Tags
deeper learning, hard fun, hard work, learning, montessori, passion, purpose, schools, Will Richardson
When we look at the things that each of us has learned most deeply in our lives, the same certain conditions almost always apply: Among other things, we had an interest and a passion for the topic, we had a real, authentic purpose in learning it, we had agency and choice, deciding what, when, where, and with whom we learned it, and we had fun learning it even if some of it was ‘hard fun.’
– Will Richardson
There is not much more to say. When did you learn something that was quite difficult? What were the conditions under which you learned it – was it forced on you or did you want to learn? Did it matter to you? Was there a reason to learn it? In other words, did you have agency, choice and an authentic purpose for learning? This, more than any imposed requirement, leads to the deepest learning. Once we have acquired the basic reading, writing and math skills, it is then up to us to determine what we want to learn and how we will learn it. This is the work of schools and education.
I love the game of football. I’m also a huge theater buff. What do these things have in common? Throughout my lifetime, and I’m sure before, both this sport and art form have changed. They have changed in their presentation to the public. The rules of the game and the rules of theater have shifted. Theater and football today are clearly different than they were 30 years ago. Suffering penalties under the new roughing the passer rules in the NFL or attending a performance of “Hamilton” highlight some of these differences. Things change.
Creativity of thought and action is something that is regaled in our society. Have you thought about what allows creativity to blossom? Where it comes from? How it is nurtured?
ur children deserve a rich and creative environment. School’s purpose is not to squelch the desire to imagine, play with ideas, learn and question. It is precisely the opposite.
Working in schools – teaching a variety of students – confirms that children take individual paths to graduation day. Some move through school at the established pace, completing the required steps, causing knowing smiles as they accomplish predetermined goals. Others meander, checking out things along the way, perhaps devoting more time to some things than others and getting to the finish line in their own time. Still others may have difficulty determining where the finish line is and an even harder time figuring out what to do to come close to reaching it. Educators find these variations and more. Parents typically prefer the first option as it is tried and true. We know it works and what is expected is carried out. However, which is the best path? That depends.
