I was at the final point of my science academic studies when I realized that I
academic studies when I realized that I
academic studies when I realized that I enjoy working with people much more than
enjoy working with people much more than
enjoy working with people much more than I do with test tubes so I handed in my
I do with test tubes so I handed in my
I do with test tubes so I handed in my PhD thesis and some 13 years after i had
PhD thesis and some 13 years after i had
PhD thesis and some 13 years after i had left high school I returned this time as
left high school I returned this time as
left high school I returned this time as a biology teacher now during those 13
a biology teacher now during those 13
a biology teacher now during those 13 years exciting things were happening in
years exciting things were happening in
years exciting things were happening in the world we started making babies
the world we started making babies
the world we started making babies through IVF people started finding their
through IVF people started finding their
through IVF people started finding their way around with the assistance of GPS
way around with the assistance of GPS
way around with the assistance of GPS Microsoft filled our world with Windows
Microsoft filled our world with Windows
Microsoft filled our world with Windows the World Wide Web became a household
the World Wide Web became a household
the World Wide Web became a household member and prozac was introduced making
member and prozac was introduced making
member and prozac was introduced making the world look much nicer and easier to
the world look much nicer and easier to
the world look much nicer and easier to be in I walked into the classroom and
be in I walked into the classroom and
be in I walked into the classroom and within two seconds I understood the
within two seconds I understood the
within two seconds I understood the change that it happens there once we
change that it happens there once we
change that it happens there once we used to write with white chalk on a
used to write with white chalk on a
used to write with white chalk on a blackboard now I was asked to write with
blackboard now I was asked to write with
blackboard now I was asked to write with a black marker on a whiteboard big
a black marker on a whiteboard big
a black marker on a whiteboard big change huge
two things happen during that week first
two things happen during that week first week back at high school first the
week back at high school first the
week back at high school first the principal of the school called me in for
principal of the school called me in for
principal of the school called me in for a meeting now it doesn’t matter if
a meeting now it doesn’t matter if
a meeting now it doesn’t matter if you’re a teacher or a student when the
you’re a teacher or a student when the
you’re a teacher or a student when the principal calls you in you go he called
principal calls you in you go he called
principal calls you in you go he called me and he looked at my credentials and
me and he looked at my credentials and
me and he looked at my credentials and he said hmm let’s establish that you
he said hmm let’s establish that you
he said hmm let’s establish that you know biology are probably an expert in
know biology are probably an expert in
know biology are probably an expert in biology but that doesn’t make you a
biology but that doesn’t make you a
biology but that doesn’t make you a biology teacher yet go study some
biology teacher yet go study some
biology teacher yet go study some education it’s a profession since that
education it’s a profession since that
education it’s a profession since that day some 26 years later I am still
day some 26 years later I am still
day some 26 years later I am still studying education he was right it is a
studying education he was right it is a
studying education he was right it is a multidisciplinary ever developing
multidisciplinary ever developing
multidisciplinary ever developing fascinating profession the second thing
fascinating profession the second thing
fascinating profession the second thing that happened happened when I went into
that happened happened when I went into
that happened happened when I went into my very first 10th grade biology class I
my very first 10th grade biology class I
my very first 10th grade biology class I introduced myself naturally and I
introduced myself naturally and I
introduced myself naturally and I watched the students as their eyes
watched the students as their eyes
watched the students as their eyes started growing wider and wider until
started growing wider and wider until
started growing wider and wider until when I told them I hold a PhD in
when I told them I hold a PhD in
when I told them I hold a PhD in molecular biology one of them just
molecular biology one of them just
molecular biology one of them just couldn’t hold it in anymore and he
couldn’t hold it in anymore and he
couldn’t hold it in anymore and he looked at me and exclaimed what on earth
looked at me and exclaimed what on earth
looked at me and exclaimed what on earth are you doing here sadly not to say
are you doing here sadly not to say
are you doing here sadly not to say tragically he had implemented the
tragically he had implemented the
tragically he had implemented the unquestionable truth that had been sent
unquestionable truth that had been sent
unquestionable truth that had been sent to him as a message by the system ever
to him as a message by the system ever
to him as a message by the system ever since early childhood if a person is
since early childhood if a person is
since early childhood if a person is well educated and successful they won’t
well educated and successful they won’t
well educated and successful they won’t choose to become a mere teacher more
choose to become a mere teacher more
choose to become a mere teacher more than that if you consider a person well
than that if you consider a person well
than that if you consider a person well educated and successful you’re not
educated and successful you’re not
educated and successful you’re not worthy to have him as a teacher
