Our math skills are falling. Our reading skills are weakening. Our children have become less literate than children in many developed countries. But the crisis in American education may be more than a matter of sliding rankings on world educational performance scales.
Our kids learn within a system of education devised for a world that increasingly does not exist.
To become a chef, a lawyer, a philosopher or an engineer, has always been a matter of learning what these professionals do, how and why they do it, and some set of general facts that more or less describe our societies and our selves. We pass from kindergarten through twelfth grade, from high school to college, from college to graduate and professional schools, ending our education at some predetermined stage to become the chef, or the engineer, equipped with a fair understanding of what being a chef, or an engineer, actually is and will be for a long time.
We “learn,” and after this we “do.” We go to school and then we go to work.
This approach does not map very well to personal and professional success in America today. Learning and doing have become inseparable in the face of conditions that invite us to discover.
Over the next twenty years the earth is predicted to add another two billion people. Having nearly exhausted nature’s ability to feed the planet, we now need to discover a new food system. The global climate will continue to change. To save our coastlines, and maintain acceptable living conditions for more than a billion people, we need to discover new science, engineering, design, and architectural methods, and pioneer economic models that sustain their implementation and maintenance. Microbiological threats will increase as our traditional techniques of anti-microbial defense lead to greater and greater resistances, and to thwart these we must discover new approaches to medical treatment, which we can afford, and implement in ways that incite compliance and good health. The many rich and varied human cultures of the earth will continue to mix, more rapidly than they ever have, through mass population movements and unprecedented information exchange, and to preserve social harmony we need to discover new cultural referents, practices, and environments of cultural exchange. In such conditions the futures of law, medicine, philosophy, engineering, and agriculture – with just about every other field – are to be rediscovered.
Americans need to learn how to discover.
Being dumb in the existing educational system is bad enough. Failing to create a new way of learning adapted to contemporary circumstances might be a national disaster. The good news is, some people are working on it.
Against this arresting background, an exciting new kind of learning is taking place in America. Alternatively framed as maker classes, after-school innovation programs, and innovation prizes, these programs are frequently not framed as learning at all. Discovery environments are showing up as culture and entertainment, from online experiences to contemporary art installations and new kinds of culture labs. Perhaps inevitably, the process of discovery — from our confrontation with challenging ambiguous data, through our imaginative responses, to our iterative and error-prone paths of data synthesis and resolution — has turned into a focus of public fascination.
Discovery has always provoked interest, but how one discovers may today interest us even more. Educators, artists, designers, museum curators, scientists, engineers, entertainment designers and others are creatively responding to this new reality, and, together, they are redefining what it means to learn in America.
At Harvard University, where I teach, Peter Galison, in History of Science, asks his students make films, to understand science; Michael Chu, in business, brings students to low income regions to learn about social entrepreneurship; Michael Brenner, in Engineering and Applied Science, invites master chefs to help students discover the science of cooking; and Doris Sommer, in Romance Languages, teaches aesthetics by inviting students to effect social and political change through cultural agency. Similarly, in the course I teach, How to Create Things and Have Them Matter, students are asked to look, listen, and discover, using their own creative genius, while observing contemporary phenomena that matter today.
Because that’s what discoverers do.
A New Kind of Learning Lab
Learning by an original and personal process of discovery is a trend on many US university campuses, like Stanford University, MIT, and Arizona State University. It also shows up in middle school, high school and after school programs, as in the programs supported by the ArtScience Prize, a more curricular intensive version of the plethora of innovation prizes that have sprung up in the last years around the world. Students and participants in these kinds of programs learn something even more valuable than discovering a fact for themselves, a common goal of “learning discovery” programs; they learn the thrill of discovering the undiscovered. Success brings not just a good grade, or the financial reward of a prize. It brings the satisfaction that one can realize dreams, and thrive, in a world framed by major dramatic questions. And this fans the kind of passion that propels an innovator along a long creative career.
Discovery, as intriguing process, has become a powerful theme in contemporary culture and entertainment. In art and design galleries, and many museums, artists and designers, like Olafur Eliasson, Mark Dion, Martin Wattenberg, Neri Oxman and Mathieu Lehanneur, invite the public to explore contemporary complexities, as in artist Mark Dion’s recent collaborative work with the Alaskan SeaLife Center and Anchorage Museum on plastic fragments in the Pacific Ocean. Often they make visitors discovery participants, as in Martin Wattenberg’sApartment, where people enter words that turn into architectural forms, or sorts of memory palaces. In a more popular way, television discovery and reality programs, from Yukon Men to America’s Got Talent, present protagonists who face challenges, encounter failure, and succeed, iteratively and often partially, while online the offer is even more pervasive, with games of discovery and adventure immersing young people in the process of competing against natural and internal constraints.
All this has led to the rise of the culture lab.
Culture labs conduct or invite experiments in art and design to explore contemporary questions that seem hard or even impossible to address in more conventional science and engineering labs. Their history, as public learning forum, dates from the summer of 2007, when the Wellcome Collection opened in King’s Cross London, to invite the incurably curious to probe contemporary questions of body and mind through contemporary art and collected object installations. A few months later, in the fall 2007, Le Laboratoire opened in Paris, France, to explore frontiers of science through experimental projects in contemporary art and design, and translate experimental ideas from educational, through cultural, to social practice. And in the winter 2008 Science Gallery opened in downtown Dublin to bring contemporary science experimentation to the general public (and students of Trinity College) with installations in contemporary art and design. Other culture labs have opened since then, in Amsterdam, Kosovo, Madrid and other European, American, Asian, African and Latin American cities. In the USA, culture labs especially thrive on campuses, like MIT’s famous Media Lab, Harvard’s iLab, and the unique metaLAB, run by Jeffrey Schnapp within Harvard’s Berkman Center. These will now be joined by a public culture lab, Le Laboratoire Cambridge, which opens later this month near MIT and Harvard, bringing to America the European model with a program of public art and design exhibitions, innovation seminars, and future-of-food sensorial experiences.
The culture lab is the latest indication that learning is changing in America. It cannot happen too fast.
We may not be getting dumber in America. But we need to get smarter in ways that match the challenges we now face. The time is now to support the role of learning in the pursuit of discovery and to embrace the powerful agency of culture.
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source: WIRE by David Edwards
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