Tuesday, November 10, 2015
Education - Beyond Courses
Can you be in the business of Education and stop selling courses?
It is a tough ask, as everyone in business has a course-fetish. Courses are the big hammers that the whole sector uses to solve the problems of the world. No matter what you come up with, the educator is likely to say - there is a course for that!
We may not quarrel with the essential idea. Course stands to mean a route, or a procedure, originating from the Latin word for Run. But the course, as it appears in our jargon today, is a frozen thing, and means not a journey but rather a static feast of textbooks, lectures, assignments and exams.
Indeed, many people are dismayed by how it is usually done - often with little consideration or care for the person involved. However, course is such a common currency in education that, eventually, everyone seems to fall in the Course trap. It is so endemic that being educated and being Coursed (which indeed means chased) have become two different things altogether.
So, what is the route to education if we have to break the spell of courses? Experience is the answer I pursue, wherein the real life, rather than a collection of textbooks (however cleverly designed), presents the route to education. Old ideas die hard, and I hear the argument that these experiences must be designed - rather than being defining occurrences by themselves. This is self-defeating - remember John Dewey's late-life regret of using the Experience word as it came to mean such a different thing (see my earlier post here) - because eventually, these experiences would become canned to meet the expectations of a curriculum. No escape from the empire striking back when one starts imposing a structure on the experience, rather than following it.
Indeed, experience with a small e and Experiences, as a designed thing with a big E, are two different things altogether, and I am keen to emphasise this distinction. In the latter version, the tyranny of Courses is evident - this is indeed nothing but a course with a different label - as it must be when one is still being driven by academic priorities. My work, which I see in terms of inverting the Education-Employment flow, or ending the divide altogether, concerns itself more with the small e word, of building learning around the very act of living.
This was indeed Dewey's big idea, which seems surprisingly relevant today even in the rather narrow context of my work. The key transformation of the workplace today, due to technologies of computation and communication, is the increasing emphasis of tacit abilities in terms of human work. The innate knowledge of how to connect with other human beings, how to negotiate, how to make someone feel good, how to respond to disruptions and disasters when needed, all those sorts of things which a course, a defined set of knowledge, can not really address. And, this, despite the apparent woolliness of experience, can only be achieved through living it.
However, this is quite difficult to set up as a model. There may be talk about education innovation, but most of this conversation is driven by For-Profit education, which can not see beyond courses anyway. In fact, as I explored in other posts, the only innovation the For-Profit Education is comfortable with is financial innovation, and in their formulaic world, they are as far from the learner as one could possibly be. This idea, constructing learning out of personal experiences of learners, which automatically imply a great level of flexibility, care, sensitivity, is antithetical to scale-seeking For-Profit models as anything could be.
This may mean that the great hope of changing education, in spite of the claims, may actually come from people willing and capable of transforming personal experiences into learnable moments. First step in this process is to reject the way the world of education is organised, by prestige hierarchy and in terms of a neat distribution of courses. Going beyond courses is a crucial first step, because, that would make everything else crumble fast and quick.
A friend has recently forwarded me a quote from Lord Macaulay's speech in the British Parliament on 2nd February 1835. I reproduce the...
Introduction : The Business of Gift Giving Business gift giving has always been common and contentious at the same time. Business gifts are ...
My previous post, o n whether Hinduism is the only thing to unite India , to which my answer was negative, was based on the idea that Indi...
The title of this post is in quotes because someone told me this. This was some days ago, over lunch in London, something that I stayed wi...
(Image Courtsey: The Economist) As we wait for the Trump Presidency, the transformation of the American Corporatist State into a Co...
EdTech was one of the fancy terms that took hold in the last decade. It succeeded 'e-Learning', which started the journey around t...
Should we compare Trump to Hitler? Hitler is a real historical figure, but he is also a symbol, something we invoke perhaps a bit too ...
There are other ways of describing them. An inexact 'millennial', approximating the year they were born in; a condescending 'y...
There are people who would proclaim 'End of Capitalism' as each new crisis breaks, only to be proved wrong. Just as Marx did in hi...
The conversation in India today is centred on exporting workers. The Indian government is funding Skills Development centres across the co...
How To Live
"Far better it is to dare mighty things, to win glorious triumphs even though checkered by failure, than to rank with those poor spirits who neither enjoy nor suffer much because they live in the grey twilight that knows neither victory nor defeat."
- Theodore Roosevelt
- Theodore Roosevelt
We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time.
- T S Eliot
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.