1 00:00:00,000 --> 00:00:03,100 Ever feel like the education system is kind of like stuck 2 00:00:03,100 --> 00:00:04,560 on a merry-go-round? 3 00:00:04,560 --> 00:00:06,180 Yeah, yeah, I see what you mean. 4 00:00:06,180 --> 00:00:08,800 Like one minute it's all about new math, then damn, 5 00:00:08,800 --> 00:00:11,760 tablets in every classroom makes your head spin. 6 00:00:11,760 --> 00:00:13,420 It's definitely a field that never sits still, 7 00:00:13,420 --> 00:00:14,260 that's for sure. 8 00:00:14,260 --> 00:00:16,020 Right, so are we actually getting anywhere? 9 00:00:16,020 --> 00:00:16,860 Yeah. 10 00:00:16,860 --> 00:00:18,140 Or just spinning in circles? 11 00:00:18,140 --> 00:00:20,220 That feeling you mentioned, that constant change, 12 00:00:20,220 --> 00:00:22,980 actually it highlights something crucial about education. 13 00:00:22,980 --> 00:00:23,900 Okay, I'll listen to you. 14 00:00:23,900 --> 00:00:26,260 It's not a simple problem to solve, you know? 15 00:00:26,260 --> 00:00:28,620 It's this whole intricate system, 16 00:00:28,620 --> 00:00:30,220 gotta be understood on a deeper level. 17 00:00:30,220 --> 00:00:31,180 Deeper level. 18 00:00:31,180 --> 00:00:32,820 Okay, now you've got me curious. 19 00:00:32,820 --> 00:00:34,540 So, today's deep dive, 20 00:00:34,540 --> 00:00:37,860 we're gonna explore this idea of education 21 00:00:37,860 --> 00:00:40,220 as a wicked technology. 22 00:00:40,220 --> 00:00:42,220 Wicked technology? 23 00:00:42,220 --> 00:00:44,100 Sounds like something out of sci-fi. 24 00:00:44,100 --> 00:00:45,700 Robots teaching algebra. 25 00:00:45,700 --> 00:00:49,180 Not quite robots, but closer than you might think. 26 00:00:49,180 --> 00:00:51,740 Okay, now I really wanna hear more, lay it on me. 27 00:00:51,740 --> 00:00:54,460 So, wicked problems, they're not so much about 28 00:00:54,460 --> 00:00:57,260 right or wrong answers, it's more about 29 00:00:57,260 --> 00:01:00,820 navigating these systems, tons of interconnected challenges. 30 00:01:00,820 --> 00:01:02,900 So, instead of trying to fix education 31 00:01:02,900 --> 00:01:04,460 like it's a broken toaster, 32 00:01:04,460 --> 00:01:08,540 we need to think of it more like, what, a whole ecosystem? 33 00:01:08,540 --> 00:01:09,380 You got it. 34 00:01:09,380 --> 00:01:11,540 Like a delicate balance, you mess with one part. 35 00:01:11,540 --> 00:01:14,340 Exactly, changes can have ripple effects 36 00:01:14,340 --> 00:01:15,340 throughout the whole system. 37 00:01:15,340 --> 00:01:16,780 Okay, that makes sense. 38 00:01:16,780 --> 00:01:20,020 Think about the shift from just memorizing stuff 39 00:01:20,020 --> 00:01:22,620 to deeper learning. 40 00:01:22,620 --> 00:01:23,560 Deeper learning, huh? 41 00:01:23,560 --> 00:01:25,700 So, not just what we teach, 42 00:01:25,700 --> 00:01:27,980 but how we understand learning itself. 43 00:01:27,980 --> 00:01:30,740 Exactly, it's a whole different way of looking at it, 44 00:01:30,740 --> 00:01:32,460 not just absorbing info. 45 00:01:32,460 --> 00:01:34,900 Instead of just cramming dates in formulas, 46 00:01:34,900 --> 00:01:37,060 you're learning to like, think for yourself, 47 00:01:37,060 --> 00:01:39,700 solve problems, actually use what you learn. 48 00:01:39,700 --> 00:01:42,380 Exactly, making connections, not just memorizing. 49 00:01:42,380 --> 00:01:43,900 Okay, that makes a lot more sense. 50 00:01:43,900 --> 00:01:46,220 Especially in this fast-paced world. 51 00:01:46,220 --> 00:01:47,180 Absolutely. 52 00:01:47,180 --> 00:01:51,060 But how does this all connect to education 53 00:01:51,060 --> 00:01:52,860 being a technology? 54 00:01:52,860 --> 00:01:54,440 That part still kinda throws me. 55 00:01:54,440 --> 00:01:56,340 That's where things get really interesting. 56 00:01:56,340 --> 00:01:59,300 You see this chapter, it argues that education, 57 00:01:59,300 --> 00:02:01,180 it's not just art, not just science. 58 00:02:01,180 --> 00:02:02,860 Right, it's always felt like more than one thing. 59 00:02:02,860 --> 00:02:04,860 It's both, and more. 60 00:02:04,860 --> 00:02:08,180 It's a soft technology, constantly evolving. 