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Aligning&Schools&With&How&Children&Naturally&Learn&
Christopher*Chase,*2018*
Studies*in*English*Language*and*Literature,*59*(1),*37-53.*
*
Introduction&
In*order*for*educational*settings*to*be*most*effective*and*successful*they*need*to*be*
aligned* with* how* children* naturally* learn.* A* child's* innate* curiosity,* resourcefulness,*
creativity,* playfulness,* individuality,* sociability,* imaginativeness,* enthusiasm,*
intelligence,* and*love* of*learning* have*to*be* respected* and* supported*(Denning,*2011;*
Hopfenberg* et* al.,* 1993;* Gray,* 2013;* Montessori,* 1986;* Robinson* &* Aronica,* 2016;*
Senge*et* al.,*2000).* This*isn’t*rocket*science;*it’s* just* basic*wise*parenting* and* effective*
teaching.* For* tens* of* thousands* of* years* our* human* ancestors* learned* from* their*
parents,* aunts,* uncles* and* members* of* the* local* community.* Apprenticeship*
relationships,* self-directed* practice*and* cooperative* learning* are* ways* that*humans*
learn*naturally,*assisted*by*skilled*elders,*friends,*parents,*neighbors,*artisans*and*peers*
(Chase,*2000;*Gardner,*1991;*Rogoff,*1990*&*1993).*
Children’s*social* and* cultural* environment* is* what* supports* their* brain’s* innate*
ability* to* develop* skills* and* learn* (Bronfenbrenner,* 1993;*Chase,* 2000;* Comer,* 1988;*
Dubin,* 2013;* Ford,* 1992;*Ford*&* Lerner,* 1992;*Hopfenberg*et* al.,* 1993;*Kolb,* 2014;*
Gardner,*1991;*Rogoff,*1990).*What* modern* research*into*!"#$%&'()*+,+*-*has*shown*is*
that*children’s*brains*are*wired*for*learning*from*birth,*and*that*supportive*experiences*
provided*by* parents* and* teachers*must*be*aligned*with*these*natural* ways*of*learning*
for* a* child’s* development* to* proceed* successfully* (Chase,* 2000;* Ford,* 1992;* Ford* &*
Lerner,* 1992;* Kolb,* 2014;* Robinson* &* Aronica,* 2016;* Senge* et* al.,* 2000).*Nature* and*
nurture* work* together* )-!"$.+)*+,(''-,* both* sides* playing* essential* roles.* Even* with*
something* as* complex* as* language* learning,* it* is* the* child’s* brain* that* creatively*
constructs* skills*and* organizes* knowledge* gathered* during* interactive*social*
experiences,*free*play*and*repeated*practice*(Chase,*2000;*Flavel,*1985).*
*
Understanding&How&Our&Brains&Learn&
Over* the* last* hundred*years,* researchers* in* cognitive* science,* education* and*
developmental* psychology* have* discovered* some* extraordinary*things* about* how* the*
human* brain* works,* how* children’s*minds* are* naturally* configured* to* develop* skills,*
think*creatively*and*continuously*learn*(Bruner,*1974;*Chase,*2000;*Ford,*1992;*Ford*&*
Lerner,*1992;*Gardner,*1991;*Gray,*2013;*Montessori,*1966;*Robinson*&*Aronica,*2016;*
Senge*et* al.,*2000).**Maria*Montessori,* John* Dewey*and* Je an* Piaget’s* insights* into* the*
"/&"$+"!*+('*and*,%!)*$#,*+0+)**nature* of* learning* are* now* supported* by* empirical*
evidence,* by* actual* images* of* human*brains* engaged* in* specific* patterns* of* cognition.*
The*ideas* of* progressive* educators* concerning* learner* autonomy,* creativity* and* self-
discovery*now*make*even*greater*sense*(Kolb,*2014).***
*
Children*should*be*able*to*do*their*own*experimenting*and*their*own*research.*
Teachers,* of* course,* can*guide* them* by* providing* appropriate* materials,* but*
the* essential* thing* is* that* in* order* for* a* child* to* understand* something,* he*
must*construct*it*himself,*he*must*re-invent*it.*(Piaget,*1972,*p.*27).*
