We have many conversations going on in the Pellissippi State community concerning what constitutes acceptable or effective or “real” college education. I came across an interesting article that adds fuel to the discussions, potentially boosting velocity in several directions. When you first start to read “How Web-Savvy Edupunks Are Transforming American Higher Education,” you might assume it is a whole-hearted endorsement of “delivering” education as a commodity via the Web. This assumption will likely be exacerbated by the realization that it is published via Fast Company’s Web site, i.e., a business publication.
Read further. You’ll find that the article observes the need for caution in that assumption through statements such as Brigham Young University’s David Wiley. Keep in mind that Wiley is one of the “architects of education 2.0.” He has written, “If universities can’t find the will to innovate and adapt to changes in the world around them, universities will be irrelevant by 2020.” Although the article predicts that unless higher education folks adapt, they will join newspaper chains and record stores in near-extinction, Wiley also makes it clear he speaks not of simple packaging and commoditizing.
“If you didn’t need human interaction and someone to answer your questions, then the library would never have evolved into the university,” Wiley says. “We all realize that content is just the first step.” In other words, education is more than the mere mastery of information. To truly educate yourself, you will always need a teacher. But the nature of those interactions may come in many forms. Let’s face it, the classroom itself was at one time an innovation, a way to deal with the need to connect teachers and students in larger numbers. Few can afford the luxury anymore of wandering among the hills in small groups of one teacher and four or five students engaging in Socratic dialogue.
The question remains, though, how to maintain the quality that makes education more than mere aggregation of information. Wherever you fall on the spectrum of answers to that question, you will likely find material in this article that will both delight you and enrage you.
It’s an ongoing frustration of mine that I don’t have (or, perhaps, take) the time to write on this and other blogs. I can’t believe I haven’t posted since December. But the evidence is right there.
I still don’t have time to go into depth, but I wanted to share a post called What We Know, Don’t Know, and Never Knew. It’s from a personal finance blog, but it gets at something very much at the heart of education. I often tell students, “You must be willing to feel dumb on the way to getting smart.” Too many people quit because they’re uncomfortable, whereas if you’re really learning something you don’t already know, you are bound to feel uncomfortable. This post looks at another side: the likelihood that you will continue to feel dumb, even when most other people would view you as accomplished and competent.
This is the first post in a new category for this blog, called simply “Buccaneering.” The idea comes from an approach to education explicated by James Bach in his book Secrets of a Buccaneer-Scholar: How Self-Education and the Pursuit of Passion Can Lead to a Lifetime of Success. Some people love the book, some hate it, but there is food for thought here. Learning is a much more complex thing, and yet a much simpler thing, than many in the education establishment would have it. I’ll have several posts jumping off from these ideas, but I’m hoping we’ll have some discussion around the idea of what constitutes education.
You can get some quick background by taking a look at Bach’s own blog, How I Learn Stuff.