I woke up feeling electric. My body simply can’t take any coffee, so I made a cup of Good Earth herbal tea. Its tea tag contained the message:
Tag Your It Winner:
Good ideas are laughed at in the beginning.
I’m not sure if this is an omen.
As a disclaimer, I’m not in the habit of reposting from my personal blog on this website, but I’d like to share some musings that are slightly edited from my personal blog post, Future Thinking: Evolving as a Part of Enhancing A #PYP Programme Of Inquiry in an effort to open a larger dialogue around what it means to be a PYP school. Thanks for indulging my ideas and responding to how we might “evolve” the PYP curriculum.
Not everyone wakes up on a Sunday morning and sketches out ideas for a Programme of Inquiry (POI), but I’ve been reflecting for a while on my experience from last spring when I went to the IB’s headquarters in the Hague to help design sample POIs for the Enhanced PYP initiative (see the Teacher Support Materials that can be accessed in the MyIB section of the main page for those samples in PYP resources). During that time, our teams sat down and began to create POIs that were structurally synergistic, organized so that there was more conceptual coherence and personalized to the uniqueness of that school reality and age group. In the blog post, #PYP: What is a Successful Programme of Inquiry?, I articulated the intention that was foundational in creating those sample POIs, but I’m starting to consider this definition of “success” as my “first thinking” when I consider what it might mean to “enhance” something.
Probably all you English scholars know that the word “enhance” is a transitive verb, meaning that this verb is relational and influential. I find it an interesting word choice by the IB in its re-branding effort. So their call to “enhance” our Primary Years Programme has got me lingering on what it is that we want to elevate in the learning experience. Visually, “Agency” has now become the symbolic heart of the PYP’s graphic. I think many educators are painting a picture of what that can look like on this blog, with a multitude of examples of how teachers are pivoting towards an agentic pedagogical approach. Currently, I am enamored with Rick Hanson’s definition of agency from his book, Resilient: How to Grow an Unshakable Core of Calm, Strength and Happiness , which I’d like to share with you:
Agency is the ability to look for ways to cause an effect. It’s a sense of internal freedom when you make something happen.
Hmm…..when I consider that interpretation, my eyes begin to widen its focus upon the outer ring’s message of this enhanced PYP graphic: “Building For the Future”. Should we not, as PYP educators, be contemplating what sort of future we wish to build? We often undermine our influence of the big picture of how society and culture are developed over time through our educational paradigms. Educators have played a big role in creating the Millennial-generation, and we are helping to create the next generation of global citizens. We shouldn’t take these things lightly, and in fact, I think we should be much more intentional with our power and ability to transform our human experience and life on Earth. We should look for ways to cause an effect….because we have the freedom to make something happen. For example, it seems obvious to me that the intelligent and thoughtful people at the United Nation’s know this, which is why they have created a call to action with the #TeachSDGsmovement. Our schools should be seriously considering how we might achieve those 17 goals by 2030, because this is certainly one way to shape our schools’ POIs which is in alignment with the PYP curricular framework and values of the IB.
A Second Thought
As I reflect back to that Hague experience, I feel that this initial approach to considering what it means to “enhance” the design of the POI is still ongoing. If you look carefully at those Sample POIs, you would notice that they don’t really deviate much from each other. Because at the end of the day, whether we were using national curricular standards or the IB’s Scope and Sequence, the challenges with using either the standards-based vs. concept-based curriculum results in more similarities than exceptions when creating the units of inquiries. I think this a testimony to the strength of the PYP framework and transdisciplinary learning with how translatable it is to a variety of educational settings. However, when I read books like Homo Deus: A Brief History of Tomorrow by Yuval Noah Harari, The Inevitable: Understanding the 12 Technological Forces That Will Shape Our Future by Kevin Kelly and How to Create a Mind: The Secret of Human Thought Revealed by Ray Kurzweil, I begin to wonder if our current POIs are teaching towards the past or preparing for the imminent reality of our students. Are we, as schools, engaged in future-building, with meaningful and forward-thinking POIs, or clinging onto industrial-age ideas.
I’m not sure how familiar you are with those books, so I’d like to share a quote that persistently plagues me from Homo Deus:
As human fictions are translated into genetic and electronic codes, the intersubject reality will swallow up the objective reality and biology will merge with history. In the 21st century, fiction might thereby become the most potent force on Earth…hence, if we want to understand our future, cracking genomes and crunching numbers is hardly enough. We must also decipher the fictions that make meaning in our world……Fiction isn’t bad. It’s vital. Without commonly accepted stories about money, states or coorporations, no complex human society can function. We can’t play football unless everyone believes in the same made-up rules, and we can’t enjoy the benefits of the markets and courts without simliar make-believe stories. But the stories are just tools. They should not become our goals or our yardsticks. When we forget they are mere fiction, we lose touch with reality.
Yuval Noah Harari, from Home Deus: A Brief History of Tomorrow.
I’ve been marinating in those words for over a year. Curious about what could be the “story” we are telling ourselves now about our future and how we can use it as a “tool”. I know that some feel that the book Future Shock is becoming a self-fulfilling prophecy. But what if we could choose another direction, one in which we meet the disruption that advancing technology will bring with creativity, grace, and intention. I believe wholeheartedly in that possibility, which is why I’ve been working on developing online courses for well-being in the digital age. I feel strongly that we should not resist technology but instead embrace it and use it to promote greater health and improve our relationships. That is the empowering “story” I wish to tell.
And today, I woke up, feeling alive, wanting to create a POI that was bathed in an over-reaching goal of developing well-being because I think that is the “fiction” I’d like to cultivate in the intersubjective (socially agreed upon) future reality of students. Here are the main 6 concepts that I feel need to be unpacked and gone into depth over the course of a student’s PYP experience within our 6 transdisciplinary themes.
- Sustainability (Production and Consumption): because we need to shift from scarcity to ingenuity.
- Entrepreneurship: because we need to shift from profit-orientated goals to positive contributions in society.
- Computational Thinking: because we have to understand the algorithms of life and how we can co-evolve with exponential machine learning.
- Digital Citizenship: because online relationships and media are influencing us and our society. We need to navigate this reality skillfully.
- Social Emotional Learning: because attention and emotional awareness is vital to our health and is the new currency in our economy.
- Imagination (and Poetry): because creativity is the by-product of imagination, and we need to find more beautiful ways to express it.
I’ve started to create potential POIs that take these main concepts and build them out so that the overall force of the programme is one that develops well-bing: resilience, awareness, positive outlook and generosity. It’s really hard to translate these ideas into words without a fully fleshed out sample POI to show as a model but hopefully, the spirit of this quest has been communicated and I will have something completed soon that I can show as an example.
Now, whether you agree with me or not about what concepts need to be on a future-orientated whole-school POI isn’t the point but I do hope to open up a debate. I know in schools that are moving towards personalized learning culture, very broad and general central ideas are highly valued so that there is a lot of flexibility in the direction of a student’s inquiry. In my own experience, I am grappling with casting such a wide net with central ideas in the curriculum, uncertain if the overall outcome behooves the students and is manageable for teachers. But the purpose of this post is not to incite discussion around central ideas, but instead to provoke a re-examination of “the big picture” of your current school’s POI and reflect upon the future that you want to create through the curriculum. Especially in schools that have authorized programmes, we need to be really challenging ourselves, moving beyond horizontal and vertical alignment and articulation. I’m beginning to have a new working definition of the Enhanced PYP: “trans-articulation”, which is less about ticking boxes and more about growing the future today, evolving consciously and actively within our curriculum approach.
As always, I hope you share your reflections, wonderings and concerns in the comments below.