THE VULNERABILITY OF INNOVATION AND A WINDOW OF OPPORTUNITY

It has become a familiar slogan to say, "Our children deserve better." However, our indifference to education redesign suggests a different narrative: "They deserve better, but not just yet."

In recent years, a small group of schools has broken away from educational centrism, challenging the status quo with innovative approaches. Alarmingly, there's an increasing trend of these emerging non-classical schools being purchased and swallowed up by larger schooling groups, casting a massive shadow over their long-term ability to be different.

We are entering new territory; our internal narratives are increasing. Yet those that emerge are more vulnerable to being gorged on by more financially muscular competitors. For instance, I've seen promising [new] institutions with unique educational models lose their distinctiveness after acquisition by larger entities who want no more than a boutique name or brand on their books.

So yes, one could say this is both exciting and troubling at the same time. Schooling is undergoing a great transformation through luck, force, or destiny. Paradoxically, this makes these exciting movements more vulnerable. As one progressive school is swallowed, more educational narratives emerge, but the absorption cycle threatens the diversity we desperately need.

Does education have the power to "begin again"?

Sir Ken Robinson, a leading voice in educational reform, believed in rethinking our approach to education. In his renowned TED Talk, he stated:

"We have to rethink the fundamental principles on which we're educating our children."

This quote captures the unique opportunity we have to reshape education into a system that truly meets the needs of today's learners. According to Robinson, transforming education requires us to challenge outdated assumptions and embrace new paradigms.

From my perspective, as I shared in my TEDx talk in Shanghai , I've become increasingly concerned that our education system is not fit for purpose. We're letting young people down spectacularly with antiquated, static, and stagnant methods. When I joined THINK Global School , a nomadic institution travelling to different countries and immersing students in various cultures, we set out to bring education to life through place-based learning. But even that wasn't enough.

We completely collapsed our curriculum and built from zero, creating the Changemaker Program. We had to unlearn almost everything we'd been taught in teacher training centres. By starting from scratch and not being afraid to begin again, we empowered our students by giving them "skin in the game." The results were astounding—engagement soared, and students felt a deep sense of autonomy and belonging.

However, there's a growing—and, I feel, dangerous—notion of "manifest destiny" emerging within new schooling movements and their cheerleaders.

Not only do they seek to take a dominant role in the future of education, but they also pursue a dangerous disconnect with the past. Their new dogmas are beginning to reflect the inflexibility of old positions. I've witnessed educators who, in their zeal for innovation, dismiss the lessons of history, inadvertently replicating the very rigidity they aim to overcome.

Anyone claiming to have all the answers for this educational revolution we're currently witnessing is a fool. First, we lack information on the impact of artificial intelligence, greater learner and family choice, and new assessment strategies. In my role at THINK Global School, I saw the power of portfolios over traditional exams, offering a more personalized and meaningful assessment of a student's journey.

But even this is just one piece of a much larger puzzle. We often try to navigate this puzzle at our annual Hakuba Forum, where experienced educators and professionals take up the novice mindset to discuss?wicked problems.

What kind of educationalist would one be to claim to have all the answers? We have yet to determine which systems will emerge to replace the exam-driven classical model. Little did the Romans know that a backward and frozen island to the north would become the builders of the next global system. Similarly, today, educational models from Dubai to Riyadh and Hong Kong are at the forefront of a massive educational shift, signalling that innovation continues to come from unexpected places.

Any destiny that moves education away from the classical model will include some loss and pain for incumbents. Yet, as more scepticism grows around models that many of us have both lived through and experienced, the system has outlasted much of the grumblings and dissatisfaction that have forced other industries to change fundamentally. The resilience of the traditional educational model is both a testament to its foundational strengths and a barrier to necessary evolution.

Who knows what's next for the schooling group superpowers or the quirky alternatives?

Does the answer lies not in choosing one over the other but in fostering a symbiotic relationship? Where innovation and tradition inform and balance each other, or do we need something more radical?

In my current work, I've been inspired by three new guiding principles as I try and navigate internally so that schools can find some new footing in these unpredictable times:

1. The Concept of Universal Educators and Learners: As top sports teams utilize players skilled in offence and defence, we must cultivate an environment where educators and students are versatile and adaptable. Teachers are empowered to take on multiple roles, and students are encouraged to explore various learning styles. This flexibility creates a far more exciting classroom where everyone can contribute uniquely, breaking down barriers between subjects and roles. For example, a science teacher might integrate art into their lessons, encouraging students to express scientific concepts creatively, thereby enriching the learning experience.
2. Occupying Available Spaces: Instead of sticking to rigid roles or predetermined curricula, we focus on adapting to the moment's needs. Educators and learners alike are encouraged to "occupy the space available," meaning they seize opportunities as they arise and adjust their approaches based on immediate circumstances. This might involve shifting lesson plans to delve deeper into a student's question or rearranging the classroom to facilitate group work better. I've seen classrooms transform into dynamic spaces where the day's lesson is guided by the students' curiosity, leading to deeper engagement.
3. Rapid Engagement with Learning Opportunities: A greater belief in attacking educational challenges head-on. We must encourage swift engagement with new concepts and ideas, just as elite teams quickly exploit gaps in an opponent's defence. This proactive stance helps move beyond the status quo, fostering an environment where innovation and critical thinking thrive. This might look like launching into a hands-on project when a timely topic arises rather than sticking to the scheduled curriculum.

The true power of education lies not in claiming to have all the answers but in our collective willingness to question, adapt, and evolve.

As we stand at this crossroads, it's clear that the future of learning depends on our ability to embrace uncertainty and foster environments where everyone—educators and learners alike—can grow together.