61 00:02:08,180 --> 00:02:09,180 Okay, I'm with you on that, 62 00:02:09,180 --> 00:02:13,140 but how does thinking of it as a technology 63 00:02:13,140 --> 00:02:15,980 change how we, I don't know, approach it? 64 00:02:15,980 --> 00:02:18,740 It helps us understand how it ticks, you know? 65 00:02:18,740 --> 00:02:20,500 Like the underlying mechanics. 66 00:02:20,500 --> 00:02:22,020 Okay, so kinda like under the hood. 67 00:02:22,020 --> 00:02:23,620 Yeah, this chapter, 68 00:02:23,620 --> 00:02:25,500 it highlights these key characteristics 69 00:02:25,500 --> 00:02:27,140 of education as a technology, 70 00:02:27,140 --> 00:02:28,920 and once we get those, 71 00:02:28,920 --> 00:02:31,340 we start to see why those quick fixes, 72 00:02:31,340 --> 00:02:32,620 they often fall short. 73 00:02:32,620 --> 00:02:33,740 All right, you've got me hooked. 74 00:02:33,740 --> 00:02:35,100 Let's hear these characteristics. 75 00:02:35,100 --> 00:02:37,940 So first off, just like any technology education, 76 00:02:37,940 --> 00:02:39,700 it's driven by human needs, right? 77 00:02:39,700 --> 00:02:40,540 Makes sense. 78 00:02:40,540 --> 00:02:42,420 And those needs, they don't stay put, 79 00:02:42,420 --> 00:02:43,660 they keep evolving. 80 00:02:43,660 --> 00:02:44,580 Absolutely. 81 00:02:44,580 --> 00:02:46,620 What we needed to know 100 years ago 82 00:02:46,620 --> 00:02:48,180 is totally different from today. 83 00:02:48,180 --> 00:02:50,780 Right, like knowing how to balance a checkbook, 84 00:02:50,780 --> 00:02:52,500 probably not top priority anymore. 85 00:02:52,500 --> 00:02:54,540 Ha ha, yeah, maybe some coding skills 86 00:02:54,540 --> 00:02:55,660 would be more useful these days. 87 00:02:55,660 --> 00:02:56,500 Exactly. 88 00:02:56,500 --> 00:02:57,500 Just like any tech, 89 00:02:57,500 --> 00:03:00,260 education has to adapt to these new needs. 90 00:03:00,260 --> 00:03:02,340 Adapt or become obsolete, kinda like. 91 00:03:02,340 --> 00:03:04,940 Exactly, and just like technologies adapt, 92 00:03:04,940 --> 00:03:06,420 education has to as well, 93 00:03:06,420 --> 00:03:08,420 because like any technology, 94 00:03:08,420 --> 00:03:10,660 it's based on natural phenomena. 95 00:03:10,660 --> 00:03:12,780 Natural phenomena, okay, you're losing me a bit. 96 00:03:12,780 --> 00:03:14,500 Think of it like this. 97 00:03:14,500 --> 00:03:17,220 Education, it's rooted in the science 98 00:03:17,220 --> 00:03:19,300 of how our brains learn best. 99 00:03:19,300 --> 00:03:21,940 Oh, okay, so like the actual biology of learning. 100 00:03:21,940 --> 00:03:24,260 Yeah, and we're always learning new things 101 00:03:24,260 --> 00:03:25,220 about the brain, right? 102 00:03:25,220 --> 00:03:27,380 How it works, how we learn. 103 00:03:27,380 --> 00:03:30,180 Absolutely, it's like a whole new frontier of discovery. 104 00:03:30,180 --> 00:03:32,260 Exactly, and every new discovery, 105 00:03:32,260 --> 00:03:33,940 it kinda shakes things up. 106 00:03:33,940 --> 00:03:36,180 Makes you rethink what you thought you knew. 107 00:03:36,180 --> 00:03:39,420 Exactly, like we learn about neuroplasticity 108 00:03:39,420 --> 00:03:42,140 or how important social emotional learning is. 109 00:03:42,140 --> 00:03:44,100 It's not just about cramming facts in there anymore. 110 00:03:44,100 --> 00:03:47,380 It challenges us to rethink how we teach, 111 00:03:47,380 --> 00:03:50,420 how we even measure if someone's learned something. 112 00:03:50,420 --> 00:03:52,740 It's kinda like how technology evolves outside of school too, 113 00:03:52,740 --> 00:03:53,580 right? Exactly. 114 00:03:53,580 --> 00:03:55,820 They've gone from those giant computers to smartphones. 115 00:03:55,820 --> 00:03:57,740 Right, and each step along the way, 116 00:03:57,740 --> 00:03:59,780 it's building on what came before. 117 00:03:59,780 --> 00:04:00,980 So we're not just playing catch up, 118 00:04:00,980 --> 00:04:02,620 it's more like constant improvement. 119 00:04:02,620 --> 00:04:04,500 You got it, and speaking of building, 120 00:04:04,500 --> 00:04:06,380 another big thing is that education 121 00:04:06,380 --> 00:04:08,660 is both modular and recursive. 122 00:04:08,660 --> 00:04:10,900 Uh-huh, modular and recursive. 123 00:04:10,900 --> 00:04:12,900 Time for a quick vocab lesson maybe. 124 00:04:12,900 --> 00:04:15,500 Uh-huh, sure, think of it like building blocks, right? 