Learning from the Past: Unraveling the History of Education Reform
Introduction: In our quest for a new education paradigm, it’s crucial to trace the historical roots of education to understand where we’ve come from and why a change is imperative. This exploration not only informs our present and future but also reveals that the ideas for reform are not novel; they are as old as time itself. Join me in this blog post as we unravel the historical journey of education and discover why the need for change is deeply embedded in our collective past.
The Ancient Foundations: Long, long ago, for thousands of years, education was primarily outdoors, experiential, and learner-led. This method, ingrained in our species for millennia, allowed us to walk the earth, learn from our experiences, and gradually change as we communicated and self-organized into societies. Apprenticeships, whether formal or informal, became a societal norm, with an implicit and accepted learning structure.
The Emergence of Specialization: Around 5000 BC, we witnessed the development of an experiential and specialized curriculum supporting the emergence of societies and nation-states. Learning thrived without formal education or pedagogy, emphasizing that learning, not teaching, is intrinsic to our nature. However, in the last century, we shifted toward a pedagogical focus, drifting away from the natural foundations of experiential and learner-led learning.
Ken Robinson’s Insights: Ken Robinson aptly describes the current state of education, tracing its journey from enlightenment instruction to Jesuit-based education for the elite and the industrial factory model of batch education. This utilitarian approach aimed at creating competent factory workers but came at a considerable cost, leading us to question if there’s a viable alternative.
Historical Influences on Education Reform: To understand that education wasn’t always a linear path towards its current state, we explore key influencers throughout history:
- Comenius (C17th): Advocated for an encyclopedic and holistic approach to education, emphasizing joy and playfulness in learning, laying the foundation for an experiential and learner-led model.
- Rousseau (1762): Considered the first complete philosophy of education, highlighting the tensions between the individual and society and emphasizing the value of play in learning.
- Illich (1971): Envisioned more effective, holistic, and integrated education through lifelong and intrinsic learning, advocating for educational webs over traditional schooling.
- Simon Nicholson (1971): Introduced the Theory of Loose Parts, emphasizing the importance of variables in the environment for inventiveness and creativity.
- Carol Dweck and Ellen Leggett (1988): Explored growth and fixed mindsets, integral to the process of experiential learning and a learner-centered approach.
While this list isn’t exhaustive, it demonstrates a rich history of contributions proposing new ways of thinking about education. We must not lose these voices in the pursuit of conformity.
The Call for Change: In conclusion, we know the current education system doesn’t work. Learning from history, educators must be open to alternative ways of working. As we refine systems, let’s not merely polish what’s ultimately not fit for purpose. The journey ahead requires us to draw on the wisdom of the past and embrace a more person-centered, holistic, and experiential approach to education.
Ken robinson RSAnimate talk https://youtu.be/zDZFcDGpL4U?si=_qmX4NG2EJpFrpxX
Commenius https://www.britannica.com/biography/John-Amos-Comenius
in our time episode: https://www.bbc.co.uk/programmes/m0017chy
Rosseau https://oll.libertyfund.org/title/rousseau-emile-or-education
In our time episode: https://www.bbc.co.uk/programmes/m00094kn
Illich https://monoskop.org/images/1/17/Illich_Ivan_Deschooling_Society.pdf
McMurrin https://files.eric.ed.gov/fulltext/ED055141.pdf
E E Erikson McMurrin, S.M., 1971. What Are the Hallmarks of Innovation?. VItal Speeches, 38, pp.115-117.
Dweck and Leggett 1988 https://psycnet.apa.org/record/1988-29536-001
Shevek Pring 