Breaking Bricks in the Wall: How Comfortably Numb Captures Our Educational Blind Spots

Have you ever tried to describe something so familiar that it becomes strangely elusive? Take classrooms, for instance. Close your eyes and conjure up the image – what do you see? Brick walls? Rows of desks facing a blackboard? These elements are so ingrained in our collective educational experience that they seem almost inevitable, part of the very fabric of learning itself.

But what if this ingrained image, this comfortingly familiar picture, is actually hindering our ability to imagine a more dynamic and effective educational future? This is the unsettling question that arises when we explore Mark Blake's captivating biography, "Comfortably Numb: The Inside Story of Pink Floyd."

Blake's meticulous exploration of the legendary rock band goes beyond just chronicling their musical journey. He explores the broader cultural context that shaped their work, a context that resonates deeply with the current conversation around education and innovation.

In describing Pink Floyd's early experiments, Blake quotes Syd Barrett, the band's enigmatic founder, who once declared, "The whole point is to break the rules. Experiment and see what happens." This sentiment captures the essence of creative exploration, a quality often missing from our rigidly structured classrooms. While rows of desks might provide a seemingly efficient learning environment, do they truly foster the kind of curiosity and experimentation that leads to genuine intellectual growth?

Blake's exploration of Pink Floyd's later work, characterised by a more conceptual and metaphorical approach, offers a further challenge to our educational assumptions. Their iconic song, "Another Brick in the Wall," became an anthem for those yearning to break free from stifling conformity. As Blake observes, "The song's central image – the oppressive wall being built brick by metaphorical brick – resonated with a generation yearning for liberation from rigid educational systems." This powerful imagery compels us to question how engrained educational structures might be, in essence, building walls rather than opening doors.

By drawing parallels between Pink Floyd's artistic defiance and the need for innovation in education, this introduction sets the stage for a deeper exploration. It highlights the limitations of clinging to outdated models and the transformative potential of embracing a more experimental approach, fueled by the unconventional possibilities offered by AI.

Shine On, You Crazy Diamond

"Remember when you were young, you shone like the sun. Shine on you crazy diamond." These iconic Pink Floyd lyrics evoke a sense of lost potential, a dimming of the boundless creativity of childhood. As we age, we become conditioned, and influenced by societal norms and expectations. These unspoken rules shape our worldview in ways we may not even realise.

This phenomenon is particularly evident when we examine our deeply ingrained ideas about education and the physical spaces where learning happens. Close your eyes and imagine a classroom. What's the first image that comes to mind? Rows of desks? A whiteboard at the front? A stern-faced teacher presiding over the scene? These elements seem so fundamental to the concept of a classroom that they appear inevitable.

But why? Where did this particular model of the classroom originate? And why do so many of us, regardless of our own diverse backgrounds and experiences, share this surprisingly uniform mental image? These are the questions we'll explore in this newsletter, drawing inspiration from Pink Floyd's legacy of challenging conformity and embracing the unconventional.

Pink Floyd, throughout their career, confronted the often-invisible forces shaping our thoughts and actions. Their music delved into themes of social control, the dangers of blindly following authority, and the yearning to break free from confining societal expectations. While they never directed their lyrical barbs explicitly towards education, their core message resonates deeply within this context.

In their seminal album, "The Wall," Pink Floyd painted a bleak picture of a rigid educational system that valued conformity over individuality. The iconic lyrics, "We don't need no education / We don't need no thought control," is an incredible rallying cry against an oppressive system that stifled creativity and critical thinking. While hyperbolic, this critique forces us to confront a fundamental question:

Could our classrooms, even with the best of intentions, unintentionally suppress individuality and discourage the kind of outside-the-box thinking that leads to innovation?

Pink Floyd's music urges us to look beneath the surface of our assumptions, to question the supposedly "natural" order of things. As we delve into the history of classrooms, we'll uncover how hidden biases and historical power structures have shaped our learning environments. By embracing the spirit of "Shine On, You Crazy Diamond," we'll explore how AI can help us envision radical alternatives – classrooms that truly nurture the unique potential of every learner.

