Technolandy

Day 89 (of 25/26) Considerations for School… first principles of learning for the 22nd century

There’s been a couple times I’ve encouraged staff to shift thinking from the needs of the 21st century learner (thank you Tony Wagner) and instead consider what is needed for the 22nd century. Admittedly influenced by a peak ast some things being done in an educational region focused on getting learners what they (may) need for 2030… not the same things as 2020. The future moves pretty quick…

As per work by Will Richardson and his “Why School?” And future school work, I have been fortunate to work with Will on a couple of cohorts – one with international educators… and right now with a local (provincial) cohort… Check him out on LinkedIN and take part in one of his thinking sessions… it’s profound work and thinking! A bit of a time for synthesis and transforming thinking (for me: it’s not about being Bob the Builder and focusing on how/if things can be fixed… much as I once realized with report cards… they do what they’re designed for quite well – we just want different (because we’ve learned more about learning). And time to share of some of my own thinking (though not the same provocation thoughts I pass on to my superintendent and a few others to ponder along with me ) while not asking for any feedback on them…

Today’s discussion – what does it mean to be educated… versus ‘schooled’  vs learned- what is an ‘educated citizen’ – is it still the same thing that led to (in BC) the Year 2000 initiative that finally became our current curriculum… and I’m reminded that it’s not even a fine line between being in a utopia or dystopia… it might even be perspective… a ‘through-topic?”

Cuz… do we have the right 1% of 1% of the world knowledge in the curriculum? And what about the passions that emerge in our learners that the people who wrote curriculum didn’t even consider. 

Gaming thought: if we take a video game approach and ‘gamify’ learning… gotta acknowledge – some levels are darned hard. But not everyone finds the same levels equally hard/easy.

Getting ready for the 22nd century … – we have to be ‘future serious’ because we can’t really know what it means to be ‘future ready’…  literacies and devices are important (especially as we navigate AI)… but for the future, we need to be serious about the present and be ready to: face reality.

Loved Wills provocation on the “Carney Doctrine”: live in truth, not illusion – and nostalgia is not a strategy. 

Tough thought to acknowledge and ponder: Is traditional education operating with honesty about the world as it is?” Article to consider: How Politics is Changing the Way History is Taught

Note to self Read: Dougald Hine  “The Wild Chatbot”

We talk about ‘creating the conditions’ for learning… what are ‘those conditions’??

What does the leadership (formal and informal) need to do… spoiler: not lead a school the same way as 25 years ago… how to build the capacity to have these *uncomfortable at times* conversations – speaking about the world. 

***********

First Principles for Schools in a Complex, Chaotic World

Start with the Human

Prioritize care, dignity, and trust in each learner’s path. Honour their agency, complexity, and emotional reality—not as preparation for life, but as life itself.

Center Relationships

Recognize that learning is fundamentally relational. Schools must foster deep connection—between people, across generations, and with the more-than-human world.

Embrace Curiosity, Inquiry, and Wonder

Make space for questions, exploration, and uncertainty. Learning must begin in curiosity and grow through iterative, experiential, and co-created inquiry.

Model Learning as a Lifelong, Shared Process

Everyone in the system—adults and youth alike—must see themselves as learners. Teach not just what to learn, but how to learn, together.

Honour Indigenous, Non-Western, and Marginalized Knowledge Systems

Challenge dominant narratives by integrating diverse worldviews, especially those that emphasize interdependence, humility, and reciprocity with the Earth.

First Peoples Principles of Learning (BC influence) https://www.fnesc.ca/first-peoples-principles-of-learning/

Learn With and From Nature

Nature is not a subject—it’s a teacher. Design learning to cultivate ecological literacy, reverence, and embodied awareness of our place in living systems.

Redefine Success as Integrity and Contribution

Move beyond individual achievement and competition. Instead, elevate meaning, purpose, service, and the unification of head, heart, and hand.

Design for Joy, Play, and Emotional Openness

Make room for joy as serious pedagogy. Build cultures where emotional expression, playfulness, and shared delight are central to the learning process.

Within the design process: 

Learning is life — education is embedded in everything we do.

Start with curiosity — let wonder be the entry point.

Learning is personal — learners chart their own pathways based on passion and interest.

Support individuality — education nurtures the unique expression of each learner.

Cultivate an intrinsic love of learning — not imposed, but sparked and sustained.

Prioritize relationships and belonging — connection is foundational to learning.

Empathy matters — decisions are guided by compassion and care.

Student voice and choice are essential — learners are co-creators, not passive recipients.

Relevance is non-negotiable — learning must connect to real life, the planet, and the world.

Adaptability is key — learning prepares us for a complex, uncertain future.

Lifelong learning is the goal — not a finish line, but a mindset.

Learning happens in community — foster meaningful relationships and collaboration.

Process over product — focus on the journey, not just grades or marks.

Failure is formative — it’s part of growth, not something to fear.

Global citizenship matters — aim to live in good relation with others and the Earth.

Work hard and with purpose — strong work ethic rooted in meaning, not compliance.

*****************************

What are the inner thoughts?

– we must help learners and educators see how schooling itself can reinforce injustice – can this be unlearned and reimagined? Who will be ‘the first follower’ on this? (Great video still) 

– can we shift to regeneration – supporting the conditions for life, car, and renewal

– that emotional literacy is foundational

How do we scaffold the skill of reflection – for young learners? Throughout the ages? 

*******

When we are not ‘in school’ (as educators) what matters hits different. When you take away staff meetings and report cards (sayeth a recently retired educator) school work and teaching is fun!

Do we need more

play? Finnish 2.5 hours of unstructured time… 

Noticing – it is going to be increasingly complicated to be healthy on an unhealthy world… 

The uncomfortable – what if like the Blockbuster stores, we shuttered our formal school buildings… what would remain. What nostalgia would be craved – and would it be accurate to what truly ‘was’?  What is the role of schools * education * learning * in a world that looks like this… practical changes being very hard (eg IB getting ready of their ‘test’). 

Homework – synthesize our imagination… is it ‘in shape’ enough to think about the future. And is our school community imagine-fitness able to help us see and feel a different future (spoiler: the number of learners who come to our school because of their and/or generational trauma… more of the same is not desired…