education just wasn’t perceived as
education just wasn’t perceived as inspiring enough important enough or
inspiring enough important enough or
inspiring enough important enough or desirable enough now in the years that
desirable enough now in the years that
desirable enough now in the years that have passed since then I understood that
have passed since then I understood that
have passed since then I understood that this shouldn’t have come as a surprise
this shouldn’t have come as a surprise
this shouldn’t have come as a surprise to me in a world where growing diversity
to me in a world where growing diversity
to me in a world where growing diversity uncertainty and rapid changes have
uncertainty and rapid changes have
uncertainty and rapid changes have become our everyday lives if you look at
become our everyday lives if you look at
become our everyday lives if you look at the education system it is still very
the education system it is still very
the education system it is still very much highly standardized rigid dealing
much highly standardized rigid dealing
much highly standardized rigid dealing with outdated process
with outdated process
with outdated process is we asked our teachers and our
is we asked our teachers and our
is we asked our teachers and our students to deal with facts and figures
students to deal with facts and figures
students to deal with facts and figures more than anything else in a world where
more than anything else in a world where
more than anything else in a world where facts and figures are not only
facts and figures are not only
facts and figures are not only ubiquitous and exponentially growing by
ubiquitous and exponentially growing by
ubiquitous and exponentially growing by the hour but they’re actually available
the hour but they’re actually available
the hour but they’re actually available and free more than that our education
and free more than that our education
and free more than that our education systems are still trying to prepare our
systems are still trying to prepare our
systems are still trying to prepare our young for jobs in a world where in 10
young for jobs in a world where in 10
young for jobs in a world where in 10 years as we heard this morning we have
years as we heard this morning we have
years as we heard this morning we have no idea which jobs are going to be
no idea which jobs are going to be
no idea which jobs are going to be available which jobs won’t exist anymore
available which jobs won’t exist anymore
available which jobs won’t exist anymore we don’t even stop to ask ourselves an
we don’t even stop to ask ourselves an
we don’t even stop to ask ourselves an even more basic question in this day and
even more basic question in this day and
even more basic question in this day and age should job preparation still even be
age should job preparation still even be
age should job preparation still even be one of the goals of education our
one of the goals of education our
one of the goals of education our frustration isn’t new it’s been going on
frustration isn’t new it’s been going on
frustration isn’t new it’s been going on for decades if you go back 150 years to
for decades if you go back 150 years to
for decades if you go back 150 years to Lewis Carroll he already said that
Lewis Carroll he already said that
Lewis Carroll he already said that that’s why we call them lessons because
that’s why we call them lessons because
that’s why we call them lessons because they lesson every day that frustration
they lesson every day that frustration
they lesson every day that frustration has led us to create and implement one
has led us to create and implement one
has led us to create and implement one reform after the other into the system
reform after the other into the system
reform after the other into the system until the point that we are now reformed
until the point that we are now reformed
until the point that we are now reformed infested you look at education systems
infested you look at education systems
infested you look at education systems and you can find reforms galore some
and you can find reforms galore some
and you can find reforms galore some people are talking about the future of
people are talking about the future of
people are talking about the future of education lies in changing the learning
education lies in changing the learning
education lies in changing the learning place others will tell you what we need
place others will tell you what we need
place others will tell you what we need to change is to bring in more technology
to change is to bring in more technology
to change is to bring in more technology into the classroom some will speak about
into the classroom some will speak about
into the classroom some will speak about innovative pedagogies and some will talk
innovative pedagogies and some will talk
innovative pedagogies and some will talk about that one incredible element that
about that one incredible element that
about that one incredible element that sits within each and every one of us be
sits within each and every one of us be
sits within each and every one of us be a student or child or teacher let’s
a student or child or teacher let’s
a student or child or teacher let’s develop that element and then everything
develop that element and then everything
develop that element and then everything will be hunky-dory be it creativity be
will be hunky-dory be it creativity be
will be hunky-dory be it creativity be it imagination maybe the element of
it imagination maybe the element of
it imagination maybe the element of grits whatever you think of that one
grits whatever you think of that one
grits whatever you think of that one thing will change the system well as
thing will change the system well as
thing will change the system well as many reforms as we have we’re still
many reforms as we have we’re still
many reforms as we have we’re still frustrated we still look at our
frustrated we still look at our
frustrated we still look at our education systems and say something
education systems and say something
