Education

Brian Lynch

It has taken us a very long time to understand that to teach someone something, anything, is a  difficult task. It is now known through great work by the best of the best in learning theory and education that most education does not do what it sets out to do and that is transfer knowledge. 

A great majority of what we think is going on is fantasy. A lot of this can be seen on the Annenberg website if you are interested. There you can find a somewhat now famous video of interviews with some Harvard students and professors on graduation day. They are being asked some “simple” astronomy questions of a grade school level. Almost no one, if I remember, gets any of them right including an astrophysics student.

There is another video that seems to show, at least to my satisfaction, that even the “best” high school students were learning by “rote” for the most part. They were learning for the test or for the teacher. When pressed no one had an in-depth understanding of the material. No one could sustain his or her own thinking on a given subject, and when pressed on real core understanding they reverted to primitive private understanding. In fact, the title of the video is, beautifully, “Our Own Private Universe.”  NOTE: This essay was written some 14 years ago I have not been able to find the specific videos today but here is the Annebergs present website addressing learning issues: Our Own Private Universe

Why is this? It is because of our old friend “interest.” It has taken all this time for even the best educators to understand that, from the earliest times, children are figuring out the world on their own. Cognition, learning, and thinking do not start just when we adults decide to pour knowledge into a child’s head. 

We are beginning to realize that children, infants, and even fetuses learn and feel. How could it be otherwise? All of this learning starts with a feeling. Thinking comes much later but all kinds of people real and imagined are explaining the world to the child and the child to his or herself. 

At some level, we should be careful telling children that the moon is made of blue cheese and what does the child think of seeing figures falling from ten stories and getting up and walking away? They believe and think sometimes long before they are “taught” anything. These “images” and “scripted” thoughts are primary and because they are primary they will become very solidified and thus very, very difficult to change.

I am fond of pointing out that we, in no way, chose our favorite color. Our favorite color “happened” to us. So too many, many things “happened” to us, including many of the ways we conceptualize the world and thus the basis for the way we are able to learn. That is the way our “interest” will be directed from here on out without some radical change.

The educational system has never appreciated this and what has evolved is a ne'er-do-well system that has developed a system of reading, writing and testing to just get us through the day. Those that succeed may or may not be the brightest or the best, but they are the ones that just happen to be able to manipulate the system consciously or not.

With any thought and examination, we know the “the system” is geared to “practical results” jobs, income, and the like. This is despite the fact that we pay lip service to “real” education and “higher education.”