Hello Mark and thanks for your positive thoughts and encouragement.
In answer to your questions I don’t think the differences in the interviews represent any particular divergence or shift in my thinking rather, as you suggest, more a result of time, place, space and the questions asked.
Equity and access to high quality education have always been at the top of my mind when thinking about reforms however at the same time I’ve always thought that such an education needs to be relevant, personal and contextual for learners whilst also recognising the learner as a whole person.
This sounds obvious perhaps but I don’t think is necessarily reflected in practice. By this I mean that I believe that happiness and wellbeing have not, historically, been a priority in many of our schooling systems and yet the impact on society even expressed in economic terms is considerable if we ignore them.
As I mention in the interview there are numerous studies that show good relationships are the key to longer and healthier lives. Yet this isn’t traditionally stated as a purpose of school or education. But if the purpose of an education isn’t about equipping people to thrive then I wonder what purpose it is supposed to serve?
During this century economists have largely driven the debate around education reform, i.e. we put this in and then we get this out, etc. So if we use an economic argument then surely happier and healthier people are less of a drain on the economic resources of the state. I suspect that this is not such good news for those corporations whose business model depends on mood altering pharmaceuticals but I also suspect that the purpose of school isn’t to support these businesses!
I think all of these things; equity, access, quality and wellbeing are all essential elements of an education that is a right rather than a privilege for the simple reason that I believe it benefits society as a whole.
I believe that there is a lot to be gained from constructionist and social constructivist approaches to learning and teaching. Learning is an inherently social activity and yet much of what we do today given the standard model works against these ideals.
The “lifelong kindergarten” approach promoted by the likes of Mitchel Resnick and others I believe holds the key where learning is a collective activity that fosters sharing, collaboration, iteration and, of course, play — that vital ingredient that keeps us human.