*
Constructing* complex* knowledge* representations* and* skill* patterns* is* what* the*
brain* does* best;* it*is*designed* for* continuous* growth* and* learns* from* direct*
observation,* practice* and* experience* (Piaget,* 1972;* Ford* &* Ford,* 1987).* Since* early*
childhood,* our* brains* have* constructed* hundreds* of* unique* skill* patterns,* what* the*
developmental*psychologist*Donald*Ford*(1987)*calls*1"2(0+%$3"&+)%4"3),2"5(*(.*These*
correspond* to* complex* social,* emotional,* cultural* and* knowledge* schema,* mental*
models*our* brains*construct*that* represent*and*organize*information*about* the* world*
(Ford,*1987;*Ford*&*Ford,*1987).*
There*is*a*popular*misconception*that*we* each*use*only* about* 10%*of*our*brains.*
That*is*not*quite*accurate.*Actually,*while*we*probably*use*less*than*40%*of*the*brain*at*
any*given*moment,*the*patterns*and*regions*of*activation*shift*continuously*throughout*
the*day.*These*PET*scans*(below)*taken*by*researcher*Marcus*Raichle*(Ronan,*1993,*pp.*
208-209)* can* help* to* make* this* discovery* easier* to* understand.* For* every* kind* of*
structured* activity* we*engage* in* there* is* a* corresponding* )6+''3&(**"$!*of* cognitive*
activity*in* our* brains—coordinating*specific* sensory* input,* thoughts,* knowledge,*
emotions* and* movements* of* the* body* (Chase,* 2000;* Ford,* 1987;* Ford* &* Ford,* 1987;*
Raichle,*1994;*Ronan,*1993).
*
*
*
Our* brains* have* constructed* unique* skill* patterns* for* each* activity* we* have*
repeatedly*engaged* in,* such*as*reading,* speaking,* cooking,* golfing,* driving,* bike* riding,*
algebra* problem-solving,* violin* playing,* etc.* (Ford,* 1987;* Ford* &* Ford,* 1987).* Every*
skill,* worldview* and* ability* we* have* was* )"'78,%!)*$#,*"4*from* countless* hours* of*
experience,* observation* and* practice—by* carefully* applying* knowledge,*methods* and*
techniques—repeating* actions* over* and* over* again* until* we* developed* progressively*
higher*levels*of*comprehension*and*skill*mastery*(Ford,*1987;*Ford*&*Ford,*1987;*Ford*
&*Lerner,*1993;*Montessori,*1972;*Piaget,*1972).*
As*one*might*imagine,*this*understanding*has*important*implications*for*learning*
and*education.* Our* brains* are* far* more* creative* and* flexible*than* any* computer* or*AI*
program* that* exists* in* the* world* today.* They* are* self-organizing* adaptive* systems*
designed* to* self-construct* integrated* knowledge/skill* patterns* (Ford* &* Ford,* 1987).*
This*is*what*scientists*are*referring*to*when*they*speak*of*the*brain’s*!"#$%&'()*+,+*-,*its*
natural* ability* to* grow* new* skills*and* continuously* learn.* Young* children* are* “wired”*
from* birth* to* master* skills* this* way,* intuitively.* This* is* the* process* by* which* we* all*
learned*how*to*walk,*ride*a*bike*and*speak*our*native*language.*
Formal* school* instruction* will* not*be* successful* if* the* brain’s*natural* self-
constructive*learning*process*is*not*respected*and*encouraged.*In*order*for*useful*skills*
and*comprehension*to*develop,*a*learner’s*self-directed*practice*needs*to*be*supported,*
“knowledge”* must* be* applied*creatively,* in* meaningful* situations*(Chase,* 2000;* Ford,*
1987;*Montessori,*1972;* Senge* et* al.,*2000).*It*is*only* through*repeated*application* of*
“information* about* something”* that* ideas* are* transformed* into* deep* comprehension,*
creative*ability*and*“real*world”* skills*(Bloom,* et*al,* 1956;*Bruner,* 1974;*Chase,* 2000;*
