Learning to Be Free

We did not weave the web of life; we are merely a strand in it. Whatever we do to the web, we do to ourselves.
– Chief Seattle

Every child is part of a human network. The nature and extent of a child’s network — its structure, interaction and exchanges of non-monetary value between the people in it — shape what learning is possible and predict much about who a child can become. We can help children build better networks for themselves as they learn, but not without radical changes in the way we think about what education is, how it really happens, and the resources it really requires. When young people deeply understand and embrace their interdependence with all things, they take the first step towards creating a new future for themselves, and for all of us.

In our podcasts we propose a new approach to education and why we need it now. In Episode One we started with some observations about children and about adult behavior, things that would need to be incorporated into a new approach. We took a network perspective on how children build and manage networks of people who can support their transition into adulthood. We conclude by foreshadowing the design principles that we explore thoroughly in Episodes Two and Three.

In Episode Four we propose a new architecture, built on the purposes, values, and principles introduced in the first three podcasts. It shifts greater responsibility backed by increased support to families and learners. It proposes new tools to manage education investments and existing resources, both monetary and non-monetary in nature. Most of all it radically transforms the social contract, demanding that we be more honest about the family resource gap and, as a society, commit ourselves to make up the difference with individualized family contracts that leverage the good will and caring of the many people who could play a positive role in children’s lives, but don’t because of bureaucratic and cultural barriers. In Episode Five we offer an approach to putting such a system in place, outlining the domains of work that, unleashing mass energy, creativity, and collaboration, would be needed to make the change.

We are not naïve. We know we propose a preposterously difficult thing – education by direct democracy and a major shift from paternalistic government control (a.k.a., “representative democracy”) towards higher expectations for all, a redefinition of optimal resources, and a shift of power to learners and families. Yet we think there is yearning in this country and in the world for an approach to education that acknowledges that its ultimate outcomes are people — human beings that are curious, creative, productive, ethical and committed to improving conditions for all of humanity.

Even a cursory look at global indicators of quality of life shows that our current mode of living is unsustainable. The gap between haves and have-nots grows wider, and instability and insecurity grow commensurately. However, the old constructs of rich vs. poor, developed vs. underdeveloped, right vs. left, you vs. me — these simplistic ways of seeing things won’t solve our current challenges. We can look to the example of the South Africa and the Truth and Reconciliation Commissions as an example of a different approach to solving the intractable conflicts of our time, and to healing from the effects of injustice and oppression — an approach that holds at its core the inescapable principle of interdependence. Educator bell hooks sums it up well when she writes:

For me, forgiveness and compassion are always linked: how do we hold people accountable for wrongdoing and yet at the same time remain in touch with their humanity enough to believe in their capacity to be transformed?

bell hooks

bell hooks’ question is one we are trying to answer. Education seems like a good place to start.