education systems and say something isn’t working the impact that we’re
isn’t working the impact that we’re
isn’t working the impact that we’re looking for hasn’t happened yet maybe
looking for hasn’t happened yet maybe
looking for hasn’t happened yet maybe because in this day and age what we’re
because in this day and age what we’re
because in this day and age what we’re looking for in our education system
looking for in our education system
looking for in our education system isn’t another
isn’t another
isn’t another form we don’t need another reform what
form we don’t need another reform what
form we don’t need another reform what we need is a revolution no less we need
we need is a revolution no less we need
we need is a revolution no less we need a change of paradigm of what our
a change of paradigm of what our
a change of paradigm of what our education systems are and should be we
education systems are and should be we
education systems are and should be we need to leave the comfort zone of what
need to leave the comfort zone of what
need to leave the comfort zone of what we know stop trying to juggle those
we know stop trying to juggle those
we know stop trying to juggle those building blocks that are not that are
building blocks that are not that are
building blocks that are not that are falling apart write-ups around us and
falling apart write-ups around us and
falling apart write-ups around us and try to build something new if in the
try to build something new if in the
try to build something new if in the 21st century we’re talking about
21st century we’re talking about
21st century we’re talking about developing active creative innovative
developing active creative innovative
developing active creative innovative students who know how to work in
students who know how to work in
students who know how to work in flexible and sustainable teams then the
flexible and sustainable teams then the
flexible and sustainable teams then the education system itself needs to role
education system itself needs to role
education system itself needs to role model exactly that the system itself be
model exactly that the system itself be
model exactly that the system itself be at its teachers its students or its
at its teachers its students or its
at its teachers its students or its processes needs to be a system that is
processes needs to be a system that is
processes needs to be a system that is active creative innovative and works in
active creative innovative and works in
active creative innovative and works in flexible and sustainable teams so how do
flexible and sustainable teams so how do
flexible and sustainable teams so how do we do that what should we do in order to
we do that what should we do in order to
we do that what should we do in order to achieve such a system let’s look back in
achieve such a system let’s look back in
achieve such a system let’s look back in history for approximately 75 years and
history for approximately 75 years and
history for approximately 75 years and go back to january six 1941 in january
go back to january six 1941 in january
go back to january six 1941 in january six 1941 Franklin Delano Roosevelt gave
six 1941 Franklin Delano Roosevelt gave
six 1941 Franklin Delano Roosevelt gave his State of the Nation Address it has
his State of the Nation Address it has
his State of the Nation Address it has since then become known as the for
since then become known as the for
since then become known as the for freedom speech the for freedom speech
freedom speech the for freedom speech
freedom speech the for freedom speech spoke about the very basic for human
spoke about the very basic for human
spoke about the very basic for human rights that each and every person on the
rights that each and every person on the
rights that each and every person on the planet regardless of nationality
planet regardless of nationality
planet regardless of nationality regardless of geography has to have as
regardless of geography has to have as
regardless of geography has to have as his base his or her basic human right
his base his or her basic human right
his base his or her basic human right let’s use that as a baseline and talk
let’s use that as a baseline and talk
let’s use that as a baseline and talk about the Four Freedoms of education
about the Four Freedoms of education
about the Four Freedoms of education what are the four basic rights that each
what are the four basic rights that each
what are the four basic rights that each and every one of us in this room in
and every one of us in this room in
and every one of us in this room in other rooms all over the world have as a
other rooms all over the world have as a
other rooms all over the world have as a right when we enter an education system
right when we enter an education system
right when we enter an education system regardless if we’re a student or a
regardless if we’re a student or a
regardless if we’re a student or a teacher the first freedom is the freedom
teacher the first freedom is the freedom
teacher the first freedom is the freedom from coverage we are slaves of
from coverage we are slaves of
from coverage we are slaves of our curriculums x and spaces one of the
our curriculums x and spaces one of the
our curriculums x and spaces one of the worst enemies of Education is the need
worst enemies of Education is the need
worst enemies of Education is the need to cover the subjects of a curriculum
to cover the subjects of a curriculum
to cover the subjects of a curriculum that is set and standardized by someone
that is set and standardized by someone
that is set and standardized by someone who has decided that this is what we
who has decided that this is what we
who has decided that this is what we need to learn but in a world where we
need to learn but in a world where we
need to learn but in a world where we can learn whatever we want whenever we
can learn whatever we want whenever we
can learn whatever we want whenever we want wherever we want these change are
want wherever we want these change are
want wherever we want these change are no less than ridiculous the second
no less than ridiculous the second
