On Mutation in Education

Mutation in Education1

Rhizocarpon_geographicum01

Focus

The Individual

In the 21st century, the individual is the kernal of energy for educational design.

Question

Who are you? What do you need?

Two questions that drive education at the root and rhizomatic levels. Schools have not been tasked with these questions in the past at more than a philosophical level (there are distinct examples otherwise most certainly).

Problem

Education–>>Content–>>Hours | Resources and assets needed for each individual.

A premium puzzle exists within this design.

  • Education is multifaceted–culture-as-local space blends with a global civic culture born of the networked world. The individual as interdependent and connected part of the world.
  • Content drives education, be it pure experience or didactic instruction, content is what we as humans intake and produce in organic realms of design,  iteration, understanding and beyond in cycles.
  • For schools and society at present hours matter.  How long someone needs to spend on any given content is important for both progress and leisure.  Schools need to understand the fluidity of time and its discontents.  Ubiquity in learning requires a very different conception of “scheduling”.

Once education, content and hours are considered in design, schools must look at the resources and assets necessary to see education as an ecology.

Discussion

What would need to happen to realize this mutation in your learning community?

1 Distilled from ongoing conversation and deliberation with Shoshana Zuboff,  Jim Maxmin, Grant Litchman and a very important roundtable discsussion on Lake Damariscotta, ME this spring.