Revisiting schools for the 21st century

In line with the recent will of the world’s leading advocate for creativity in the classroom, the school needs a complete overhaul to meet the challenges of the 21st century.

Sir Ken Robinson spent his entire life making a case for more creativity in the curriculum before his death in 2020.

His TED quote “Does school kill creativity?” With over 72 million views, it was the most viewed ever, and in 2003 he was awarded the Knight Award by the Queen for his services to the art.

Now that his latest ideas have been published, he has set the scene for a 21st century school rethinking, completed by his daughter Kate after his death.

As a result, Imagine if … created a future for all of usCreate a school for change based on the principles of creativity, cooperation and compassion.

Instead of splitting the curriculum into separate subjects, Robinson supports structuring based on flexible disciplines, focusing on equipping students to meet the challenges they will face throughout life.

These personal, social, cultural and economic challenges will be met by creating what Robinson describes as eight core competencies: curiosity, creativity, criticism, communication, cooperation, compassion, compatibility and citizenship.

It adds more as a revolution than an evolution, but it’s one that Robinson insists is desperately needed.

“Education systems are usually rooted in the past,” he argues. Imagine if …“The challenge is not to reform our systems but to change them.

“In order to effectively raise children to inherit the legacy of the world, we must make a revolution in education. The revolution we need to do that includes reconsidering schools. How it works.

This means moving away from what Robinson describes as a “factory” model of education that, according to daughter Kate, exists in many school systems.

“The main problem in education systems is that they are driven more by data points than by real people,” he says.

“Kids are in the conveyor belt and things are added to it like we make cars, but cars are lifeless things that don’t care what happens, while the kids care.

“Much of the emphasis is on the product, while it should focus on experience.”

It is also a model that fails a significant proportion of children, often children who benefit the most from education.

Prior to the outbreak, nearly one in five children in the UK dropped out of school without primary education, and children with impaired backgrounds are at a disadvantage.

But it is the inevitable consequence of a school system that values ​​diversity and adaptation to just one kind of ability – academic – so it is not surprising when some children quickly realize that they are not appropriate in this behavior.

Her father repeatedly said that we exist in two worlds: the world within us and the world around us, the education systems often focusing on the latter.

“Father felt that the purpose of education was to help young people understand the world and the relationship between them,” he said. “Young people leave school with a basic understanding of the world around them, but not the world within them.”

Creating creativity in the classroom can help children get into this world, but it’s not about spending too much time on separate subjects or arts; Instead it is about distributing arts throughout the curriculum, including literacy, numeracy, science and more.

The value of this approach can be seen in the methods used to provide alternatives, which frequently use the arts to re-engage children who have been expelled from primary schools.

Kate says the ideal school and the one her father would love would offer holistic education, introducing children to the arts and culture as well as the academic fields of study. Be interdisciplinary without being separated by subject; Will appreciate teachers and treat them as professionals. Combine age groups; Evaluation will take into account The importance of play will be understood and the voice of children will be valued.

“The case was never against formal school, it just looks at how we do it,” says Kate. “We’re in a place where we can’t continue to do what we do.”

The criticism of this behavior is that it may work for small groups of motivated children, it is not suitable for the mass education system, but Kate rejects this objection.

“It’s not unrealistic; schools can incorporate it into their daily lives.” He says. “The argument is that personal learning is a logistical dream, but we have to buy from the student.

“A lot of things we do because that’s the way we’ve always done it but education is for what? Is it for the management team or is it for the kids?

“The more complex the challenges, the more creative we have to face them, and turn it into a sense of purpose. Just imagine the world we can live in.”

  • Imagine if … created a future for all of us Published by Penguin by Kane and Kate Robinson.

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