDER!”
It’s why so many of my generation have so much difficulty with all this change. We don’t have WONDER. ..and without WONDER, we fall back on fear and betrayal.
Yet, our schools are required to teach, under the pressures of short-sighted, government-mandated, high stakes tests, that our children’s world is a known place, with few surprises, and fewer unamswered questions. Their school is a place where we provide answers and our children’s questions and curiosity are mostly ignored — at best.
You can’t test WONDER.
Flip the classroom.
But I’m not talking about just flipping when you teach and when you re-enforce. Its more fundamental than that. Ive often questioned the sense of making students learn the math and then giving them the word problems. We should, in almost all disciplines, start with the word problems, and then help our learners develop the skills and habits required to fulfill their wonder. Help them invent the math that solves the problem, invent the grammar that conveys the emotion, explore the geography and history that explains why, discover the science that fulfills the WONDER.
You can’t test that.
But I think you’ll have graduates who are ready to own their future.