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Treasurer at The Oaktree | Circular Economy | Until Ukraine wins, my posts reflect my personal views
This resonates well with me, Benjamin Freud, Ph.D. . As part of our process of circular economy, we at The Oaktree are also designing a charter school program, initially in proximity of our facilities in the USA. Let’s stay in touch!
Head of Upper School, Green School Bali | Co-creating stories of learning that world a thriving planet | Provocateur, Learning Dialogist, Advisor, Writer, Podcaster
Let’s stop pretending that schools can prepare kids for the future. Let’s end the narrative that adults know what’s required for what lies ahead. Let’s reject the illusion that we can future-proof anyone or anything. Why are we still assessing kids as if knowledge were something static—something to accumulate and regurgitate? Knowledge is co-created. It’s relational. Why do we accept high-stakes, exit-point testing as the mark of success—as if it’s relevant, as if it’s anything more than an easy way to sort kids in seconds? Why do we keep talking about the future when it’s the present that should concern us—a present that bleeds into the future, but for which we are already so ill-prepared? What if we shifted our focus in assessment to value the quality of the questions learners ask? What if, instead of traditional assessment methods, we celebrated and recognised the art of questioning and the thinking and feeling behind it? What if we recognised that asking deep, complex, insightful questions demonstrates profound understanding—of concepts, ideas, connections—in ways that cherish curiosity and holding space? What if the questions we posed, and all the doors of imagination they opened, were appreciated as relationships in themselves, as just that co-creation of knowledge that worlds worlds, but is never fixed? Rather than the arrogant, hierarchical claim that schools prepare kids for the future, what if schools prepared learners (of all ages): ?? Not to have the answers? ?? To sit with discomfort, and be ok with that? ?? To trust their guts, hearts, and brains, because they are inseparable? Learning happens when we have more questions than answers. Once we run out of questions—or have no more reasons to explore—the learning stops. Maybe valuing questions over answers might get us to stop thinking we know it all. Maybe it might get us to listen and connect. Maybe it could open up new ways of learning and be(com)ing. Coconut Thinking Charlotte Hankin Andy Middleton Olli-Pekka Heinonen Louka Parry Will Richardson Dave Cormier Christopher Balme Russell John Cailey Dr Kevin House, FCCT, FRSA Jennifer D. Klein Clover Hogan Green School Bali