Ford,*1987;*Gardner,*1991;*Gray,*2013;*Kolb,*2014,*Montessori,*1972).*
For*this*reason*it*is*essential*for*children*of*all* ages* to* enjoy* and*be*interested*in*
what*they*are*learning,*to*concentrate*their*attention*and*experience*positive*emotions*
while* they*are*doing* something*(Chase,* 2000;* Ford,* 1987;* Gray,* 2013;* Montessori,*
1972).* As* a* person’s* skill* level* increases* and* they* meet* challenges* (that* require*
activation* of* those* skills)* the* result* is* a* highly* enjoyable* 7'%9*state* of* consciousness*
(Csikszentmihalyi,* 1990),* an* optimal* form* of* experience* where* focused* attention* and*
positive*emotions*arise*when*that*specific*activity*is*engaged*in.*The*7'%93"/&"$+"!,"*is*
intrinsically* rewarding,* sometimes* transcendent.* There*is*a* sense* of* timelessness* and*
deep*connectedness* with*the*activity* and* context,* as* our* full* attention* is* given* to* the*
task*at*hand.**
This* is* how* skills* are* mastered,* the* mind* being* stretched* an d* exercised* through*
real*life*experiences.*Abilities*develop,*and*then* through*creative*application,*repeated*
practice*and*free*play,*they*grow*further*(Ford*&*Lerner,*1993;*Gray,*2013;*Montessori,*
1972).* *This*is* what* happens* when*members* of* a* rock*band*or* orchestra*play*music,*
when*a*skilled*swimmer*moves*through*the*water,*when* a*group*of* friends* is* playing*
basketball* or* a* child* who* loves* to* draw* is* drawing.*Motivational* researcher* Carol*
Dweck* (2015)* describes*such* experiences* as* evidence* of* a* .$%9*235+!4)"*,* a* positive*
attitude* toward* learning* that* leads* to* even* more* practice* time,* greater* skill*
development*and*eventual*mastery.**
Unfortunately,* modern* public* schools* were* not* built* to* promote* creative* flow*
experiences* or* the* mastery* of* a* wide* range* of* useful* life* skills.* Our* current* school*
systems*were* designed* in*the*early* part* of*the*20th* century,*using* what* some*call*the*
7(,*%$-3 5%4"'*of* education.* The* purpose* was* to* create* good* workers,* teach* children*
how* to* work* hard,* memorize* information,* follow* instructions* and* obey* authority*
(Denning,*2011;*Gatto,*2001*&*2003;*Gray,*2013;*Montessori,*1972;*Senge*et*al.,*2000).*
*
Aligning&Schools&with&How&Children&Naturally&Learn&
*Factory-style* schools* were* modeled* on* industrial* production* lines* and* set* up* as*
selection*and* sorting* systems* for* children.* Teachers* would* provide* information* and*
then*assess*every*child*at*the*same*time*in*order*to*locate*those*who*scored*highest*on*
written* tests—not* to* provide* meaningful* experiences,* or* allow* for* self-directed*
learning* by*students* (Denning,*2011;*Gatto,*2003;*Gray,*2013;* Montessori,*1972).*The*
factory* model* of* management*is* designed* to* provide* rewards* and* punishments,* to*
measure*and*sort*children*by*grades*and*test*performance,*creating*society’s*“winners”*
and* “losers.”* Those* who* continuously* fail* may* eventually* “drop* out”* or* leave* school*
without* coming* even* close* to* developing* their* full*potential* (Comer,* 1988;* Denning,*
2011;*Dubin,*2013;*Gatto,*2003;*Montessori,*1972).*
In* such*a* highly* competitive* environment*many* students* will* naturally* feel*
discouraged,* especially* those* who* receive* low* test* scores*and* are* compared*
unfavorably* with* peers.* They* may*feel* anxiety*and* confusion,* losing*confidence* and*
interest*in* school* subjects*(Comer,* 1988;* Dubin,* 2013;* Gardner,* 1991;* Montessori,*