no less than ridiculous the second freedom is freedom from standardization
freedom is freedom from standardization
freedom is freedom from standardization we’re also slaves of the standards that
we’re also slaves of the standards that
we’re also slaves of the standards that we have defined that each of us has to
we have defined that each of us has to
we have defined that each of us has to accomplish we run from test two tests
accomplish we run from test two tests
accomplish we run from test two tests whether it’s in the classroom or on the
whether it’s in the classroom or on the
whether it’s in the classroom or on the national level or comparing
national level or comparing
national level or comparing internationally but evaluation and
internationally but evaluation and
internationally but evaluation and assessment should be about forming the
assessment should be about forming the
assessment should be about forming the process designing it not about measuring
process designing it not about measuring
process designing it not about measuring one student and comparing him to the
one student and comparing him to the
one student and comparing him to the other instead of that we should develop
other instead of that we should develop
other instead of that we should develop meaningful and emotionally charged
meaningful and emotionally charged
meaningful and emotionally charged creative uses of knowledge
creative uses of knowledge
creative uses of knowledge standardization kills creativity
standardization kills creativity
standardization kills creativity destroys individuality and represses one
destroys individuality and represses one
destroys individuality and represses one of the most important things that leads
of the most important things that leads
of the most important things that leads to education and that is Wonder and our
to education and that is Wonder and our
to education and that is Wonder and our natural tendency to explore and discover
natural tendency to explore and discover
natural tendency to explore and discover it also leads to another thing that we
it also leads to another thing that we
it also leads to another thing that we need to be free of we are afraid to fail
need to be free of we are afraid to fail
need to be free of we are afraid to fail we fear failure we should have the
we fear failure we should have the
we fear failure we should have the freedom to fail failure is part of life
freedom to fail failure is part of life
freedom to fail failure is part of life if you don’t doubt and you don’t
if you don’t doubt and you don’t
if you don’t doubt and you don’t question you won’t fail you probably
question you won’t fail you probably
question you won’t fail you probably won’t succeed either Churchill used to
won’t succeed either Churchill used to
won’t succeed either Churchill used to say that success is going from one
say that success is going from one
say that success is going from one failure to the other without losing
failure to the other without losing
failure to the other without losing enthusiasm good cultivated harnessed
enthusiasm good cultivated harnessed
enthusiasm good cultivated harnessed failure can be used to ignite
failure can be used to ignite
failure can be used to ignite imagination to provoke thought and it
imagination to provoke thought and it
imagination to provoke thought and it also leads to one more quality that
also leads to one more quality that
also leads to one more quality that we’ve somehow lost along the way and
we’ve somehow lost along the way and
we’ve somehow lost along the way and that is the quality of humility who we
that is the quality of humility who we
that is the quality of humility who we are what our real place in this world is
are what our real place in this world is
are what our real place in this world is what our responsibilities should be
what our responsibilities should be
what our responsibilities should be towards ourselves towards our peers and
towards ourselves towards our peers and
towards ourselves towards our peers and towards the environment that humility is
towards the environment that humility is
towards the environment that humility is a value that only if we try and fail and
a value that only if we try and fail and
a value that only if we try and fail and try again until we work it out we can
try again until we work it out we can
try again until we work it out we can develop and the last freedom the fourth
develop and the last freedom the fourth
develop and the last freedom the fourth one is the freedom to imagine we are
one is the freedom to imagine we are
one is the freedom to imagine we are these storytelling symbol creating
these storytelling symbol creating
these storytelling symbol creating product designing species on this planet
product designing species on this planet
product designing species on this planet we love the stories and the visions and
we love the stories and the visions and
we love the stories and the visions and imaginations when what they make us feel
imaginations when what they make us feel
imaginations when what they make us feel we love the mysteries and the wonders
we love the mysteries and the wonders
we love the mysteries and the wonders that around us we like to hear about the
that around us we like to hear about the
that around us we like to hear about the heroes and the heroines the villains the
heroes and the heroines the villains the
heroes and the heroines the villains the role models that we can follow their
role models that we can follow their
role models that we can follow their footsteps interaction between
footsteps interaction between
footsteps interaction between imagination and implementation leads to
imagination and implementation leads to
imagination and implementation leads to human development isn’t that what we’re
human development isn’t that what we’re
human development isn’t that what we’re looking for in our education systems
looking for in our education systems
looking for in our education systems these four freedoms need to be expressed
these four freedoms need to be expressed
