The Need for
Disruptive Education
Some
considerations
Do students want or have to listen to
their teachers? Long ere this thought of a disruptive education, in which educators
only wanted their students to sit down and listen to them, but the fact is that
there are several education paradigms like the one above that prevail and that
only make us think of how things have always been done in only one way.
And there we have instructors on top of paradigm watchtowers preventing colleagues
from making changes in the education their pupils are getting today. Learners
should want to listen to their teachers because they can help them construct
their knowledge and will not make them regurgitate what was mentioned in class.
If tickets to attend one’s class were
sold, will one’s students buy them? With this question Lewin (2020) makes educators question their role in the classroom and the
teacher’s soliloquy employed at times in class where no higher order thinking
skills are employed by learners. Lewin longs to have sight of disruptive
classrooms where paradigms are constantly broken for the sake of student
learning. Education is not just about regurgitating information; it has to go
through various channels to become learning. As pointed out by Peter, de Roche,
Graf, & Gatziu Grivas, (2019), “skills are used to designate the ability to
use one’s knowledge with relative ease to perform relatively simple tasks.” And
when these skills are pracited in class they can become competencies.
And when students can develop competencies in class one’s class tickets will
always be sold out. Learning will always be present to engage pupils at all
times.
For a
while, the traditional educators will remain in thought, and they will continue
to be the warders of education with recurrent paradigms or will embrace a
disruptive education willfully. It is not right to sulk about the need for
refocusing learning; what educators have to do is to start selling tickets for
their classes because, as Lewin (2020) insists, this disruption will generate
critical thinking, creativity, and a desire for learning, which will make
students’ skills become competencies. In other words, the competence of a
learner or cohort of pupils must “describe the relationship between the tasks assigned
to or assumed by the person or group and their capability and potential to
deliver the desired performance”
A
disruptive education, free of aged, decrepit, enfeebled paradigms, will feed a
growth mindset with room for risk-taking experiences and failure. Lewin (2020)
states that capitalized mistakes is pure learning, which is pretty much what
Oscar Wilde (2005) once said about
experience: “it is merely the name men give their mistakes,” and students need
to make mistakes to consolidate their learning. Engaging students in their
learning is by far the best lesson of life you can give them; “I can do it”
References
Lewin, L. (2020, Setiembre 15). La
Innovación LLega al Aula. Escuela para Directivos, Laureate Languages.
Buenos Aires, Argentina: ABS International.
Peter, M., de Roche, M., Graf, M.,
& Gatziu Grivas, S. (2019, June). Skills and
Competencies for Digital Transformation.
Retrieved September 21, 2020, from ResearchGate.Com:
https://www.researchgate.net/publication/336375389_Skills_and_Competencies_for_Digital_Transformation_Initiatives_-_Development_of_a_model_to_identify_relevant_skills_and_competencies_for_a_company's_individual_digital_transformation_roadmap
Wilde, O. (2005). The Picture of Dorian Gray.
Clayton, Delaware: Prestwick House Literary Touchstone Press.
The Need for Disruptive Education by Jonathan Acuña on Scribd
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