Benjamin Freud, Ph.D., FRSA writes: “In a system that values thriving relationships above all else, success is measured (I use the word with irony) with love. When we accept the primacy of relationships, I cannot thrive unless you thrive because we are interconnected.”
Benjamin Freud, Ph.D., FRSA launches his summer “New Narratives” series by saying, “What if we recognized that we are not static beings that can be measured, sorted, standardized, and labeled, but rather we are dynamic becomings that emerge from all of our relationships?
Benjamin Freud, Ph.D., FRSA writes that where the current system rewards measuring, sorting, standardizing, and labeling, we come together to do the inner work as a collective, to imagine the futures we want to unfold, to write a new narrative.
Benjamin Freud, Ph.D. reminds us that the most innovative practices in our current education system will not realize their potential. Viewing education using biomimicry will help us meet that potential for networked learning that will be necessary for a sound future.
Benjamin Freud, Ph.D. writes about school change that unless we change what we value, we will not participate in the birth of the new system. If we keep valuing scarcity, separation, and segregation, we will snap back [to pre-COVID practices] for sure.
This is the first installment of a longer series, a long conversation. It builds on the idea that there is no one future of education because we are all on our own journeys and this includes schools. With not even one-fourth of the way through 2022, we are in an even deeper crisis: COVID, conflict, climate. Will we pause to do the inner work to understand who we are, as individuals, organizations, collectives? How will schools respond to the systemic changes, for school is not isolated from the system? How will our relationships and connections be transformed through possibilities and necessities?
Intrepid Ed News
4 January 2022
Schools would be more effective if they viewed teachers as orchestra conductors rather than singer-songwriters, writes Benjamin Freud, Ph.D. in his prize-winning essay. The goal is not a series of instrumental solos, but a community of music.
Benjamin Freud, Ph.D. Freud systematically challenges many of our fundamental assumptions about school and learning. For example, content is only as good as what you do with it. That point redefines the meaning of credentials, and then best practices unravel.
Benjamin Freud, Ph.D. writes that most portfolios are a record of the past and provide little indication of future potential. He suggests impact portfolios that highlight student competencies and how that student made a difference in our world.
Benjamin Freud, Ph.D. writes: “these ‘essential skills,’ if developed and used for the purpose of preparing students for the future world of work, will remain transactional and serve the same old system that perpetuates socio-economic injustice, climate emergency, and tensions between communities.”
The tradition has been for adults to pass on human narrative and knowledge to children. Benjamin Freud, Ph.D. asks whether such a tradition should endure today. Perhaps we might turn the entry points for useful knowledge over to our students so they will feel empowered to learn.
Benjamin Freud, Ph.D. steps beyond the need for new skills to ensure the future success of our students. He asks for skills that are selected as a result of ethics: “Ethics determine the choices we make before we take action. Skills are what we bring to improve the quality of our actions. Action then leads to impact. Impact is what makes the difference.”
Volume 29, Number 1, March 2014
Cut off from the metropole and coerced into trade with Japan, The French administration in Indochina under Governor General Jean Decoux had to find ingenious ways to produce locally what it had been accustomed to importing. Through the creating of a substitution economy, the nurturing of the artisanat, and appeals to Indochinese solidarity, Decoux designed policies to minimize the impact of Indochina’s isolation and exalt the benefits of French tutelage, as part of a final effort to convince the peoples of Indochina that French civilization could drive either societies forward—an approach founded on linearity that in itself reveals much about the colonial mind.