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This newsletter written by Bruce.
Feedback to: bhammonds@leading-learning.co.nz
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'Where did we come from? Who are we? Where are we going?'
Title of painting: Paul Gauguin
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The title above as been taken from a very large painting by Paul Gauguin He had planned it to be his last painting but as it turned out he went on to paint again. The painting it seems was his attempt to sum up his feelings and philosophy and to think about what next. He was depressed at the time but the completion of the painting gave him a new lease of life such is the power of personal creativity!
'If you don't stretch you don't know where the edge is.'
Sara Turnbull / Designer
Gauguin's questions are important. We all need to stop now and then and look back, around, and forward to make certain we are on the right track. We need to keep the 'big picture' in mind and not become bogged down with the details.
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Where did we come from?
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I have been involved in education, mainly visiting schools as an adviser, since the 60s. The world has changed greatly but in many ways schools, particularly secondary schools remain much the same. I was always attracted to the classrooms that reflected the personal world of the students as seen in the creative art, language and research based on the students own questions on display. Such classrooms were few in number then and still are today. If there was a revolution in learning it was due to the progressive changes that swept the world in the 60s and 70s and not as a result of the 'self managing schools' of the 90s or the introduction of computers. Primary schools in this exciting era changed from being traditional teacher at the front, students in rows facing the blackboards, to students working informally in groups. And of course corporal punishment was banned! This 'open education' movement led a greater emphasis on child centred learning and personalized learning. It was an exciting time to be teacher!
It was at best a half finished revolution and it barely touched the more formal secondary schools. Today secondary schools still reflects an efficiency model of learning more akin to a mass production factory than learning organization.
In the 70 and 80s I was involved with small number of creative teachers in my own province Taranaki, and spending a few years in the classroom putting the ideas into practice. Later, as a principal trying to implement quality learning ideas across a whole school, then I returned to being an adviser working for myself. Over the years the ideas developed have become known as the 'Quality Schools' movement. It is these ideas that can be seen on the website www.leading-learning.co.nz Today schools in Taranaki have continued and extended the 'quality learning' ideas and, in particular, involving every teacher in the school. This had paced greater emphasis on whole school leadership.
During the early days we discovered the pioneering work of Elwyn Richardson, a New Zealand creative teacher who did marvelous work in the 50s. His inspirational book, 'In the Early World', has been republished by the NZCER www.nzcer.org.nz . Elwyn's inspirational work confirmed for us the idea that all the best ideas come from the edge and not from centralized authorities.
'The greatest sign of success for a teacher... is to be able to say, 'The children are now working as if I did not count'.'
Maria Montessori
In the early 80's, my associate Wayne Morris, began a handwritten magazine called 'Primary Arts' to share creative teaching ideas. Together we published 25 magazines and reached a subscription of 500 at which point it all got too much for us. In the mid 90s we, using better printing technology, published a newsletter called, 'Leading and Learning in the 21stC' which, when we established the website, turned into our current electronic e-mailed newsletter.
'They know enough who know how to begin,'
Henry Adams
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Who are we now?
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Wayne and I believe that all organizations need to be transformed so as to release and encourage the creativity of all involved and, in particular, to transform schooling as we know it.
If given the opportunity to redesign education for the 21stC no one would come up with our current fragmented system. Even the word system is a misnomer because modern 'systems thinking' is based on all parts being organically connected and interrelated. Peter Senge introduced the phrase 'learning organization' - an organization so aligned behind a shared vision, values and beliefs that all involved are empowered to make decisions as required. This is the opposite of the industrial 'top down' 'command control' organizations more suited to the past. The best metaphor of this concept is the human body with all the different system working for the common good of the individual human. The brain is an unfeeling centre continulay gathering and interpreting feedback from all other organs. Past organizations were based on an efficiency mechanical metaphor; future organizations were to seen as living organisms able to respond immediately to opptunities and threats.
