Open Course in Education Futures

Before I begin the real work of this blog post (to tease out creativity and critical thinking as the dual nature of innovative thought) I want to muse about this course on the EdFutures because recent critical posts don't seem reflective enough for me. I too have felt irritation at the pedagogy that is being employed, since it doesn't meet what I thought the course would be – but that in no way reduces, in fact my feeling like a fish out of water may enhance, the value of the course over the long term.

As we discuss future(s) I want to share this story from a doctoral student - as a way of sending out the human aspect as a reminder of the heart of what we do. These children need to be served by our scenarios - or at least this is the standard by which I have always judged education.

I confess I had trouble with the second week of the open course in education futures. I left the synchronous session early thinking that it was much more interesting to BE creative (judged in a self referent manner as having pushed ourselves further than we had gone before) than it was to talk about creativity.

I confess I was influenced by Summerhill when I first started my career, and as a seasoned adult I understand the pressures that lead to institutionalization - and even the benefits of it to youth growing up in chaotic environments.

The following video talks briefly about the Future(s) of Education project - based on the intuitive design that the next version of education must be participatory in its design - with people in communities answering the question, "What will it take for our children to thrive in the world they will inherit? - A world we cannot imagine?

http://www.youtube.com/watch?v=tvpgcZkZmIU is the link to the video and then you may be interested in the questions I am mulling over since the start of this class.