Education has become the proverbial ground zero for an age old problem. Essentially the dilemma focused on what to teach. As our economy has become more diversified and the globalized world grows in specificity of jobs, many postsecondary schools, especially the for-profits entities, base their curriculum off of professional expectations proffered by employers.
There is absolutely nothing wrong with that…Not at all.
However, this is a myopic point of view at best. For-profit education, at the postsecondary level, has adopted the Ford model of education, while adapting Taylorism in the digital classroom. This leaves out two important aspects which more stringent standardized tests and colleges prove students are still lacking.
These two aspects are critical and creative thinking.
As “trickle-down” education continues to seep into the K-12 spectrum of education, secondary classes are becoming to resemble more and more the for-profit, assembly line approaches. Decades of educational research has proven that this educational philosophy and instructional strategy fails time and again.
Perhaps it is time for a new, yet proven, approach.
HAS (Humanities/Arts/Sciences) focuses on ways to engage students at the critical and creative levels through problem solving. While this is not necessarily anything completely new, the perspective is original. In some ways, HAS provides a tool in which students can effectively “hack” their education.
This series will explore the HAS approach. Over the next few months, the columns will explore the instructional design and delivery in both standard as well as non-traditional classroom.
To end this introduction, perhaps it is best to ask a question of ourselves…”How did we best learn how to do what we do best?”