People at the top in this new environment no longer know what is best. The shared intelligence of all involved is required and wise companies make use of the knowledge of all its workers The answer to survival is, as Darwin pointed out in the 19thC , is continual adaptation and flexibility - the noticing and sharing the best ideas. There are no mistakes for learning organizations, or wrong answers, just learning experiences, continual feedback and always the consideration of 'next time'
Our current school system has it's genesis in the rationality, measuring and classifying ideas of the age of science. Last century it was been shaped by the efficiency and accountability of the industrial age. While John Dewey and others talked about 'learning as experience' and 'schools as democratic communities', the politicians were more impressed with the efficiency of the mass production ideas of Henry Ford. A visit down the corridor of any secondary school, peering into the egg box classrooms, will confirm this analogy. A teacher from the early late 19th C would be at home in most secondary school classrooms. In comparison a doctor from the same era placed in modern hospital would be lost.
'People are really open minded about new things as long as they're exactly like the old ones,'
Charles Kettering / Inventor
Recent educational 'reforms' , influenced by neo conservative 'market forces' ideology of efficiency , privatization , competition and choice, have if anything, reinforced the old paradigms. It has been more tinkering with change and in the process diverting attention from the real issues of creating optimum conditions to develop teaching and learning. No wonder worldwide so many students continue to fail. We have been busy rearranging the deck chairs on the Titanic.
Current politicians, as frightened as ever of real change, try to solve symptoms by tinkering rather than re-imagining the total school system.
'Dogs bark at what they don't understand.'
Heraclitus
Today schools stand self contained, apart from their communities, competing for their 'clients'. Aware of the public relation they do everything they can to avoid facing up to owning their problems of failing students; refusing to accept that it is their own antiquated structures and behaviors that contribute to failing students. Even the more student centred primary schools have not escaped the managerial dogma and compliance requirements and an obsession with the narrow accountability targets that recent governments have imposed on them.
Principals and teachers have yet to ask themselves the three questions that concerned Gauguin. Either they have been too busy to notice that things are not all well, or they have chosen to turn a blind eye hoping it will all go away. Many of course are too 'burnt-out' by endless compliance requirements to have the energy to make the effort. The current assessment requirements of the NZCEA secondary school curriculum are a case in point. The NCEA may be an improvement on the earlier simplistic pass/ fail exam system but it has done little to change the fragmented structures of the schools. At best it may be the final straw that will break the camels back!
Although the dinosaurs are still alive and well in the central bureaucracies the climate is changing and possibly, with the development of modern technology, a comet is on the way. As Michael Fullan reminds us, central governments always get it wrong! Schools will have to face up to what another writer calls a 'perfect storm' of: new technology, new ideas about learning; and new resources. School need to be reminded that their survival is not guaranteed.
The power of the status quo, the vested interests, and a lack of understanding of the urgency for change by the general population, provides a daunting challenge. But as Michael Fullan writes, 'There is nothing as powerful as hopeless cause!'
'They say time changes things, but you have to change them yourself.'
Andy Warhol / Artist
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Where to from here?
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There are no shortages of inspirational ideas to experiment with but currently we lack courageous leadership at all levels. The last decades have created timid leaders at best and most leaders, in a competitive environment, prefer to keep their ideas within their own schools.
Ideally future orientated leadership should come from the highest level, the Prime Minster or the Minster of Education, but they are too busy self congratulating themselves to begin the process. As well, in this polls driven era, it doesn't pay to change things too dramatically.
Wayne and I believe , along with a number of respected educational writers , that courageous principals have the opportunity in the next few years, now that the 'market forces' ideology has lost its authority , to take the moral high ground in leadership but only if they, as Michael Fullan writes, work out 'what is worth fighting for!'
What is required is for school to collaborate with each other to trial a number of educational innovations. Innovations should move toward creating democratic schools integrated with their communities and focused on developing the talents of all students. There is a need to claim back schools from the clutches of the mindset of Henry Ford and to customize learning to fit the needs of each individual students. A 'one size fits all' mentality is well passed it's 'use by date'.
Just as the past was about material and financial capital the new capital of the future will be intellectual; the Industrial Age will replaced by an Age of Ideas and Talent.
A world premised on predictability, control, management, planning and order is being replaced by an age of fast change, relativity, flexibility, ambiguity creativity, and unpredictability. The 'new millennium will need new minds'. It will be an era comparable to the change of consciousness that occurred in the Renaissance when it was found the sun no longer orbited the earth.