125 00:04:15,500 --> 00:04:18,060 You got your classrooms, curriculum, lesson plans, 126 00:04:18,060 --> 00:04:18,940 those are the modules. 127 00:04:18,940 --> 00:04:20,620 Okay, so you can mix and match, create 128 00:04:20,620 --> 00:04:21,980 different learning experiences. 129 00:04:21,980 --> 00:04:24,820 Exactly, but here's the recursive part. 130 00:04:24,820 --> 00:04:28,220 Even a tiny change to one module, 131 00:04:28,220 --> 00:04:30,380 it can ripple through the whole system. 132 00:04:30,380 --> 00:04:32,260 Wow, so even something as simple as like, 133 00:04:32,260 --> 00:04:35,060 how long recesses could impact a child's learning 134 00:04:35,060 --> 00:04:35,940 in other subjects. 135 00:04:35,940 --> 00:04:38,140 Exactly, there's more and more research showing 136 00:04:38,140 --> 00:04:41,700 how important physical activity and just free play are 137 00:04:41,700 --> 00:04:44,060 for boosting academic performance. 138 00:04:44,060 --> 00:04:45,860 That's pretty amazing. 139 00:04:45,860 --> 00:04:47,220 It really is all connected, huh? 140 00:04:47,220 --> 00:04:48,140 It really is. 141 00:04:48,140 --> 00:04:50,020 Okay, so we've talked about how education 142 00:04:50,020 --> 00:04:53,660 is driven by our needs, grounded in how our brains learn, 143 00:04:53,660 --> 00:04:55,900 and made up of these interconnected parts. 144 00:04:55,900 --> 00:04:56,740 Right. 145 00:04:56,740 --> 00:04:59,460 What else makes it so rickety complex? 146 00:04:59,460 --> 00:05:01,180 This next part is key. 147 00:05:01,180 --> 00:05:03,700 Technology, it shapes not just what we think, 148 00:05:03,700 --> 00:05:05,140 but how we think. 149 00:05:05,140 --> 00:05:07,180 In education, it's no different. 150 00:05:07,180 --> 00:05:08,740 Ooh, okay, give me an example. 151 00:05:08,740 --> 00:05:11,900 Let's say digital devices in classrooms, right? 152 00:05:11,900 --> 00:05:14,100 It's not just about giving every kid a tablet, 153 00:05:14,100 --> 00:05:16,740 it's about really getting how those devices 154 00:05:16,740 --> 00:05:18,540 change the whole learning game. 155 00:05:18,540 --> 00:05:20,300 You mean like kids today, 156 00:05:20,300 --> 00:05:22,940 they've got information at their fingertips constantly. 157 00:05:22,940 --> 00:05:24,260 Yes. 158 00:05:24,260 --> 00:05:25,900 But it's even bigger than that. 159 00:05:25,900 --> 00:05:28,220 It's about how these digital tools, 160 00:05:28,220 --> 00:05:31,100 they can help kids collaborate, solve problems, 161 00:05:31,100 --> 00:05:32,140 get creative. 162 00:05:32,140 --> 00:05:34,460 In ways that we couldn't have even imagined before. 163 00:05:34,460 --> 00:05:36,060 Exactly, we're talking about changing 164 00:05:36,060 --> 00:05:38,220 the entire learning process itself. 165 00:05:38,220 --> 00:05:40,460 So it's not just about the content, 166 00:05:40,460 --> 00:05:44,500 but the way technology changes how we learn. 167 00:05:44,500 --> 00:05:46,460 Right, and we gotta really pay attention 168 00:05:46,460 --> 00:05:48,580 to those changes, the good and the maybe not so good, 169 00:05:48,580 --> 00:05:49,980 because they have a huge impact 170 00:05:49,980 --> 00:05:51,660 on how we design effective learning. 171 00:05:51,660 --> 00:05:53,340 Okay, I'm with you. 172 00:05:53,340 --> 00:05:55,580 Now, you mentioned this chapter talks about 173 00:05:55,580 --> 00:05:58,260 several characteristics of education as technology. 174 00:05:58,260 --> 00:05:59,460 What else should we keep in mind? 175 00:05:59,460 --> 00:06:02,620 This next one's about how some educational ideas, 176 00:06:02,620 --> 00:06:05,340 they spread like wildfire while others just, you know, 177 00:06:05,340 --> 00:06:06,180 fizzle out. 178 00:06:06,180 --> 00:06:07,020 So stick some don't. 179 00:06:07,020 --> 00:06:09,220 And it's not always about which idea 180 00:06:09,220 --> 00:06:11,500 is actually better on paper. 181 00:06:11,500 --> 00:06:13,540 Okay, so why do some ideas take root 182 00:06:13,540 --> 00:06:15,460 while others just never catch on? 183 00:06:15,460 --> 00:06:16,700 It's all about context. 184 00:06:16,700 --> 00:06:18,380 Think about mobile phones, right? 