these four freedoms need to be expressed in the education systems through three
in the education systems through three
in the education systems through three major arts that must be developed
major arts that must be developed
major arts that must be developed education arts first the art of active
education arts first the art of active
education arts first the art of active knowledge we need to find ways to walk
knowledge we need to find ways to walk
knowledge we need to find ways to walk ourselves through all the available mass
ourselves through all the available mass
ourselves through all the available mass of information that surrounds us
of information that surrounds us
of information that surrounds us everywhere know how to harness that
everywhere know how to harness that
everywhere know how to harness that information turn it into our own
information turn it into our own
information turn it into our own knowledge and to use it to use it in
knowledge and to use it to use it in
knowledge and to use it to use it in flexible sometimes unknown and uncertain
flexible sometimes unknown and uncertain
flexible sometimes unknown and uncertain circumstances we also need to know how
circumstances we also need to know how
circumstances we also need to know how to use it responsibly today information
to use it responsibly today information
to use it responsibly today information and knowledge are available for all our
and knowledge are available for all our
and knowledge are available for all our kids can reach and find anything they
kids can reach and find anything they
kids can reach and find anything they want do we really teach them what to
want do we really teach them what to
want do we really teach them what to look for how to think critically about
look for how to think critically about
look for how to think critically about what they find what to use and what not
what they find what to use and what not
what they find what to use and what not to use the second art is the art of
to use the second art is the art of
to use the second art is the art of storytelling as I said we live in our
storytelling as I said we live in our
storytelling as I said we live in our stories everything that surrounds us
stories everything that surrounds us
stories everything that surrounds us used to be a story something that
used to be a story something that
used to be a story something that someone envisioned who are those people
someone envisioned who are those people
someone envisioned who are those people what did they what were they thinking
what did they what were they thinking
what did they what were they thinking when they discovered what they
when they discovered what they
when they discovered what they discovered
discovered
discovered why did they search for what they were
why did they search for what they were
why did they search for what they were searching for how does it impact my life
searching for how does it impact my life
searching for how does it impact my life what can I do with it this story with
what can I do with it this story with
what can I do with it this story with its wonders and mysteries is the
its wonders and mysteries is the
its wonders and mysteries is the probably the best teacher on earth but
probably the best teacher on earth but
probably the best teacher on earth but we don’t use stories in the classroom
we don’t use stories in the classroom
we don’t use stories in the classroom all those facts and figures that we deal
all those facts and figures that we deal
all those facts and figures that we deal with do we tell them as igniting stories
with do we tell them as igniting stories
with do we tell them as igniting stories that motivate us make us want to learn
that motivate us make us want to learn
that motivate us make us want to learn more and more about the story I don’t
more and more about the story I don’t
more and more about the story I don’t remember my geography class I do
remember my geography class I do
remember my geography class I do remember that most of the time I was
remember that most of the time I was
remember that most of the time I was staring at maps they were trying to
staring at maps they were trying to
staring at maps they were trying to teach me these lines the longitude my
teach me these lines the longitude my
teach me these lines the longitude my lines latitude lines which kind of map
lines latitude lines which kind of map
lines latitude lines which kind of map should compare to the other this is an
should compare to the other this is an
should compare to the other this is an economic map that’s a physical map and
economic map that’s a physical map and
economic map that’s a physical map and then one day I learned the story of John
then one day I learned the story of John
then one day I learned the story of John Harrison the clock maker who actually
Harrison the clock maker who actually
Harrison the clock maker who actually solved the greatest problem of the 19th
solved the greatest problem of the 19th
solved the greatest problem of the 19th century how to find longitude at sea it
century how to find longitude at sea it
century how to find longitude at sea it was an incredible story and my
was an incredible story and my
was an incredible story and my imagination was racing I read the book I
imagination was racing I read the book I
imagination was racing I read the book I went to see to listen to the lecture of
went to see to listen to the lecture of
went to see to listen to the lecture of the author who wrote it dava sobel I
the author who wrote it dava sobel I
the author who wrote it dava sobel I went back to those maps that I did not
went back to those maps that I did not
went back to those maps that I did not remember from geography and the very
remember from geography and the very
remember from geography and the very first opportunity that I had I went to
first opportunity that I had I went to
first opportunity that I had I went to Greenwich in London right outside of
Greenwich in London right outside of
Greenwich in London right outside of London to see the clocks that Harrison
London to see the clocks that Harrison
