Most reasonable people agree that education must prepare students for the global community of the 21st century. Yet nearly all high school students are being educated today as though we are still living in the industrial age. As Paul Saffo points out, “The model to replace industrial age education isn’t clear yet. But the idea that a person stands in front of the room stuffing information into learners like grain into a duck is changing to the idea that teaching is about being a wise companion and advisor.” Approximately 85% of the information that is stuffed into our high school students is forgotten after the students regurgitate it for quizzes and tests. It’s not a pretty scene.
Students learn and remember what they learn when teaching, learning and curricula are inquiry-based and authentic—relevant to the “real” world, and transdisciplinary—integrated and enriched across and by the disciplines or subject areas. Learning must go beyond memorization and skill acquisition to the mastery of content and “higher level” thinking that provides students with the ability to apply what they learn to new situations, solve problems, and create new ideas and knowledge. Memorizing facts and information is not the most important skill in today’s world. Facts change, and information is readily available. Humans of all ages construct understanding of the world though inquiry. Inquiry is not so much about finding the right answer, because often there is none, but rather seeking solutions to problems and understanding of issues.
Although the content of disciplines is important, learning content is a means to an end, not an end in itself. The knowledge within disciplines is constantly expanding and changing. It is impossible to learn everything, but everyone can develop inquiry skills and attitudes. Our arcane high school education system is a massive waste of time and resources. The mandatory feeding by teachers and regurgitation by students are reminiscent of the Roman excesses depicted in Fellini’s Roma.