185 00:06:18,380 --> 00:06:19,780 Those first clunky ones. 186 00:06:19,780 --> 00:06:22,740 Oh yeah, nobody was exactly lining up for those. 187 00:06:22,740 --> 00:06:24,580 Right, but when they became the way 188 00:06:24,580 --> 00:06:27,380 to get in touch with your kids, boom, mass adoption. 189 00:06:27,380 --> 00:06:29,020 Because the need was there, 190 00:06:29,020 --> 00:06:30,500 even if the tech wasn't perfect. 191 00:06:30,500 --> 00:06:32,980 Exactly, same goes for education, 192 00:06:32,980 --> 00:06:35,060 for any new approach to work, 193 00:06:35,060 --> 00:06:37,340 educators have to get the context. 194 00:06:37,340 --> 00:06:38,980 What are the needs right now? 195 00:06:38,980 --> 00:06:40,660 What might get in the way? 196 00:06:40,660 --> 00:06:43,740 Right, having a good idea isn't enough. 197 00:06:43,740 --> 00:06:45,060 It's gotta fit into the bigger picture. 198 00:06:45,060 --> 00:06:47,020 Exactly, it's more about understanding 199 00:06:47,020 --> 00:06:48,300 the whole ecosystem. 200 00:06:48,300 --> 00:06:50,420 So we can see if an ideal will thrive 201 00:06:50,420 --> 00:06:51,420 or just wither away. 202 00:06:51,420 --> 00:06:52,460 You got it. 203 00:06:52,460 --> 00:06:55,580 And that's precisely why thinking about education 204 00:06:55,580 --> 00:06:57,900 as this wicked technology, 205 00:06:57,900 --> 00:07:00,100 it requires us to shift our thinking 206 00:07:00,100 --> 00:07:01,340 how we solve problems. 207 00:07:01,340 --> 00:07:03,700 Okay, I'm totally seeing why we can't treat education 208 00:07:03,700 --> 00:07:04,780 like a simple equation. 209 00:07:04,780 --> 00:07:06,340 It's so much more than that. 210 00:07:06,340 --> 00:07:09,540 But if there's no one answer, what are we supposed to do? 211 00:07:09,540 --> 00:07:11,020 How do we even design solutions 212 00:07:11,020 --> 00:07:13,380 in this ever-changing landscape? 213 00:07:13,380 --> 00:07:14,780 That is the million dollar question 214 00:07:14,780 --> 00:07:17,420 and that's exactly what we'll be diving into next. 215 00:07:17,420 --> 00:07:19,940 Okay, so we've got education 216 00:07:19,940 --> 00:07:23,580 as this complex, always evolving technology. 217 00:07:23,580 --> 00:07:26,420 But if there's no instruction manual, 218 00:07:26,420 --> 00:07:31,420 how do we even begin to navigate this wicked landscape? 219 00:07:31,460 --> 00:07:32,940 Give me some practical advice here. 220 00:07:32,940 --> 00:07:34,540 Well, you're in luck because this chapter 221 00:07:34,540 --> 00:07:36,700 actually offers some really useful takeaways. 222 00:07:36,700 --> 00:07:38,780 Like how to approach education 223 00:07:38,780 --> 00:07:40,460 as this technology we've been talking about. 224 00:07:40,460 --> 00:07:42,220 Okay, I'm so ready for this, lay it on me. 225 00:07:42,220 --> 00:07:46,020 All right, so takeaway number one, embrace diversity. 226 00:07:46,020 --> 00:07:48,380 Diversity, okay, so like in the classroom, 227 00:07:48,380 --> 00:07:49,540 different teaching styles. 228 00:07:49,540 --> 00:07:51,020 Yeah, all of that and more. 229 00:07:51,020 --> 00:07:55,020 You see, when we're dealing with a wicked system, 230 00:07:55,020 --> 00:07:57,180 there's just no way, no single solution 231 00:07:57,180 --> 00:07:59,340 that's gonna work for absolutely everyone. 232 00:07:59,340 --> 00:08:00,820 Right, like trying to find one meal 233 00:08:00,820 --> 00:08:03,100 that every single person on earth will love, 234 00:08:03,100 --> 00:08:03,940 not gonna happen. 235 00:08:03,940 --> 00:08:04,780 Exactly, so instead of trying to find 236 00:08:04,780 --> 00:08:07,300 that one perfect answer, which doesn't exist, 237 00:08:07,300 --> 00:08:09,420 we need approaches that give us more choices, 238 00:08:09,420 --> 00:08:10,460 more flexibility. 239 00:08:10,460 --> 00:08:11,740 It's about creating a system 240 00:08:11,740 --> 00:08:13,460 where more people benefit, 241 00:08:13,460 --> 00:08:16,460 even if it's not perfectly equal for absolutely everyone. 242 00:08:16,460 --> 00:08:17,860 Okay, so diversity of thought, 243 00:08:17,860 --> 00:08:19,540 diversity of approach, got it. 244 00:08:19,540 --> 00:08:21,500 That's takeaway number one, what's next? 245 00:08:21,500 --> 00:08:23,900 Think big, act local. 