No country, says Peter Drucker, has yet to develop a 21stC education system. The first country to do so will be well placed to thrive in the future. It is not beyond the wit and imagination of a country like New Zealand to be the first. All ideas come from the edge away from the constraining influences of European tradition and American 'corporatism.'
Serious problems face the world. At present an obsession with material progress has almost but destroyed the ecological and social fabric of the ecological health of the world itself. With the technology at mans disposal our survival is not used wisely is not guaranteed. Globalization is more than marketing worldwide it is about appreciating and sustaining the fragile ecology of out planet. More than ever we need to 'think global and act local'.
In the meantime we are still trying to solve problem with structures designed for an industrial era. To reinvent a sense of community barriers need to be broken down between organizations, many of which deal with the same 'client'. As a result many citizens experience disconnection or alienation in their own communities. The State must return to communities many functions it has captured so communities can creativity solve their own problems.
What is required is for the Government to instigate a national conversation to begin a dialogue of what kind of country do we want to be? What are the challenges that all citizens have to face up to? Finally, what ideas can be suggested to improve the situation? Most importantly the Government needs to help all citizens face up to the urgency of such questions.
'People would rather die than think.'
Bertrand Russell
What we need are new dreams, myths, stories or ideas suitable for our time. The 'promised land' of capitalism has led to a self centred materialistic world of a few rich and a growing number of poor, disenchanted, alienated and in some cases angry citizens. There was no 'trickle down' as promised.
Ideas are the currency of real change. Martin Luther King had his dream as did Nelson Mandela. They both found out changing current beliefs are not easy but the power of the ideas helped them realize their destiny.
'If it weren't for the rocks in its bed the stream wouldn't make new music.'
Blues singer
We all need to share a dream of a sustainable, inclusive world, one where everyone is able to realize their own dreams and talents; a world where the common good is seen as important as private wealth. A world were both collaboration and individuality are valued even if they are in creative conflict with each other. It is the balancing of these two forces that is the challenge of enlightened leadership at any level; one that can only be achieved if the vision of a future world is worth the sacrifice.
Developing a new future will be 'messy' but the linear history of society we have come to accept is a convenient myth that suit 'top down' last century planners. Evolution is based on inefficiency and false trails, as is the story of each of our lives. If we can live with this realization new ideas will be emerge as long as we don't let those who pretend to know best prematurely prejudge our efforts. Just as Gauguin was unable to break into the elite art world of his day new ideas will struggle until they reach what has been called the 'tipping point'. Leaders will need courage, and a strong sense of a possible better future to sustain them on their journey.
'Success seems to be largely a matter of hanging on after the others have let go.'
William Feather
Successful leaders put their faith in the belief that if the proper conditions are created then people with appropriate help will develop creative solution to all problems - or at least better answers. Life is creative, continually on the move, searching out new possibilities; continually reinventing itself.
School principals could take the lead by working with their communities. To begin the process schools need to look at themselves with innocent eyes first. They need to ask, 'What is working well, what is not working so well, and what are future priorities?' With 30% of students leaving school with little to show for their time the questions cannot be avoided.
'Education has developed in such a way it will be the undoing of society.'
Buckminster Fuller
Through the eyes of some students each class and new school must be like visiting a foreign country. As well at high school they must survive a series of teachers teaching unrelated subjects with little or no attention to the learner's culture or needs. No wonder many students 'fall through the cracks' and in turn finish up in that other Victorian structure, the equally failing prisons.
Interestingly an appreciation of the organic growth, a gradual unfolding of identity, has always underpinned the work of creative teachers. Rather than measure and graph their way to success, and in the process narrowing the curriculum, they believe that, given the right experiences, help and time, all children can succeed.
Such teachers, and future orientated leaders, believe that people are the life blood of any community. Unfortunately in far too many organizations ( including schools) far too many people have lost their self assurance, their spirit, their sense of worthiness and have learnt to comply and 'play the game' for an easy life. Worse still many defend the very organizations that imprison them. People need to be freed from the limitations of their immediate agendas
'It impossible to soar like the eagle if you are surrounded by turkeys'
Anon
Leaders the have to work hard to create a new shared culture. They can only develop a powerful learning culture by entering into dialogue with all concerned and in the process to develop a vision, values and behaviors all can work within. Whatever is developed it is important that it accommodates those who challenge such agreements. Such people are the sparks of the future! Visions as Fullan reminds us can blind as well as liberate; new ideas must always be made welcome.
