A good friend has been ruminating on this idea recently. Steve Hughes, pediatric neuropsychologist, has raised the question: will the 21st century see a fundamental change in what “schools” are and what “education” is?
He relates that only in recent years has the telephone made a move to phone 2.0. Ever since Mr. Bell came up with the first model, it has remained in essence the same, and Mr. Bell would have recognized as phones the ones in use in our homes until the turn of the millennium. But, would he recognize as a “phone” these tiny devices strapped to our waists and buried in our purses and pockets, that we need not even hold in our hand to use as we make use of our bluetooth earpiece?
Aren’t we ready for a similar quantum leap with our schools? Hughes argues that:
“Children now in school will face adult life as independent agents to a degree never before seen in our history. They will not be tied to a single job, employer, or even industry, and will experience career paths that were unimaginable as little as 20 years ago. This is occurring even as the trend toward rigid control, high-stakes academic testing, and limited school curricula has robbed them of the opportunities necessary to develop the broad-based problem-solving skills necessary for happy, productive, interesting lives.”
He goes on to suggest something radical and likely to be controversial:
“The educational methods, materials, and developmental culture identified by Dr. Montessori 100 years ago have never been more relevant [and] Dr. Montessori’s work in 1907 anticipated—by 100 years—the need for a method of education that supports success, happiness, leadership, and progress in the world of the 21st century.”
This is worthy of consideration if our concern is WHAT IS BEST FOR CHILDREN, LEARNERS, STUDENTS.
For more information about Dr. Hughes visit: http://www.goodatdoingthings.com