246 00:08:23,900 --> 00:08:26,100 Ooh, I like that. 247 00:08:26,100 --> 00:08:28,900 That's both practical and kind of profound. 248 00:08:28,900 --> 00:08:30,420 How do we balance those two things? 249 00:08:30,420 --> 00:08:31,940 It's about recognizing that, yeah, 250 00:08:31,940 --> 00:08:33,820 some goals of education are universal. 251 00:08:33,820 --> 00:08:37,020 Like we want kids to think critically, 252 00:08:37,020 --> 00:08:39,500 to be able to work together, communicate effectively. 253 00:08:39,500 --> 00:08:40,540 Right, those are good goals. 254 00:08:40,540 --> 00:08:43,900 But how we get there, that needs to be adaptable. 255 00:08:43,900 --> 00:08:46,540 A small rural school with limited resources 256 00:08:46,540 --> 00:08:47,940 is gonna have different needs 257 00:08:47,940 --> 00:08:51,020 than a big, well-funded school in a city. 258 00:08:51,020 --> 00:08:53,460 So you take those big ideas, 259 00:08:53,460 --> 00:08:55,500 but you tailor them to each community. 260 00:08:55,500 --> 00:08:58,900 Exactly, that local knowledge knowing the challenges 261 00:08:58,900 --> 00:09:01,020 and what's possible in your own backyard, 262 00:09:01,020 --> 00:09:02,260 that's super valuable. 263 00:09:02,260 --> 00:09:03,780 That makes a lot of sense. 264 00:09:03,780 --> 00:09:05,700 Okay, Hibbe with takeaway number three. 265 00:09:05,700 --> 00:09:07,180 How do we get away from this idea 266 00:09:07,180 --> 00:09:09,540 that education is like this straight line? 267 00:09:09,540 --> 00:09:12,100 You know, like we're always just prepping kids 268 00:09:12,100 --> 00:09:14,140 for the next test, the next grade, 269 00:09:14,140 --> 00:09:16,220 instead of actually learning. 270 00:09:16,220 --> 00:09:17,060 It's a really good point. 271 00:09:17,060 --> 00:09:18,900 And the chapter actually talks about that directly. 272 00:09:18,900 --> 00:09:22,020 It says we need to ditch the linear, embrace the cycle. 273 00:09:22,020 --> 00:09:24,180 Okay, love the sound of that, tell me more. 274 00:09:24,180 --> 00:09:26,780 So it's about realizing that education 275 00:09:26,780 --> 00:09:30,660 isn't about checking boxes or getting to some finish line. 276 00:09:30,660 --> 00:09:34,260 It's an ongoing process, always observing, reflecting, 277 00:09:34,260 --> 00:09:37,180 experimenting, refining, it's a cycle. 278 00:09:37,180 --> 00:09:39,500 Always evolving, just like that technology of education, 279 00:09:39,500 --> 00:09:40,340 we talked about. 280 00:09:40,340 --> 00:09:42,460 Exactly, we don't expect our smart cones 281 00:09:42,460 --> 00:09:44,940 to be the be all and end all of mobile phones, right? 282 00:09:44,940 --> 00:09:46,380 Right, they're always coming out with new ones. 283 00:09:46,380 --> 00:09:49,100 They're constantly evolving, getting better. 284 00:09:49,100 --> 00:09:51,300 So we should think of education the same way. 285 00:09:51,300 --> 00:09:54,100 It's an ongoing experiment, always a work in progress. 286 00:09:54,100 --> 00:09:58,580 Exactly, when we let go of needing that one right answer, 287 00:09:58,580 --> 00:10:02,940 it frees us up to be more creative, more responsive, 288 00:10:02,940 --> 00:10:06,620 and ultimately more effective in helping our students thrive. 289 00:10:06,620 --> 00:10:08,340 This is giving me so much to think about, 290 00:10:08,340 --> 00:10:10,340 not just how we design education systems, 291 00:10:10,340 --> 00:10:12,980 but also how we approach our own learning. 292 00:10:13,860 --> 00:10:16,900 It's about embracing the journey, not just the destination, 293 00:10:16,900 --> 00:10:19,260 but how do we actually put this into practice? 294 00:10:19,260 --> 00:10:21,340 How do we move beyond the theory 295 00:10:21,340 --> 00:10:22,900 and actually make things better? 296 00:10:22,900 --> 00:10:24,220 That is the question, right? 297 00:10:24,220 --> 00:10:25,980 And this is where it gets really interesting. 298 00:10:25,980 --> 00:10:28,860 It goes back to the very beginnings of technology, 299 00:10:28,860 --> 00:10:31,860 like the earliest tools humans ever created. 300 00:10:31,860 --> 00:10:36,020 Oh wow, okay, prehistoric school time, I'm ready. 301 00:10:36,020 --> 00:10:38,260 Imagine early humans, right? 