London to see the clocks that Harrison had made to solve the problem problem of
had made to solve the problem problem of
had made to solve the problem problem of longitude the story made me learn much
longitude the story made me learn much
longitude the story made me learn much more than any class in geography had
more than any class in geography had
more than any class in geography had during high school and finally the art
during high school and finally the art
during high school and finally the art of socialization we are a social species
of socialization we are a social species
of socialization we are a social species we operate in societies that operate
we operate in societies that operate
we operate in societies that operate through their norms our beliefs and our
through their norms our beliefs and our
through their norms our beliefs and our values too it’s too easy and there is a
values too it’s too easy and there is a
values too it’s too easy and there is a fine line to go in education from
fine line to go in education from
fine line to go in education from socialization that develops you’re
socialization that develops you’re
socialization that develops you’re thinking about those values and norms
thinking about those values and norms
thinking about those values and norms and deciding what you want to do with
and deciding what you want to do with
and deciding what you want to do with them and how you want to implement them
them and how you want to implement them
them and how you want to implement them in your life the fine line between that
in your life the fine line between that
in your life the fine line between that and between dangerous and doctrine ation
and between dangerous and doctrine ation
and between dangerous and doctrine ation during the 21st century if you just look
during the 21st century if you just look
during the 21st century if you just look around us that danger is evident almost
around us that danger is evident almost
around us that danger is evident almost every single day the art of
every single day the art of
every single day the art of socialization of our children and of our
socialization of our children and of our
socialization of our children and of our teachers and not indoctrination is
teachers and not indoctrination is
teachers and not indoctrination is something we need to develop and last
something we need to develop and last
something we need to develop and last but not least we need to go back to the
but not least we need to go back to the
but not least we need to go back to the good old five WH questions of first
good old five WH questions of first
good old five WH questions of first grade what is worthy of teaching who are
grade what is worthy of teaching who are
grade what is worthy of teaching who are we teaching who are students where have
we teaching who are students where have
we teaching who are students where have they come from who are the teachers that
they come from who are the teachers that
they come from who are the teachers that we want to teach them where and when
we want to teach them where and when
we want to teach them where and when this education occur best is a one age
this education occur best is a one age
this education occur best is a one age 45 to 90 minutes specific classroom slot
45 to 90 minutes specific classroom slot
45 to 90 minutes specific classroom slot the best way to educate maybe not if not
the best way to educate maybe not if not
the best way to educate maybe not if not what is and finally probably the
what is and finally probably the
what is and finally probably the trickiest question of all why are we
trickiest question of all why are we
trickiest question of all why are we teaching what we’re teaching that’s a
teaching what we’re teaching that’s a
teaching what we’re teaching that’s a tricky question are we teaching what
tricky question are we teaching what
tricky question are we teaching what we’re teaching because of historical
we’re teaching because of historical
we’re teaching because of historical reasons it’s a reason because we’ve
reasons it’s a reason because we’ve
reasons it’s a reason because we’ve always done it like this so we should do
always done it like this so we should do
always done it like this so we should do it again because we’re not frustrated or
it again because we’re not frustrated or
it again because we’re not frustrated or too frustrated are we teaching what
too frustrated are we teaching what
too frustrated are we teaching what we’re teaching because of the pressure
we’re teaching because of the pressure
we’re teaching because of the pressure of interest groups political values the
of interest groups political values the
of interest groups political values the question why we teach what we’re
question why we teach what we’re
question why we teach what we’re teaching is one of the most crucial
teaching is one of the most crucial
teaching is one of the most crucial questions of Education try answering it
questions of Education try answering it
questions of Education try answering it candidly and honestly you might be
candidly and honestly you might be
candidly and honestly you might be surprised by what you find 200 years of
surprised by what you find 200 years of
surprised by what you find 200 years of frustration have led us to understand
frustration have led us to understand
frustration have led us to understand that it’s time to move from viewing
that it’s time to move from viewing
that it’s time to move from viewing education as most of the time we do of
education as most of the time we do of
education as most of the time we do of being about encyclopedias it’s time to
being about encyclopedias it’s time to
being about encyclopedias it’s time to move on and understand that education
move on and understand that education
move on and understand that education isn’t about an encyclopedia it’s about
isn’t about an encyclopedia it’s about
isn’t about an encyclopedia it’s about the greatest adventure on earth thank
the greatest adventure on earth thank
the greatest adventure on earth thank you
”
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