You spend 10, 13, 17 years in school or more and you’d think everyone would learn exactly what they need to know in order to learn anything they needed to for the rest of their lives. Instead we’re left feeling like John Lennon’s “Working Class Hero” or the Dead Prez’s “They Schools”: resentment or cynicism about compulsory schooling fogs the minds of some, while numbed out superficiality claims many of the rest. Left somewhere else along the way are the few who learned to learn, for better or worse. Unfortunately they’re the exception to the rule.
Learning about learning isn’t about the mechanical functioning of cognizance – but that’s part of it. It isn’t about multiple intelligences or social relationships or even student engagement – but they’re all part of it. Learning about learning is a multifacited experience including self-evaluation, planning, learning through doing, reflection, and critical self-examination.
Integrating this process into our programming for young people and our schools can only call out the higher purpose of education. Our future demands nothing less.