Reflections from 36,000 Feet: Education, Innovation, and Our Future

Considering Educational Change from Aotearoa to Helsinki

As I embark on the journey from New Zealand to Helsinki for the HundrED Innovation Summit, I’m grateful for the many hours (and flights!) of uninterrupted reflection time ahead. With two full days of travel and in-flight Wi-Fi to stay connected, I’ve got ample time to consider the state of education—and why it’s so vital that we keep asking questions, challenging norms, and looking forward.

On this journey, I’m struck by the contrasting narratives about education: the future-oriented innovation celebrated at HundrED and the tensions many New Zealand educators feel within the current policy landscape. This reflection was made even richer by a recent conversation on our Play Conversations podcast with Professor Guy Claxton, who offered insights into the roots of educational rigidity and the need to rethink our assumptions about school’s purpose.

In his 2008 book What’s the Point of School?, Guy questioned why we’re doing what we’re doing in education—a question that feels ever more pertinent. Are we preparing students for a world that no longer exists? Or are we shaping them to be nimble, creative, and resilient in a future that’s barely imaginable today? In the discussion, Guy spoke candidly about the limitations imposed by deep-rooted educational presuppositions—what he called “mind worms.” These unconscious biases toward rigid curricula and predefined competencies often obstruct true innovation. In New Zealand, we see this in the intense focus on foundation literacy and numeracy, which, while essential, is often pursued at the expense of fostering broader, future-focused competencies.

The HundrED Summit’s theme, "Futures in the Making," centres around exactly this notion: What do our young people truly need to thrive in an unpredictable world? From my seat here, high above the earth, it seems clear that our current systems must change radically if we’re to align with this vision. Education today often still mirrors the outdated, industrial-age ideals that focus on compartmentalising knowledge and de-emphasising creativity, adaptability, and holistic development. As Guy pointed out, the enduring hierarchy in school subjects—maths at the top, physical and creative activities at the bottom—reflects a misalignment with the skills needed in modern society, where adaptability, problem-solving, and emotional intelligence are key.

During our conversation, Guy’s frustration was palpable, particularly around the lack of genuine discourse on what he calls “life-worthy knowledge.” In today’s schools, there’s a scarcity of reflective debate on whether traditional content—like advanced trigonometry—holds its place on a curriculum that could instead prioritise skills for resilience, collaboration, and critical thinking.

At HundrED, I look forward to engaging with education innovators who are fearlessly rethinking these priorities. This summit celebrates not just incremental changes but bold strides towards reimagining what education can be. These educators and organisations are crafting curricula that foster environmental stewardship, digital literacy, and emotional wellness. They’re preparing young people not just to survive but to shape a sustainable, compassionate world.

Reflecting on this, I can’t help but think about the tone of discourse around education policy in New Zealand. Amid shifting political priorities, there’s a growing urgency for us to advocate for a future-focused approach in education—one that recognises the fundamental role of creativity, critical thinking, and play in developing young minds. Guy’s own research and my work with Longworth Education highlight that a well-rounded education—one where literacy and numeracy are balanced with developmental, play-based learning—results in more resilient, well-adjusted students. Yet, policy shifts often seem narrowly focused, favouring short-term gains in traditional metrics over transformative approaches that could truly prepare our young people for tomorrow.

In short, if we want a curriculum that reflects the world our children will inherit, we must ensure that innovation and foundational learning go hand in hand. This week, as I join education pioneers in Helsinki, I’m reinvigorated by the possibilities. It’s time we embrace a new model of schooling that equips students not just with knowledge but with the capability to navigate and shape a complex future. The “point of school,” as Guy would say, is not just about knowledge but about preparing to engage meaningfully with the world—and to keep questioning, keep imagining, and keep growing.

To dive deeper into our conversation, you can hear the complete episode with Professor Guy Claxton on our Play Conversations podcast, available now on Spotify. Listen in for more of Guy’s thought-provoking insights on the purpose of education and the future we’re working to create for our students.

And if you are interested in hearing more about HundrED, or tuning in to the live stream of the summit - register here.

This article has been republished from the author's Substack channel Curiosity Creator.