The sign of a living organization is one that conserving the best of the past as well as being open to change and innovation. Within agreed beliefs they are always open to new ideas from any source. They appreciate that innovative ideas come from the edge, even if at the time, it is hard to tell which ideas are worth keeping. True leadership takes nerve and intellectual courage!
'Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep.'
Scott Adams
We all need conditions to stretch our limits. To achieve this, schools need to focus on personalizing learning, basing learning on student's own 'fertile questions', so as to fit learning to the needs of each student. Teachers will need to work collaboratively to use their combined intelligences to present 'rich, real and relevant' learning challenges so as to develop the talents of all students. This will require dramatic changes for many secondary schools.
'Even if you are on the right track you'll get run over if you just sit there.'
Will Rogers
In every community, and in every school, there are visionaries, advocates and champions of change. In the past they may have been punished for their creativity, as was Gauguin, but it is their ideas, and their perseverance, that will inspire others.
As for us we will continue to champion creative teachers and schools. We want to continue to debate, provoke, inform surprise and even entertain. We want to take the side of the younger versions of those creative people who failed school but have become successful entrepreneurs, creative artists or tradesmen.
'Telling the truth makes you unpopular at the club.'
Oscar Wilde.
We want to continue sharing inspirational books and websites that we have found 'messing around' on the internet.
We want keep up with our website www.leading-learning.co.nz and are encouraged by the positive feedback we get. Currently we are receiving on average 2200 hits per day and our e-zine currently goes out to over 3300 people. Even if only 10% of our 'members' make use of the ideas we would be well pleased!
'What separates those who achieve from those who don't is indirectly proportional to ones ability to ask for help'.
Donald Keogh, Former CEO - Coca Cola
We want most of all to encourage the energy and passion of innovative teachers and principals because education starts and finishes with the interaction between the learner and the teacher. It is class by class, and school by school, that real educational transformation will happen and not by imposed 'standardized' curriculums and contracted ideas.
'Your mind knows only some things, your inner voice knows everything.'
Henry Winkler
We want to encourage school to link together with each other and their communities.
The future we strongly believe lies in sharing ideas of creative schools and teachers not following second hand idea imported from abroad. We believe creative teachers need to be recognized and amplified and the feedback we receive confirms this.
It would be great however, if Central Government were to begin the process. At least they could invite a range of future oriented educators to visit all areas of New Zealand to share their ideas so as to begin the development of a new consciousness about education and its role in creating an integrated and inclusive society in the 21stC.
If we do not act there may be, as Kafka said, 'Hope but not for us!' Gauguin never lived to see the success of his art but he did at least ask the right questions and he never gave up his dream.
'No artist is ahead of his time. He is his time; it is just that the others are behind the time.'
Martha Graham
Creativity is powerful medicine!
'Follow your bliss and your heart will lead you right.'
Ken Kesey, Author 'One Flew Over the Cuckoo Nest'
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Ka kite ano - Farewell for now
Kia kaha - Have courage.
Editors
Bruce Hammonds / Wayne Morris
www.leading-learning.co.nz
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'Age is a matter of mind over matter. If you don't mind it doesn't matter.'
Jack Benny
For more quotes go to www.leading-learning.co.nz/famous-quotes.html
Websites to explore:
The Coalition of Essential Schools www.essentialschools.org
Learning for the 21stC www.21centuryskills.org
The Big Picture Company www.bigpicture.org
International Baccalaureate Organization www.ibo.org
Art Costa 'Intelligent Behaviors www.habits-of-mind.net
Edutopia ( George Lucas Foundation) www.glef.org
Learner centred psychological principles www.apa.org
Leading and Learning for the21stC www.leading-learning.co.nz
(check other links on site)
21stC Learning Intuitive www.21learn.org
Learning how to learn (Sth Aust) www.learntolearn.sa.edu.au
(great links)
The Foxfire Approach www.foxfire.org
Jamie McKenzie(from now on) www.fno.org
Paedeia Philosophy www.paideia.org
Bill and Gates Foundation www.gatesfoundation.org/Education/TransformingHighSchools/
