"We have designed education to promote certainty (i.e. a state of knowing)...we now need to design education to be adaptable (i.e. a process of knowing)."I read it almost immediately after a tutorial at Jordanhill where we explored the need to engage pupils in meaningful learning. The students at the tutorial were keen to hang onto rote leaning arguing that there is some stuff that you just have to know. I didn't dismiss this, but it seems to me that rote learning is a means to an end rather than an end in itself.
I think that George's final sentence sums this up. Education should not only be about what you know - how many "facts" you can recall and write on a test paper. If that's how we view education, we could end up turning schooling into a version of The Weakest Link. (And in case you are confused, I think that would be a bad thing!)
What is more important, I think, is that I know when it is appropriate to use these text effects and I am confident that if I had to find out how to do it again, I'd know what to do. It's like the definition of intelligence I came back from SETT with last year:
Intelligence is knowing what to do when you don't know what to do.
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