302 00:10:38,260 --> 00:10:40,780 They had some pretty immediate needs, 303 00:10:40,780 --> 00:10:43,140 food, shelter, staying safe. 304 00:10:43,140 --> 00:10:44,300 Survival mode. 305 00:10:44,300 --> 00:10:46,620 Exactly, when they invented something like, 306 00:10:46,620 --> 00:10:51,100 let's say, a stone axe, it wasn't about some abstract goal, 307 00:10:51,100 --> 00:10:54,260 it was about solving a real problem right then and there, 308 00:10:54,260 --> 00:10:56,300 and they used whatever they could get their hands on. 309 00:10:56,300 --> 00:10:57,580 It was all about practicality. 310 00:10:57,580 --> 00:10:59,420 Exactly, and here's the thing, 311 00:10:59,420 --> 00:11:00,980 those early technologies, 312 00:11:00,980 --> 00:11:02,740 they didn't just stay the same, right? 313 00:11:02,740 --> 00:11:06,180 They were constantly refined, adapted, improved, 314 00:11:06,180 --> 00:11:08,100 as humans faced new challenges, 315 00:11:08,100 --> 00:11:10,060 as they discovered new possibilities. 316 00:11:10,060 --> 00:11:12,780 So instead of looking for the right answer in education, 317 00:11:12,780 --> 00:11:15,660 we should be focused on constantly making things better, 318 00:11:15,660 --> 00:11:17,340 being open to new information. 319 00:11:17,340 --> 00:11:19,820 Yes, think about literacy, for example. 320 00:11:19,820 --> 00:11:21,500 The way we teach kids to read today 321 00:11:21,500 --> 00:11:23,660 is completely different from 100 years ago. 322 00:11:23,660 --> 00:11:27,100 Oh, absolutely, no more memorizing Dickens for hours on end. 323 00:11:27,100 --> 00:11:27,940 Thank goodness. 324 00:11:27,940 --> 00:11:30,220 Right, and that's because our understanding 325 00:11:30,220 --> 00:11:33,220 of how kids learn to read, it's evolved, 326 00:11:33,220 --> 00:11:34,860 and so have our methods. 327 00:11:34,860 --> 00:11:37,740 It's like this constant dance between new information 328 00:11:37,740 --> 00:11:39,220 and adapting how we do things. 329 00:11:39,220 --> 00:11:42,060 Exactly, and it's not just literacy, it's everything. 330 00:11:42,060 --> 00:11:44,900 Classroom design, how we assess what kids know, 331 00:11:44,900 --> 00:11:46,460 we could constantly be asking, 332 00:11:46,460 --> 00:11:47,900 how can we improve this? 333 00:11:47,900 --> 00:11:50,500 What have we learned that can make this better? 334 00:11:50,500 --> 00:11:52,900 Okay, I'm really seeing the potential here. 335 00:11:52,900 --> 00:11:55,340 This mindset of constant improvement, 336 00:11:55,340 --> 00:11:58,700 always looking for ways to make education more effective. 337 00:11:58,700 --> 00:12:01,900 But this wicked problem thing, 338 00:12:01,900 --> 00:12:03,860 it means they're always gonna be trade-offs, right? 339 00:12:03,860 --> 00:12:05,100 We're never gonna find a solution 340 00:12:05,100 --> 00:12:07,260 that works perfectly for every single student. 341 00:12:07,260 --> 00:12:09,700 That's true, but remember what we talked about before, 342 00:12:09,700 --> 00:12:12,540 embracing diversity, part of that is recognizing 343 00:12:12,540 --> 00:12:14,700 those trade-offs and still trying to create a system 344 00:12:14,700 --> 00:12:16,260 where more people benefit, 345 00:12:16,260 --> 00:12:19,380 even if it's not perfectly equitable for absolutely everyone. 346 00:12:19,380 --> 00:12:21,180 So it's about finding that sweet spot, 347 00:12:21,180 --> 00:12:22,380 striving for improvement, 348 00:12:22,380 --> 00:12:25,540 but also accepting that there are gonna be limitations. 349 00:12:25,540 --> 00:12:28,020 Exactly, it's about being okay with complexity 350 00:12:28,020 --> 00:12:29,980 and understanding that the work of education 351 00:12:29,980 --> 00:12:31,540 is never really done. 352 00:12:31,540 --> 00:12:33,740 And that's why this idea of education 353 00:12:33,740 --> 00:12:35,980 as a technology is so powerful. 354 00:12:35,980 --> 00:12:37,540 It lets us approach these challenges 355 00:12:37,540 --> 00:12:38,860 with a sense of purpose, 356 00:12:38,860 --> 00:12:42,300 but also a healthy dose of humility. 357 00:12:42,300 --> 00:12:43,820 We're not dealing with equations here, 358 00:12:43,820 --> 00:12:44,780 we're dealing with people. 359 00:12:44,780 --> 00:12:47,500 Exactly, and that's what makes this work so important 360 00:12:47,500 --> 00:12:48,900 and so hopeful. 