Will Richardson

Speaker, consultant, writer, learner, parent

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“Never”

January 18, 2023 By Will Richardson Leave a Comment

“Never,” was the answer.

The question?

“Do you ever have conversations in school that touch on the changes that are happening in the world that will affect your life outside of school?”

Honestly? Not shocked.

That student is a part of a diverse team we’re working with in a school that’s trying to figure out its path forward at a moment when every path feels pretty murky. And it came up because that same student said she felt a little unnerved by the picture we were painting of the world we’re all trying to navigate. Climate, AI, challenges to democracy, equity and justice issues…the list goes on.

A lot of things are unnerving right now.

But I wonder why we’re not talking with kids about these things in age-appropriate, real ways? (I’m assuming that student’s experience isn’t an outlier, I know.) If our job is to “prepare them for the world they will live in,” which is what everyone seems to say it is, then isn’t it also our job to talk with them as candidly as we can about what that looks like?

And isn’t it also our job to then focus on the dispositions that our children will need to develop in order to learn their way through all the messes we’re leaving them?

We’ve heard in other groups that many students seem more angry now, more willing to push back against the status quo of school. We’ve heard that enough for us to wonder what might be the cause. The pandemic, sure. And the stress of the world that kids absolutely feel.

But I wonder if it’s a response to “never.” I wonder if it’s this increasing divide they feel between school life and real life, and they’re sensing our inability (or unwillingness?) to bring real life into the conversation.

We’ve never been in a moment where our kids engage with the world in ways that are so different from the ways most adults do.

Maybe they’re wondering where we are.

Filed Under: Change

My 2023 “Tech Cleanse” Has Begun

January 11, 2023 By Will Richardson 3 Comments

Goodbye Twitter. Goodbye Chrome.

Neither was easy.

I was there for early-Twitter, and it was love-hate from the beginning. I loved the ease, the networking, the linking, and, yes, the learning. I hated the fact that I knew blogging in the way that I’d been practicing it for about a decade at that point was done for. “Micro-blogging” didn’t leave space for deep thought, complex ideas, and extended attention. I really regret that I didn’t keep up with my longer-form writing, something I’m trying hard to recapture now.

My break with Twitter has been coming for a while. My Twitter politics addiction in 2016 nearly drove me to therapy. While eduTwitter was always pretty respectful, it’s been feeling lately like metaTwitter is just too much of a toxic stew to remain a part of. Elon didn’t help. So, I’m choosing not to feed that beast any longer, mostly because I don’t see it actually making any of us better. And Mastodon as a replacement? Meh, for how.

On the flip side, my replacement for Chrome, that privacy-killing, tracking and data-collecting browser monster from Big Tech is making me regret not getting off that train much sooner. Arc (arc.net) is a wonderful new browser. Private. Innovative. Pretty intuitive. From a company that has better intents. It has absolutely changed the way I browse and write and interact with the web. I’ve been committing a few minutes a day to diving into its intricacies, and I’m pleasantly surprised on a regular basis. If you have a Mac, give it a shot.

All of this is a part of a path I’m on to step away from technologies that aren’t serving the greater good and my individual wellness and ethics. This year will be one where I really interrogate how I’m contributing to the challenges we’re facing and how I can help mitigate them. So much of my tech life doesn’t feel like it squares with what the world needs right now. So…

My phone is next. (Ugh…)

Is anyone else out there thinking about their tech use through a lens or making themselves and the world a bit healthier?

Filed Under: Technology

Five Themes for Educators in 2023

January 4, 2023 By Will Richardson Leave a Comment

(1/4 Newsletter Repost)

First, Happy New Year! May 2023 bring us all good health, deeper relationships, and as much joy as we can handle!

With those aspirations in mind, we want to tee up some of the themes that will be most on our minds here at BQI over the coming year. We see the year ahead as a complex mixture of reckoning and opportunity, of deceptively fast change, and of increasingly urgent, fundamental questions and conversations about the future of education.

In other words, just another boring 12 months ahead!
Kidding aside, while there are too many topics to mention in one post about what we might focus on in this new year, we want to share five themes that will comprise much of our attention as we continue to try to make sense of this complex moment we find ourselves in.

Artificial Intelligence – The second half of 2022 was literally breathtaking in terms of how quickly advances in generative writing, art, and other AI tools have taken hold. It’s not hyperbole to suggest that nothing will have more of an impact on how we think about the practice and outcomes of education moving forward.

Regenerative Design – It’s a hard reality to acknowledge, but it’s now clear that our environmental challenges are becoming more and more difficult to overcome, and that our students will be living as adults in a period of great disruption and hardship. There is now a compelling argument that schools must redesign their most fundamental systems, practices, and pedagogies to focus on the regeneration of all life on the planet.