1972).* Once* a* child* “turns* off”* and* no* longer* pays* attention,* he* or* she* will*be* more*
likely*to*dislike*school*and*experience*boredom*in*classrooms.*After*that,*many*children*
will*try*to*avoid*a*subject*area*rather*than*spend*any*extra*time*with*it.**
Back*in*the*1930s,*the*educator*John*Dewey*(1938)*described*such*experiences*as*
being* 5+)"4#,(*+0",* inhibiting* rather* than* encouraging* further* growth* and* learning.*
Unfortunately,* this*highly* competitive*and* authoritarian*model* of* education* has*
dominated*since*the*beginning*of*the*last*century,*with*millions*of*students*all*over*the*
world*dropping*out*of*school*or*developing*a*dislike*for*learning*(Chase,*2000;*Comer,*
1988;*Gatto,*2003;*Gray,*2013;*Montessori,*1972).**
Fortunately,*not* all* education*systems* have* been* designed* this*way.* For* decades,*
Maria* Montessori’s*schools* have* shown* great* success* with*a* learner-centered*
constructivist* approach,* encouraging* self-direction,* mastery,* creativity* and* enjoyable*
7'%9*experiences*for*children*(Montessori,*1966*&*1972).*Likewise,*the* Suzuki* method*
of*teaching*music* is* based*on* the* idea*that*students* need* to*enjoy* playing* in* order*to*
motivate*them*to*put*in*practice*time.*Suzuki*(1968)*also*stressed*the* essential*role*of*
social* relationships* and* parents* as* models* of* learning.* Young*children* who* see* their*
mother*or*father*happily*playing*the*violin*will*want*to*join*them*and*learn*how*to*play*
too.*Once* children* become* older* they* are* naturally* drawn*to* play* music* with* other*
children,*not*in*a* competitive* way,* but*as*a* source* of* enjoyment.*According*to* Suzuki,*
“What* the* children* enjoy* most* is* the* group* playing.* They* play* with* children*who* are*
more* advanced* than* they* are;* the* influence* is* enormous* and* is* marvelous* for* their*
training.*This*is*the*real*talent*education”*(1968,*p.*96).*
European*apprenticeship*models*and*traditional*Asian*arts*instruction—such*as*in*
karate,* tea* ceremony* and* calligraphy—take* a* mastery* approach,* where* learners* are*
assisted,* instructed* and* motivated* during*social* interactions* with* more*skilled* adults*
and* peers.* All* over* the* world,* successful* parents,* coaches* and* teachers* have* long*
understood*this*essential*relationship*of*social*support,*interest,*skill*development*and*
motivation*(Chase,*2000;*Gardner,*1993).**
When* mastery,* teamwork*and* skill* practice*are*the* focus,* each* child’s* innate*
potential*to*learn*and*grow*is*respected*and*given*a*chance*to*blossom.*Adults*are*very*
careful* not* to* compare* learners*to* one* another.* There* is* less* emphasis*placed*on*
external* deadlines*and* tests,* but* more* on* practice,* skill* development,* creativity*and*
effort,*putting*in*time—not*watching* it* (Csikszentmihalyi,* 1990;* Dalporto,*2013;*Gray,*
2013;*Montessori,*1966*&*1972).*
That*does*not*mean*that*external*tests*or*competitions*do*not*play*a*role;*they*can,*
but*there*is*no*rush,*no*expectation*that*all*learners*should*develop*skills*at* the*same*
speed.* Test*situations*can* motivate* students*when* they* are* assessing* skills* already*
there,*but*it*is*demotivating*if*the*purpose*is*to*punish*or*make*comparisons*to*others.*
What*is*absolutely*crucial*is*generating*interest*and*motivation,*as*these*translate*into*
concentration,* effort* and* progressively* higher* levels* of* mastery*(Chase,* 2000;*
Csikszentmihalyi,*1990;*Ford,*1992;*Montessori,*1972;*Suzuki,*1968).*Current*efforts*to*