361 00:12:48,900 --> 00:12:50,060 I love that. 362 00:12:50,060 --> 00:12:52,900 Okay, so if we had to pick one big takeaway 363 00:12:52,900 --> 00:12:55,380 from all of this, what would it be? 364 00:12:55,380 --> 00:12:57,140 If education is something we create, 365 00:12:57,140 --> 00:12:58,780 not a problem to solve, 366 00:12:58,780 --> 00:13:01,020 what responsibility do we each have 367 00:13:01,020 --> 00:13:03,060 in shaping what it looks like in the future? 368 00:13:03,060 --> 00:13:05,140 Wow, that is a powerful question. 369 00:13:05,140 --> 00:13:07,220 It's a call to action for all of us, right? 370 00:13:07,220 --> 00:13:09,300 Not just policymakers or educators, 371 00:13:09,300 --> 00:13:11,340 but everyone has a role to play 372 00:13:11,340 --> 00:13:12,900 in shaping the future of education. 373 00:13:12,900 --> 00:13:15,340 Exactly, and that's the beauty of a conversation like this. 374 00:13:15,340 --> 00:13:17,180 It helps us understand the complexities, 375 00:13:17,180 --> 00:13:20,340 but it also hopefully sparks some aha moments 376 00:13:20,340 --> 00:13:22,140 that inspire us to think differently 377 00:13:22,140 --> 00:13:23,980 and maybe even make a difference. 378 00:13:23,980 --> 00:13:25,460 And on that note, 379 00:13:25,460 --> 00:13:27,780 we're gonna leave you with plenty to think about. 380 00:13:27,780 --> 00:13:29,700 This has been an amazing deep dive 381 00:13:29,700 --> 00:13:31,420 and I know I've learned a ton. 382 00:13:31,420 --> 00:13:34,100 Until next time, keep those questions coming 383 00:13:34,100 --> 00:13:36,060 and keep diving deep. 384 00:13:36,060 --> 00:13:37,740 You know, it's funny, the more we talk about this, 385 00:13:37,740 --> 00:13:39,860 the more I keep coming back to this idea 386 00:13:39,860 --> 00:13:41,980 that we create education. 387 00:13:41,980 --> 00:13:43,700 It's not this fixed thing. 388 00:13:43,700 --> 00:13:45,980 It's something we build and shape. 389 00:13:45,980 --> 00:13:47,740 That's kind of exciting when you think about it. 390 00:13:47,740 --> 00:13:48,660 It is exciting. 391 00:13:48,660 --> 00:13:51,460 And it reminds us that we all have a responsibility, 392 00:13:51,460 --> 00:13:52,780 you know, to really think about 393 00:13:52,780 --> 00:13:54,500 what we want education to be, 394 00:13:54,500 --> 00:13:56,260 especially for future generations. 395 00:13:56,260 --> 00:13:58,780 It's not just up to the experts, it's on all of us. 396 00:13:58,780 --> 00:14:00,100 I totally agree. 397 00:14:00,100 --> 00:14:02,940 Parents, mentors, community members, 398 00:14:02,940 --> 00:14:05,260 even just as lifelong learners ourselves, 399 00:14:05,260 --> 00:14:06,580 we're all part of this. 400 00:14:06,580 --> 00:14:08,140 But where do we even start? 401 00:14:08,140 --> 00:14:10,620 There's so many different ideas about education, 402 00:14:10,620 --> 00:14:11,620 so many voices. 403 00:14:11,620 --> 00:14:13,500 You're right, it can feel overwhelming. 404 00:14:13,500 --> 00:14:16,020 This chapter, it really stresses how important it is 405 00:14:16,020 --> 00:14:18,660 to get on the same page about what education is for, 406 00:14:18,660 --> 00:14:21,340 you know, its purpose, especially in this day and age. 407 00:14:21,340 --> 00:14:24,180 Right, like if we can't agree on the why behind it all. 408 00:14:24,180 --> 00:14:25,180 Exactly. 409 00:14:25,180 --> 00:14:27,580 It's gonna be tough to figure out the how, right? 410 00:14:27,580 --> 00:14:30,060 And this is actually where that whole technology analogy, 411 00:14:30,060 --> 00:14:30,900 it really clicks. 412 00:14:30,900 --> 00:14:33,540 Like we design technologies for a reason 413 00:14:33,540 --> 00:14:35,900 to meet needs, solve problems. 414 00:14:35,900 --> 00:14:37,380 Right, they're tools. 415 00:14:37,380 --> 00:14:38,420 Exactly. 416 00:14:38,420 --> 00:14:40,580 We need that same clarity with education. 417 00:14:40,580 --> 00:14:41,500 What are we aiming for? 418 00:14:41,500 --> 00:14:43,780 Are we getting students ready for jobs, 419 00:14:43,780 --> 00:14:45,380 for being active citizens, 420 00:14:45,380 --> 00:14:48,380 for just living a fulfilling life? 421 00:14:48,380 --> 00:14:50,460 I'd imagine it's probably a mix of all of those things, right? 