Education

There are great opportunities to transform our educational system. At present an enormous amount of time and effort is wasted conveying and assessing knowledge that is out of date when it is taught, does not relate to people’s problems, and is forgotten by the time it is needed. On the other hand little is done to nurture qualities like the confidence and initiative to introduce change and, perhaps more importantly, to nurture the diverse talents people possess (and that are needed by society) in such a way that people can capitalise upon them in their future lives.

The result is that at present some two thirds of the resources spent on education are wasted so far as the development of human resources is concerned.

There are many reasons for this. There is little formal understanding of how to nurture qualities like self confidence and the ability to understand and influence organisations. There is even less understanding of how to recognise such talents so that people can capitalise on them in their future lives.

But even these things do not get to the heart of the problem. The educational system, perhaps more than any other, has fallen prey to the implicit command and control theory of management that lies at the heart of so many of our problems. There has been virtually no attempt to establish the educational system as a mini “learning society”. (These comments are expanded in John Raven's article "Opportunities in Education" )

On 28th January 2008 there was a presentation by Billy O'Neill, Anne Theresa Lawrie, and Jenni Changleng from White Space of Abertay University, in context of the highly successful Feuerstein project in the Scottish Borders. Not only was it addressing the issues we are raising above it was demonstrating a solution.  The title of the presentation was "Unlocking Potential - A Paradigm shift in Education." You can click onto the circular of the event - plus the presentation can be accessed by using the following link from Windows Media player. mms://UADMMS01.uad.ac.uk/learningsocietyunlockingpotential  There is also an instruction sheet as to the conditions needed to view this presentation.

This is a 2 hour presentation - but well worth the time investment. It is fundamentally challenging our perception of education. Furthermore it is based on extensive researched theory. The fear is that this work will, in time, be side tracked because the "Establishment" does not have the capability to absorb new thinking.

Returning to the heart of the problem we suggest two starting points

1. That we enjoy learning, especially when we can influence its direction. The long term aim is to nurture, facilitate and develop that joy in learning.

2. That we should study and continually review the needs of the student throughout his/her life. In other words 5, 10,15, 20 years down the line.

Possible long term needs of the student: (John Raven)

From the Reuven Feuerstein school of thought

• The fundamental aim is the "teach students how to learn." Rather than filling our students with information, we developed their skills in assimilating new environments and responding appropriately.

• That whatever the present intelligence of the student it can be developed. Our cognitive skills can be significantly enhanced

• The aim is to enhance cognitive functions such as:

  • Control of impulsivity

  • Development of intrinsic motivation

  • Working systematically

  • Imposing structures on strands of information

  • Looking for evidence

  • Making comparisons

  • Forming and Testing Hypothesis.

• The process is best nurtured through “mediated learning;”which means the “teacher” engages with the “student” in the normally private cognitive, affective and conative components of learning.

• The web page detailing the Feuerstein approach is http://www.iriinc.us/

The Feuerstein Pilot Programme in The Scottish Borders

An extremely important pilot project in the Scottish Borders has been the application of Feuerstein's theories in context of the above aims.

The QIE Centre of Strathclyde University carried out an audit of this project after it had been running for only six months. It is highly complimentary of the progress achieved in such a short time. The report can be accessed from Feuerstein Evaluation - Final Report - 26 Feb 2007

In essence they were looking at movement in the following areas. Beside each category we note the % of teachers who felt there had been significant progress.

• Correction of deficient cognitive function                 98%
• Acquisition of vocabulary for problem solving          75%
• Production of intrinsic motivation                             83%
• Increase in task intrinsic motivation                          84%
• Development of insight                                            83%
• Overcoming cognitive passivity                                76%

The contacts regarding this project in the Scottish Borders are - Anne-Theresa Lawrie - e-mail: atlawrie@aol.com and Billy O'Neill - e-mail: billy@feuersteintraining.co.uk

Barrier to Society's Learning

This Feuerstein project in the borders is highly significant in that it has the ability to point us in a positive direction for the future. If however we start to measure results from our old paradigm - i.e. pass rates in examinations - then we lose the whole thinking and concepts behind the project.

Important Article

We suggest that you read John Raven's article The Crisis in Education from his web site - http://www.eyeonsociety.co.uk/index.html