transform*factory*model*schools*into*more*creative*learner-centered*communities*take*
this*approach,*and*have*been*highly*effective*(O’Neil,*1995;*Senge*et*al.,*2000).*Finland’s*
successful*national*education*model*is*a*good*example:*
*
The*emphasis*in*Finnish*schools*is*on*cooperation,*not*competition.*Nina*Brander,*
a* Finnish* teacher* with* 17* years* of* experience,* says* this* is* a* key* to* Finland’s*
success.* “In* Finland* we* orientate* more* towards* learning* and* working* than*
towards* marking* and* evaluating ,”*sh e* said.* Schools* aren’t* ranked* and* they’re* all*
equally* funded* so* parents* can* rest* assured* that* whether* they* live* in* a* city* or* a*
small*country*town,*whether*they*are*wealthy*or*not,*their*child*will*get*the*same,*
awesome* education.* “We* have* an* equal* elementary-school* education* for* all*
children,”*said*Ms.*Brander.”*(Dalporto,*2013).*
*
What* Finland* has* done* can* be* implemented* anywhere.* During* the* late* 1980s* and*
early* 1990s* I* worked* with* the* research* and* development* team* of* Henry*Levin’s*
:,,"'"$(*"43 ;,2%%'),* a* successful* school* transformation* project* started* at* Stanford*
University.* Levin’s* program* was* one* among* many* innovative* reform* projects* at* the*
time* that* promoted* learner-centered* education*by* transforming* social* relationships,*
values,*expectations*and*cultures*in*schools*(Brandt,*1992;*Hopfenberg,*et*al.,*1993).**
Beginning*in*the*late*1960s,*psychologist*Howard*Gardner*developed*<$%=",*3>"$%*at*
Harvard,* incorporating* his* theory* of* 5#'*+&'"3 +!*"''+."!,")*(Gardner* &* Hatch,* 1989),*
which*views*children*as*possessing*a*diverse*range*of*potential*skills*and*intelligences.*
Also* launched* in* the* 1960s,* Yale* psychiatrist* James* Comer’s* groundbreaking* ;,2%%'3
?"0"'%&5"!*3<$%.$(5*has*consistently*shown*itself*to*be*highly*effective*with*poor*and*
minority*communities*(Comer,*1988;*Dubin,*2013).**
Vicky*Colbert’s*@),#"'(3A#"0(*model*of* democratic*education*(Kirp,*2015),* B('4%$73
;,2%%')*(Business* Insider,* 2017),* C('*+5%$"3 ;,2%%'3 7%$3 *2"3 :$*)3(Robinson* &* Aronica,*
2016),*Deborah*Meier’s*D+))+%!3E+''3;,2%%'*(Tom*Valens,*2013),*Peter*Senge’s*;,2%%')3()3
F"($!+!.3 G$.(!+H(*+%!)* (O’Neil,* 1995;* Senge* et* al.,* 2000),* D%!*"))%$+3 ;,2%%')3
(Montessori,*1966*&* 1972),* I+$,'"3%73I%#$(."J3A(*+0"3:5"$+,(!3@4#,(*+%!*(Brendtro,*et*
al.,* 2002)* and* the* K"..+%3 @5+'+(*method*developed* in* Italy*(Gandini,* 1993),* are*
examples* of*highly* successful* learner-centered* approaches*aligned* with* how* children*
naturally*learn.*
While*innovative* learner-centered* educational* models* require* extensive*
collaboration* and* creativity,* many* successful* parents* and* teachers* have* intuitively*
understood*(and*implemented)*similar* approaches.*Across* the*span* of*human* history,*
traditional* trade* apprenticeships,* crafts-making* and* arts* education* had* to* be* aligned*
with* the* natural* way* young* people* learned* in* order* to* be* effective*(Gardner,* 1991;*
Rogoff,*1990;*Senge*et*al.,*2000).**
*
Indeed,* apprenticeship* may* well* be* the* means* of* instruction* that* builds* most*
effectively* on* the*ways* in* which* most* young* people* learn.* Such* forms* of*
instruction* are* heavily* punctuated* with* sensorimotor* experiences* and* with* the*
contextualized*use*of*first-order*forms*of*symbolization,*such*as*natural*language*
