signs of distress (we keep missing):
1. need/urge to distinguish between learning and innovation
Strikingly odd that we seem obsessed with new/alive/shiny words to describe learning, (or whatever we’re thinking ought to happen via school/public education). Perhaps that obsession is telling/evidence of a loss of the essence of learning itself. Many have exposed/documented the natural/rich/authentic state of learning through play, making, just-in-time stories, et al. [Gray, Brown, Schank, Bach, …] Every bit of it describes learning as alive/perpetually new/perpetually remixing/connecting.
Perhaps it’s hard to model this aliveness/innovativ-ness when you are being told what to learn/do/be. [Plato] Perhaps that’s why our definition/understanding of learning has depreciated, because the more we make learning compulsory, the less we see of true grit/authenticity/deep learning. People’s motivation most often doesn’t sustain for the 10,000 hours toward expertise, if it wasn’t their choice. Their choice everyday.
Imagine if we no longer compulsorize learning (we no longer insist on some foundational basic that must be learned – ie: math common core) and instead set everyone free during the day, as the day, in the city. Imagine 7 billion scientists/mathematicians/researchers/happy people, doing/being/making per choice, because they can’t not. [Jack, Angela, et al]
2. need/urge to prove/measure/credential things
Perhaps more than anything, we should note/entertain that the urge/obsession to prove/measure things is evidence of a culture of mistrust and of not being/doing things that matter. What if a healthy person/community is marked by not asking for measurement or proof. What if one of the biggest signs that you are not successful/happy/healthy/doing/being what matters is that seeking of some outward sign/credential to justify/validate you and/or others.
perhaps… a cure.
searching for a cure