2043 – Given the uncertainty of what’s ahead, it’s more important than ever to develop cultures and systems that have “one foot in the future.” School communities must engage in building the collective capacity to develop a futures lens through which to make every decision about the experience of school they create for students.

“Epistemic Humility”
 – With the increasing scale and complexity of the information we are being subjected to every day, individual educators and school communities must now learn and employ new strategies for separating fact from fiction, determining truth, and creating and contributing knowledge in ethical and effective ways. The very nature of literacy is in question.

Urgency
 – The last few years have taught us that we no longer have any time to waste when it comes to a focus on relevance, wellness, justice, and sustainability in schools. 2023 may very well be an inflection point where we either commit to interrogating our current missions and visions and move to articulate new ones, or we risk being overwhelmed by the existential challenges that now face teaching and learning and education writ large.

We know this is a pretty heady list. But we also know that these are the realities of our times. There are challenges, for sure, but there are also opportunities to do great and meaningful work this year. We hope to engage in these and other topics in ways that continue to make you think, and, importantly, act.
Thanks for being with us on this journey.
(Visit the Big Questions Institute to subscribe to our bi-weekly newsletter!)

Filed Under: On My Mind

Schools in a Time of Chaos

May 31, 2020 By Will Richardson Leave a Comment

(Note: I originally wrote this in July, 2016. I wish I could say that we’d evolved since then into a much more sane, loving, enlightened, literate, just society. But as you’ll see, almost all of it could have been written this week. What will we do to make sure this post won’t be relevant four years from now?)

To try to capture the last week in the U.S. would be folly. Police shooting and killing civilians. Civilians killing police. Live-streamed death. FBI probes, Congressional hearings, riots in the streets, political sniping, racial invectives. It’s sad, scary, and fatiguing all at once.

And, it’s disorienting. As George Saunders wrote in an amazing essay in the New Yorker:

I’ve never before imagined America as fragile, as an experiment that could, within my lifetime, fail. But I imagine it that way now.

(And that was written before last week’s shootings had occurred.)

I’m nowhere near eloquent or smart enough to offer some sweeping analysis that puts this moment into some sensible context. It feels as if the symptoms of our illness are pointing to a difficult diagnosis for which there is no known cure. Yet giving up on a fix is not an option because the alternative is, well…

And there are layers to this that transcend sense-making, rooted so deeply in our histories, our dreams, and our disappointments that they are beyond any clear articulation. It’s not just that the illness has no obvious cure; it hasn’t a name either. It would be easier if this was just about race, or just about class, or just about political illiteracy, or just about technology. Instead, it’s about all of those and more, a thousand-piece puzzle that comes without the picture on the top of the box to provide a sense of what “whole” looks like now.

The scariest part is that it feels like we are ill-equipped as a society to deal with what’s being unearthed. We are, to quote Alvin Toffler*, “grotesquely unprepared to cope with” the overwhelming shifts that we’re experiencing. We are not talking at length or with reason about our differences, be they red and blue, black and white and brown, or rich and poor. Perhaps we are unable to now at a time when social media pulls us to our own little information bubbles with increasing ease, where anonymity provokes the worst in our natures. The digital literacy divides that surround us make it exceedingly difficult to hear the “other side” much less understand it. At a moment when we most need to listen and engage in respectful dialogue, we’re content to just be stunned as to why everyone doesn’t see the world as we do.

It’s a moment captured brilliantly by Katharine Viner in the Guardian, who writes:

Now, we are caught in a series of confusing battles between opposing forces: between truth and falsehood, fact and rumour, kindness and cruelty; between the few and the many, the connected and the alienated; between the open platform of the web as its architects envisioned it and the gated enclosures of Facebook and other social networks; between an informed public and a misguided mob.

What is common to these struggles – and what makes their resolution an urgent matter – is that they all involve the diminishing status of truth. This does not mean that there are no truths. It simply means, as this year has made very clear, that we cannot agree on what those truths are, and when there is no consensus about the truth and no way to achieve it, chaos soon follows.

The chaos, across the world, has begun.

I’ve been wondering a lot about education’s role in creating this moment, but even more, its role in fixing it. Ever since Donald Trump blurted out the line “We love the undereducated” in a victory speech a few months ago, I’ve been thinking about the extent to which the current education experience has tilled the soil for what we are currently reaping. We’ve been hell bent on sending kids out into the world that are “college and career ready.” But are they “community ready?” “Country ready?” Are they aware of the pressures and challenges of our democracy? Do they have the tools to express themselves clearly and respectfully about difficult issues, and an empathic disposition that allows them to listen with focus and understanding? Have we allowed them to grapple with these big issues in our presence, with our guidance and modeling to the point where they are able to be thoughtfully engaged?