and*simple* drawings*and* gestures.* To* the* extent*that* they*feature* more* formal*
notations*or*concepts,*these*are*introduced*to*the*learner*directly*in* the*context*
in*which*they*are*wanted*and*the*learner*sees*for*himself*the*ways*in*which*they*
may* be* applied.* Here* the* differences* from* formal* schooling* are* most* salient.*
(Gardner,*1991,*p.*124).*
*
All*of*us*have*applied*our* brain’s*intuitive*understanding*of*the* learning*process*as*
we* have* mastered* various* skills* over* the* years.* Those* who* have* raised* families*
successfully*have*facilitated*and*observed*this*kind*of*learning*with*their*own*children.*
It* seems* to* be*common* sense,* because* we* know * this*from * our* own* observations* and*
experiences.* Our* brains* evolved*to* learn* this* way,* in* meaningful* situations* where*
knowledge*grows*simultaneously*(and*continuously)*with*the*mastery*of*skills*(Chase,*
2000;*Ford,*1987;*Ford*&*Ford,*1987;*Gardner,*1991;*Gray,*2013;*Piaget,*1972).*
Alas,*during* the* last*decade* public*education* departments* in* the*United* States* and*
other* nations* have* ignored* most* of* these* innovative* methods* and* creative* learner-
centered* programs.* They* are* up* and* running* beautifully* over* in* many*Scandinavian*
nations*(and* at*the*elite*private*schools*for* children*of* the* wealthy)*but* are*no*longer*
being* funded,* celebrated* or* emphasized*for* the* public*in* the* USA.* With* A%3 I2+'43 F"7*3
C"2+!4,* K(,"3 *%3 *2"3 L%&*and* I%55%!3 I%$",* there* has* been* a* greater* emphasis* on*
standardized* curriculums,* nationwide* testing*and* data* collection.* Simultaneously,*
private* charter* schools* were* introduced* as* a* way* for* investors* to* profit*from* public*
education*funding*(Chase,*2015;*Sirota,*2011).***
Now* there* seems* to* be* a* big* push* by* both* the* financial* sector* and* IT* industry* to*
promote* &"$)%!('+H"43'"($!+!.*via* digital* devices,* such* as* tablets,* personal* computers*
and*smartphones*(Hensinger,*2017).*This* focus*on*AI*programs,*computers*and*digital*
technologies* is* being* marketed* as* a* m ore* learner-centered* approach,* yet*ignores* the*
way* children*naturally* learn* by* in teracting* creatively* in* diverse* social* situations* and*
real-world*environments.*Many* parents* and* educators* are* also* quite*alarmed* by* what*
appear* to* be* attempts* to* collect* and*monetize* student* information* that*should* be*
private*(Chase,*2017;*Hensinger,*2017;*Talmage,*2017).***
Children*learn*things*every*day*of*their*lives*and*in*a*wide*variety*of* ways.*What*is*
ignored* by* standardized* testing* and* “personalized”* learning* technologies*is* that*
education*is*not*something* that* happens* the* same* way* for*each*child,*or*that*needs* to*
be*constantly*measured*and*monitored.*The*very*act*of*measuring*can*inhibit*learning,*
especially*when*students*are*compared*to*each*other*and*judged*as*superior*or*inferior*
in*ability*(Gatto,*2001*&*2003;*Gray,*2013;*Montessori,*1972).**
Young*learners* throughout*history*have*developed*their*skills*independent*of*large*
institutions,* testing*and* adult* monitoring.* To* truly* transform* education* in* the* 21st*
century,*children*need*to* be* given* social*support,*adequate*resources*and* the* creative*
freedom* to* learn* (Comer,* 1988;* Gatto,* 2001;* Hopfenberg* et* al.,* 1993;* Kohn,* 2015;*
Montessori,* 1972).* Most* importantly,* they* would* benefit* from* a* system*designed* to*
help*all*students*maintain*a*lifelong*love*of*learning.*
*