Have you ever noticed how certain ideas become ingrained in our society, so much so that they seem like the only way things can be done? Take classrooms for instance. Rows of desks facing a teacher at the head – it's an image burned into our collective consciousness. But as Mark Blake observes in his acclaimed biography of Pink Floyd, "Comfortably Numb: The Inside Story of Pink Floyd,"

"The comfort of familiarity often blinds us to a deeper truth: that sometimes we need to break the mold entirely to create something truly transformative."

This sentiment resonates deeply when we consider the future of education in an age of Artificial Intelligence. Just like Pink Floyd themselves, who constantly experimented and pushed boundaries with their music, we need to challenge the status quo in our classrooms.

The Tyranny of the Desk: A System Stuck on Repeat

Think about the last time you interacted with a sophisticated AI – perhaps a chatbot or a virtual assistant. Did you find yourself asking for something "out of the box," or did you fall back on familiar prompts and requests? There's a good chance the latter is true. Our ingrained ideas of how things should work, even for AI, can limit its true potential.

This isn't a failing of AI itself, but rather a reflection of how deeply entrenched traditional systems are in our thinking. Blake quotes Syd Barrett, the founding member of Pink Floyd, who once said, "The whole point is to break the rules. Experiment and see what happens." This sentiment perfectly encapsulates the approach we need to take with AI in education.

Embracing the Messy Sketch: Where Creativity Takes Flight

Imagine a classroom that defies definition. No longer confined by rows of desks, it's a dynamic space that morphs and adapts to the needs of the learners. This isn't just a utopian fantasy; it's a glimpse into the future that AI can help us create.

But to get there, we need to break free from the tyranny of the "perfect" prompt. Just as a messy sketch can spark unexpected creativity, so too can "messy" interactions with AI. Instead of asking for a neatly packaged lesson plan, we should challenge AI to generate something wild, unexpected, even a little nonsensical.

AI as the Disruptive Student: Shaking Up the Status Quo

Imagine a student in your classroom who constantly questions assumptions and proposes outlandish ideas. While disruptive at first, this student can eventually lead to a richer learning experience for everyone. This is precisely the role AI can play in education.

By constantly presenting us with unconventional solutions and challenging our preconceived notions, AI can force us to re-evaluate the very foundation of our educational systems. Mark Blake describes Pink Floyd's music as

"a journey of exploration, a constant pushing of boundaries in search of new sonic landscapes."

This spirit of exploration is exactly what AI can bring to the classroom.

Questions to Spark the Revolution

1. What are the "desks" in your field or industry that everyone accepts but might be hindering progress?

2. If you had access to an AI specifically designed to generate "messy" ideas, what kind of prompts would you give it?

3. In your workplace, how can you create more space for unconventional thinking and experimentation?

Breaking the Wall: Unleashing Education's True Potential

Pink Floyd's music was an anthem for those yearning to shatter the restrictive structures that limit our potential. Their exploration of conformity and societal control resonates deeply with the challenges we face in transforming education. Just as "Another Brick in the Wall" became a rallying cry against oppressive educational practices, we must also interrogate the invisible forces that shape our classrooms and perhaps unwittingly stymie innovation.

The legacy of Pink Floyd challenges us to go beyond tweaking the existing model. It invites us to radically reimagine educational spaces as dynamic, adaptable environments where creativity and exploration flourish. AI can be a pivotal tool in this transformation, but only if we step outside our comfort zones and embrace its potential as a disruptive, boundary-pushing force.

We must actively seek out the messy, the unexpected, and the unconventional when we interact with AI.

It is within those disruptive moments that true breakthroughs might lie. By challenging ourselves to see AI as both a collaborator and a provocateur, we can start to break down the figurative "walls" of outdated educational models.

The future of education demands a bold spirit of experimentation, a willingness to question deeply ingrained assumptions. It belongs to those who, like Syd Barrett, embrace the mantra of breaking rules and seeing what happens. It belongs to those who refuse to remain comfortably numb within the confines of tradition.

Call to Action:

• Experiment with "imperfect" AI interactions: Instead of seeking polished outcomes, embrace the unpredictable and use it to spark new ideas.
• Advocate for flexible learning spaces: Champion the creation of classrooms that adapt to diverse learning needs and foster collaboration.
• Embrace the role of the "disruptive student": Question assumptions, challenge norms, and actively shape the future of education.

Maybe it's time to dismantle the old bricks, brick by brick, and design a future where every student has the opportunity to "shine on" and reach their unique potential.

Phil