422 00:14:50,460 --> 00:14:53,180 Probably, but how much we emphasize each one, 423 00:14:53,180 --> 00:14:55,460 that's gonna shape everything, what we teach, 424 00:14:55,460 --> 00:14:56,780 how we measure learning, 425 00:14:56,780 --> 00:14:58,620 even how the school day is structured. 426 00:14:58,620 --> 00:15:02,780 So first things first, define the goals, then what? 427 00:15:02,780 --> 00:15:05,020 Okay, so we have our shared vision, right? 428 00:15:05,020 --> 00:15:06,780 Now we can look at what we've gotta work with, 429 00:15:06,780 --> 00:15:08,260 all the tools, the methods, 430 00:15:08,260 --> 00:15:10,380 just like with any technology we gotta evaluate, 431 00:15:10,380 --> 00:15:12,820 what are the strengths, the weaknesses, 432 00:15:12,820 --> 00:15:13,780 and most importantly, 433 00:15:13,780 --> 00:15:16,300 do they fit with those goals we talked about? 434 00:15:16,300 --> 00:15:17,900 Don't just jump on the latest trend. 435 00:15:17,900 --> 00:15:18,740 Exactly. 436 00:15:18,740 --> 00:15:20,300 It's not about chasing fads, 437 00:15:20,300 --> 00:15:23,540 it's about choosing what actually works, what makes sense. 438 00:15:23,540 --> 00:15:25,020 Which is easier said than done. 439 00:15:25,020 --> 00:15:26,980 There's so much happening in education, 440 00:15:26,980 --> 00:15:29,220 it's hard to know what's really gonna make a difference 441 00:15:29,220 --> 00:15:31,260 and what's just flashing the pan. 442 00:15:31,260 --> 00:15:32,100 For sure. 443 00:15:32,100 --> 00:15:34,700 And that's where being a little skeptical is a good thing. 444 00:15:34,700 --> 00:15:36,420 Ask the tough questions. 445 00:15:36,420 --> 00:15:38,900 Is there proof this new approach works? 446 00:15:38,900 --> 00:15:41,540 Are there any downsides we haven't thought about? 447 00:15:41,540 --> 00:15:42,820 We've gotta be savvy, right? 448 00:15:42,820 --> 00:15:45,180 Like informed consumers, but for education. 449 00:15:45,180 --> 00:15:46,140 Yes. 450 00:15:46,140 --> 00:15:48,260 And that takes us right back to this idea 451 00:15:48,260 --> 00:15:50,860 of education as a wicked technology. 452 00:15:50,860 --> 00:15:53,540 It's messy, there's no one right answer. 453 00:15:53,540 --> 00:15:55,140 But when we accept that, 454 00:15:55,140 --> 00:15:57,540 when we're willing to constantly learn and adapt. 455 00:15:57,540 --> 00:15:59,220 Right, be open to new information. 456 00:15:59,220 --> 00:16:01,780 We can create educational experiences 457 00:16:01,780 --> 00:16:04,340 that really make a difference for every student. 458 00:16:04,340 --> 00:16:05,300 That's what it's all about. 459 00:16:05,300 --> 00:16:06,780 So for our listeners out there, 460 00:16:06,780 --> 00:16:10,180 if they're ready to dive in, embrace this challenge, 461 00:16:10,180 --> 00:16:11,980 what's one thing they can do today 462 00:16:11,980 --> 00:16:14,500 to start thinking about education differently? 463 00:16:14,500 --> 00:16:18,340 You know, it might sound simple, but ask questions. 464 00:16:18,340 --> 00:16:21,100 Talk to teachers, to students, parents, everyone involved. 465 00:16:21,100 --> 00:16:22,700 What's working, what's not? 466 00:16:22,700 --> 00:16:24,500 What can we imagine together? 467 00:16:24,500 --> 00:16:27,420 Because the future of education, it depends on all of us. 468 00:16:27,420 --> 00:16:29,540 Our wisdom, our creativity, our dedication 469 00:16:29,540 --> 00:16:30,820 to making things better. 470 00:16:30,820 --> 00:16:32,340 Couldn't have said better myself. 471 00:16:32,340 --> 00:16:33,980 This has been an amazing conversation. 472 00:16:33,980 --> 00:16:36,380 It's a good reminder that we're all in this together. 473 00:16:36,380 --> 00:16:38,500 And by really understanding education, 474 00:16:38,500 --> 00:16:40,380 especially all the messy parts, 475 00:16:40,380 --> 00:16:42,340 we can make it better for everyone. 476 00:16:42,340 --> 00:16:44,020 So keep those conversations going, 477 00:16:44,020 --> 00:16:47,580 keep asking questions, and most importantly, keep learning. 478 00:16:47,580 --> 00:16:49,620 That's all from us for this Deep Drive. 479 00:16:49,620 --> 00:16:54,620 Until next time.