The* goal* needs* to* shift* from* one* of* making* a* system* that* teaches* children* a*
curriculum* more* efficiently* to* one* of* making*the* system* more* effective* by*
inspiring* lifelong* learning* in* students,* so* that* they* are* able* to* have* full* and*
productive* lives* in* a* rapidly* shifting* economy.* This* is* a* shift* from* running* the*
system*for*the*sake*of*the*system*(“You*study*what*we*tell*you*to*study,*when*we*
tell*you,*and*how*we*tell*you,*and*at*a*pace*that*we*determine”)*to*a*focus*on*the*
ultimate*goal*of*learning*(“Our*goal*is*to*inspire*our*students*to*become*life-long*
learners*with*a*love*of*education,*so*that*they*will*be*able*to*learn*whatever*they*
have*to”).* All* parties—teachers,* administrators,* unions,* parents* and* students—
need*to*embrace*the*new*goal.*(Denning,*2011).*
*
Transforming&Schools&from&Institutions&into&Communities&&
Understanding* how* to* continuously* improve* one’s* abilities* and* broaden*
knowledge* (the* process* of* lifelong* learning)* is* far* more* important* then* getting* the*
“correct”* answers* for* artificial* testing* or* technology* situations.* Children* grow* and*
thrive*when*given*the*opportunity*to*collaborate*with*others,*participate*in*meaningful*
projects*and*develop*skills*in* playful*and*creative*ways*that*match* with*their*interests*
(Gray,* 2013;* Hopfenberg,* et* al.,* 1993;* Kohn,* 2015;* Montessori,* 1972;* O’Neil,* 1995;*
Senge*et* al.,*2000).* A*great* deal* of*learning*and* mastery*happens*outside* classrooms.*
Children*need* time* to* practice* activities* (such* as* reading,* drawing,* sports,* playing* a*
musical*instrument)*independently*and*in*the*real* world,*in*order*for*their* brains*and*
bodies*to*develop*creative*and*useful*skills.**
Schools*do*not*need*to*be*competitive*and*punitive*places,*and*there*is*no*need*for*
computer-based*curriculums*that*focus*primarily*on*data*collection.*Learner*autonomy,*
choice,*self-direction*and*privacy*should*be* respected* (Gray,*2013;*Montessori,*1972).*
To*help*students*be*successful*in*their*lives,*both*learner*autonomy*and*positive*social*
relationships*need*to*be*made*a*priority.*Children*learn*teamwork*skills*by*engaging*in*
creative*and* meaningful*projects* with* others..* The* Silicon* Valley* executives*who* send*
their*children*to*Waldorf*schools* (Business*Insider,*2017)*understand*this.*Yet*it*is*not*
the*model*their*industry*is*selling*the*rest*of*the*world.*
It*is*extremely*invasive*to*constantly*test*and*measure*children,*to*use*technology*
to*collect*data*from*them,*compare*them*to*one*another,*to*expect*them*all*to*learn*the*
exact*same*things*(Chase,*2017;*Hensinger,*2017;*Montessori,*1972).**This*is*not*how*
children’s*bodies,*hearts*and*brains*were*designed*by*evolution*to*learn.*It*is*not*how*
the*most*creative*human*beings*in*history*developed*their*talents,*or*how*most*of*us*
developed*the*skills*and*abilities*that*are*most*meaningful*to*us.**
Whether* reading* books* for* pleasure,* dancing,* drawing,* playing* a* musical*
instrument,* tending* a* garden,* raising* animals,* putting* together* a*school* musical* or*
playing*a*sport*with*friends—it*is*the*practice*time*we*put*into*activities*we*enjoy*that*
leads*to*the*highest*levels*of*talent*development*and*mastery.*What*matters*most*is*that*
children* enjoy* becoming* skillful,* that* learning* is* pleasurable*and* meaningful* to* them.*
This*is*common* sense.* It*is*also* what* research*in* learning* and* child* development*has*
