“With Great Power Comes Great Responsibility” – unknown
“Exciting times for education,” is a common phrase I have enjoyed using in recent times. I feel positivity in the air and can feel the winds of educational change blowing across my face. The likes of Sir Ken Robinson has called for a ‘learning revolution‘. I for one am firmly convinced that the revolution is already in full swing. With learning communities around the world at various stages of readiness for the implementation of the Enhanced PYP, moving from ‘principles to practice’, I believe we are on the verge of a monumental shift in educational thinking, and philosophy with regards to the direction and purpose of education. A new generation of educator is asking more than ever, ‘What if’ with regards to what education could, should or ‘must’ be.
The changes won’t be easy and will feel uncomfortable for many community members, educators and learners alike. It will involve a cultural, social and structural change within many educational institutes. In the storm of this re-organising will come the inevitable re-distribution of power and responsibility to all stakeholders and members of the learning community. A reassignment of roles and none more so than to the learners themselves, and with it will come great responsibility. The burden of power and responsibility can no longer be shouldered by the few but must be carried by the many. Throughout this process and beyond the concept of ‘learning community‘ becomes increasingly important and vital in establishing and maintaining the values, beliefs and culture of learning within all schools.
‘Education is a social or collective endeavour and a benefit to the community as a whole, as well as to the individuals within it. Everyone in the learning community has agency; they see themselves as contributors to its ongoing strength and success, and take action to bring about change.’ The Learning Community in the Enhanced PYP, May 2018
As the monumental shift in practice is a social and collective endeavour then the success or failure depends on the engagement of a collective learning community. It is my belief that the greatest challenge to any learning community will not be their ability to implement change on an immediate and superficial level but to ensure that the change becomes part of school culture, touching the hearts and minds of all learning community members, creating learning partnerships that are supportive and inseparable from each other.
‘Establishing partnerships among all stakeholders, and recognizing what each member independently and collectively brings to the community, is the first step in building relationships. Through these partnerships, members of the community come together to develop and to support a shared vision, mission, beliefs and values.‘ The Learning Community in the Enhanced PYP, May 2018
I believe that the importance in sustainable and positive change is not just about a ‘shared vision, mission, beliefs and values‘ it is much more than that. It is about a shared mindset. The creation of an ‘Enhanced Mindset’ within all members of the learning community that not only recognises what we are doing but ‘WHY’ we are doing it. In short, and not to be understated, we are given an opportunity to develop an educational system that benefits the whole of humanity by the creation of generations of autonomous learners self-driven by curiosity and a love of inquiry. As Warren Berger has recognised, ‘curiosity and inquiry’ will be the attributes most valued in the future world. It will be the ‘WHY’ that will be the question that drives positive and sustainable change within learning communities. Without really understanding and appreciating the the ‘why’ our actions can never really have true purpose or any real sustainability.
To be able to support the development of a shared and ‘Enhanced Mindset’ amongst all learning community members it is important that the journey from ‘principles to practice’ not be rushed. The process of change must be organic and it must be allowed to develop and grow at its own natural pace. We should be going through a process of planting the seeds of change and then tending to them carefully over time. The process should provide enough opportunity for different members of the learning community to become involved, to digest, understand, and recognise the “Why’ at each stage of our preparation. There must be time allowed for all voices within the learning community to be heard, from staff, student, family and community partners. All these community members have a shared power to make a change and a shared responsibility to support the emerging values and beliefs of the school. To be able to achieve this it is vital that all members have an ‘Enhanced Mindset’ of what we are trying to achieve and more importantly, ‘WHY’. These voices must be heard throughout the process if sustainability the values and culture are to remain. Community members not working in isolation but as part of a unified learning community in which each and every member is fully aware that they are they agents of change and the power and responsibilities that brings. Over time the principles that we hold so dear will naturally become practice within our learning communities.
Educator Voices 