Does Environment Matter? What Do Classrooms Say About Our Philosophy?

I just became aware of an architectural contest to design new classrooms. In looking at the winners - it's easy to see why we are still in the mess we're in. Only one of these offers something that might be a little different from what we already have in classrooms that were designed over 100 years ago.

Why is that?

Environments and structures create behavior and the form of our classrooms are no exception. We can learn a lot about ourselves by looking at our physical environments. Our homes, work places, hospitals, and schools tell us a lot about our philosophy - the way we think and what we value.

Schools and classrooms are fundamentally about compliance and the physical environment supports that. These are NOT places where creativity are valued. These are NOT places where social interaction are valued. These are NOT places where exploration and discovery happens.

Early research into teaching and learning shows that a single adult can control about 19 young people. Classrooms were designed with this kind of knowledge in mind - and they still are even though most classrooms today have upwards of 30 young people in them.

If we continue to design what we've always designed there is no hope in having what happens in these rooms be any different than what has been happening in these rooms for nearly 150 years now.

Schooling ≠ Education

Based on recent learning and insights I've changed the name of this blog to Schooling ≠ Education. This new name reflects the most important and critical shift in thinking that is necessary for the reinvention of public schooling.

As noted in one of the first posts on this blog, it was back in 1999 that the first ideas for writing a book emerged. This first inspiration came after visiting with a small group of teachers and having conversations about topics I had thought were common knowledge (topics I had been talking to colleagues about for nearly 20 years at that point).

I was working in a unique and powerful learning environment that reflected an integration of physical space, technology and process. During the conversation we talked about the rate of change, complexity, structures and their influence on behavior, as well as the brain and how humans learn. The original name for this blog, There is No One Right Answer, was an attempt to break through what I call "the right answer syndrome" and get people to think.

Those same topics discussed back in 1999 are still, to this day, not common knowledge - or not knowledge enough to make a difference in what we are doing in our schools. Over the last ten years I have continued to ponder why making necessary changes and improvements in schools and schooling is difficult/challenging. Today my core theory is that most people make the mistake of confusing schooling with education. This mistake is prevalent around the world, in every country, in every walk of life, in governmental circles, in business circles, in churches and religious institutions, and in homes and villages.

My theory is that real, substantive, and necessary changes will not be able to be made until the people involved in schools and schooling make the mental shift and see that schooling is not equal to education. Until that time as that mental shift is made the necessary actions and requisite behaviors will not be made.

Hence, the new name of this blog, Schooling ≠ Education.

I will be persistent in urging people to adopt this point of view and this understanding in the desire to help people see that we will never get the kind of educational experience we truly want for our children unless we make this change first.