shown*to*be*true.**
Testing* a* child’s* knowledge* on* paper* (or* by* computer)* does* not* tell* us* whether*
they* know* how* to* apply* that* knowledge*creatively* in* meaningful* and* challenging*
situations.* Knowing*something* for* written*examinations*is* meaningless* if*learners*do*
not*have*the*skills*or* experience* to* apply*that*knowledge* effectively*in* the*real* world*
and* in* collaboration* with* others.* The*challenge* of* education* now*is* to* evolve*an*
outmoded* and* mechanistic* model* of* schooling.* Love* and* respect* for* the* self-directed*
learning* of* young*people* needs* to*be*the* “common*core”*of* the* equation*(Montessori,*
1972;*Senge*et*al.,*2000).**
*
This*then*is*the*first*duty*of*an*educator:*to*stir*up*life*but*leave*it*free*to*develop.*
For* such* a* delicate* mission* there* is* need,* however,* of* a* great* art* which* will*
suggest* the* proper* time* and* limits* of* one’s*interventions.* This* will* prevent* the*
teacher* from* disturbing* or* misdirecting,* instead* of* assisting,* a* soul* which* is*
coming*to*life*and*which*will*live*by*virtue*of*its*own*efforts.*(Montesssori,*1972,*
p.*111).**
*
As* educator* Ken* Robinson* has* described*(Robinson* &* Aronica,* 2016),* a* ,$"(*+0"3
.$())$%%*)3 $"0%'#*+%!*in* public* education* is* already* underway,* but* it* needs* to* be*
acknowledged,*supported,*nurtured*and*financed.*Children*grow*and*learn*successfully*
when*they*are*cherished*members* of* communities,*where*the* adults*who* guide* them*
also*respect*their* individuality*and* care* about*them*(O’Neil,*1995;*Senge*et* al.,*2000).*
There*are*no*tests*or*AI*programs*that*can*measure*or*predict*the*future*life*potential*of*
a*child.**
Authoritarian* models* of* school* management* need* to* be* dismantled* or* creatively*
transformed.*It*is*a*dehumanizing*system*of*standardization*and*top-down*control*that*
is*out*of*synch*with*children’s*natural*ways*of*learning,*which*ignores*the*essential*role*
of* local* communities* and* cultures* in* education* (O’Neil,* 1995;* Senge* et* al.,* 2000).*
Children* are* most* likely* to* thrive* when* they* are*highly* motivated,* confident,*
encouraged* to* be* creative,* learn*how* to* work* well* with* others,* enjoy* mastering* new*
skills*and*feel*socially*supported*(Comer,*1988;*Gardner,*1993;*Hopfenberg*et*al.,*1993;*
Robinson*&*Aronica,*2016;*Senge*et*al.,*2000).*
As* described*in* this* paper,* numerous* examples* of* innovative* successful* learner-
centered* education* have* been* developed* over* the* last* hundred* years.* Rather* then*
investing* in*tests* and* technology* th at* create*profits*for* investors* and* corporations,*it*
would*be*wiser*to*provide*a* greater*flow* of* resources*into*impoverished*communities*
and*to* increase*funding* for* successful* innovative* programs* that* already* exist.* When*
collaborative* creativity,* love,* playfulness,* curiosity,* autonomy*and* joy* support*
children’s*learning,* anything* is* possible.* That’s*what* our* ancestors* knew*and* what* all*
the*research*evidence* tells*us*now.*For*as*Aristotle* put*it,*“Educating*the*mind*without*
educating*the*heart*is*no*education*at*all.”*
*
Note:3<($*)3%73*2+)3&(&"$3 9"$"3%$+.+!(''-3)2($"43()3*9%31'%.3 &%)*)39$+**"!3+!3MNOP3 Q3 MNORS3 "!*+*'"43
TU!4"$)*(!4+!.3 E%93 G#$3 C$(+!)3 F"($!V3 (!43 TE%93 I2+'4$"!3 A(*#$(''-3 F"($!WV3 L2"3 *"/*3 2()3 1""!3
5"$."43*%."*2"$S3"/&(!4"43(!43"4+*"4S39+*23,+*(*+%!)3(44"4W3
*
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*