And can our children truly be “college and career ready” if they are not first “community ready” to their core?

Further, we in education have done rather abysmally when it comes to understanding the profound effects of technology on the basic functions and literacies of our lives. We continue to run from all of those unknowns, those powerful affordances that recenter individual learning and creating and communicating in the world today, instead of embracing them and seeing them as, now, the fundamental focus of our work. As I’ve said before, we would never revisit a physician who disdains a fluency in the latest technologies to treat his or her patients. It doesn’t really matter if that person is afraid or doesn’t have time or feels beset by change. Professionals seek innovation. Professionals understand that the best way to serve their clients is a mix of old and new. Professionals adapt. By any measure, we have not conducted ourselves professionally on those terms.

Is there any question that we have sacrificed many of the life literacies that we all could certainly use right now in our worship for standardization, ranking, data, and those things that are easy to measure? The ability to feel empathy for others, to discuss difficult topics with those who disagree with us in ways that don’t end up in a viral video, to “cope with” change and, importantly, to adapt to new realities of every shape and scale. We’d rather teach the safe stuff, the state bird, multiplication tables, the Battle of Antietam, and Shakespeare, in the safe way, where none of it gets co-mingled and messy and iterative. The black and white version of schooling that predominates now leads our students to an “education,” yet leaves them “undereducated,” illiterate in modern contexts, and deeply resistant to complexity.

And so the question remains, only with even more urgency as chaos reigns: Will we change? Can we?

Which brings me to an essay by Larry Paros, an 82-year old former high school math and social studies teacher who reflected in HuffPo this week on schools in chaos at another time in our history, back in 1968. Faced with racial strife, political unrest, a protracted war, civil disobedience and more, Paros and his colleagues at Yale decided to forge a different path in terms of schooling.

These students were as confused as we were as to the meaning of the events unfolding before them and how best to respond. The external turmoil reflected all too accurately the inner contradictions of our staff and students, bringing sharply into focus the conduct of individual lives as well as that of the nation.

For us it could not be business as usual. One could not simply seek refuge from these forces at our schools and universities. Schooling was part of and not apart from society. Rather than simply sit by idly, reflecting on these events, our schools were morally compelled to step forward—to generate new thinking, alternate visions and active approaches to the events of the outside world consistent with the needs and demands of its students. This was the stuff of a real education, intellectually challenging and spiritually and politically transformative.

As with all of the links in this post, I sincerely urge you to read the whole thing. Instead of running from chaos, Paros and his peers embraced it. Instead of resting on “success,” school became a laboratory, a place to try to answer the unanswerable. A place to, perhaps, work on a cure. It’s an inspirational vision of what school ought to be. And without overstating it, it may be a vision that ultimately saves us. Only, however, if we recognize the urgency for change right now.

Lest we forget, schools, like democracy, are an experiment that carries no guarantee of success. But much like democracy in this moment, there are entrenched stories that we tell about what schools are that make it difficult to negotiate what schools ought to be. We are disoriented as much as the next institution, yet instead of embracing it, instead of taking on the heavy lift of figuring it out because we teach kids (#guilttrip), we’re doubling down, spending billions on gadgets that put a modern sheen on the status quo, hewing to the test, waiting for everyone else, parents, universities, policy makers and vendors to reset the bar for us.

If we continue to do that, we are not just setting ourselves up for institutional failure in the long term. We are failing our kids, and the society we deliver them to, right now.

(* As quoted in this essay by Farhad Manjoo)

(Image credit: Justin S. Campbell)

Filed Under: On My Mind

Has This Crisis Really Changed Schools?

May 26, 2020 By Will Richardson 1 Comment

With respect to those who stand in awe of all that’s changed about schools in the past few months, I would ask “what’s actually changed?”

I don’t mean to minimize the incredible work that educators around the world have done to respond to this crisis. It’s amazing the scale and speed with which we moved from physical space to remote schooling.

But aside from the venue through which schooling is happening, how else has the overarching narrative truly shifted?

Have power relationships between students, teachers, parents, administrators and policy makers really been significantly reoriented?

Are students now at the center of determining what, when, and how they learn?

Has schooling become more equitable across society?

Has the definition of “success” changed?

Aside from turning to technology to deliver the curriculum, has anything about the curriculum really changed?

Has technology amplified learning instead of teaching?

Has our long-term thinking about assessment shifted in any real way?

Do kids find the experience of school more relevant? Less competitive? More empowering?

Maybe it’s early to ask these questions. But, aren’t the answers to these questions (and others like them) the better measure of what, if anything, has really changed?

Filed Under: schools

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  • My 2023 “Tech Cleanse” Has Begun
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