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A Cura por uma Sala de Aulas Moderna - Versão resumida: 48m 57s
A educação escolar reinventada
Três alunos, que não conseguiram encontrar o seu lugar no status quo do sistema educativo, abandonam o ensino secundário tradicional. Um aventureiro rebelde, um aspirante a artista e um aluno em busca de autoaceitação ingressam em salas de aula diferenciadas de escolas alternativas onde recebem uma educação reinventada.
Com o testemunho de especialistas e líderes mundiais, contributos essenciais de Sir Richard Branson, Saku Tuominen, Todd Rose, Simon Sinek e Dra. Ulcca Joshi Hansen, o documentário de Andy Hourahine repensa o que a educação deve esforçar-se por fazer, revela as mudanças subtis, embora eficazes, que já estão a ocorrer, e explora o que é possível quando as escolas evoluem de processos antiquados para um propósito moderno.
Ficha Técnica
Título Original A Cure for the Common Classroom
Realização Andy Hourahine
Produção 519 Films, Big Change, Bridging Ventures
Música Andrew Brideau
Ano 2021
Duração 48m 57s
Exibição RTP 09 set. 2025
A educação escolar reinventada
Três alunos, que não conseguiram encontrar o seu lugar no status quo do sistema educativo, abandonam o ensino secundário tradicional. Um aventureiro rebelde, um aspirante a artista e um aluno em busca de autoaceitação ingressam em salas de aula diferenciadas de escolas alternativas onde recebem uma educação reinventada.
Com o testemunho de especialistas e líderes mundiais, contributos essenciais de Sir Richard Branson, Saku Tuominen, Todd Rose, Simon Sinek e Dra. Ulcca Joshi Hansen, o documentário de Andy Hourahine repensa o que a educação deve esforçar-se por fazer, revela as mudanças subtis, embora eficazes, que já estão a ocorrer, e explora o que é possível quando as escolas evoluem de processos antiquados para um propósito moderno.
Ficha Técnica
Título Original A Cure for the Common Classroom
Realização Andy Hourahine
Produção 519 Films, Big Change, Bridging Ventures
Música Andrew Brideau
Ano 2021
Duração 48m 57s
Exibição RTP 09 set. 2025
Categoria
📚
AprendizadoTranscrição
00:00O que é isso?
00:30So many things scare me about going into the real world from high school.
00:45Kindergarten children learn within six months that their questions are irrelevant to the system that's going on.
00:55We want our young people to be prepared for the jobs of the future.
00:59It is possible that school is not necessary.
01:05I don't think there's a single place on earth that thinks the purpose of education is correct.
01:13We're obsessed with the standard and sometimes at the sacrifice of the children and the teachers.
01:18I think that what we've got to be thinking about is the future of our country.
01:22In order to do that, we've got to rethink how we do school.
01:25I think for the first time, the best option for our kids is to give them something really different from what we know.
01:36And that's scary.
01:37How's it going?
01:51I'm good.
01:52Doing good.
01:53Hi.
01:53Hi.
01:54Are we good?
01:55Yep, we're rolling.
01:58Here we go.
02:00So we're talking about my high school experience?
02:03A typical classroom, there's 30, 25 kids in a classroom and maybe three people are engaged and the rest, no one really kind of cares what the teacher's saying.
02:12It's demotivating, it's boring, as I say a lot. It doesn't give me a reason to do it.
02:18It's a place. It's a place that we all have to go.
02:21Honestly, you're just there to get grades and then I'm given homework and a test maybe and same goals for second period, third and fourth.
02:28Clearly, we all think differently. We all express things differently. And yet, we're forced to present everything we learned in the exact same way.
02:37In a typical class, how many times were you asked what you wanted to learn?
02:43I don't think ever. I don't, I don't, that would be interesting if someone asked me that. I wish.
02:51No one's ever really, truly asked me what I wanted to do and then took some action and initiative to help me get there.
02:58Honestly, I feel if the school system listens to students, it'd make it so much more productive and it'd just make the whole experience so much better for all of us.
03:05Do you think that's something that's going to happen?
03:09No.
03:09No.
03:09So, for a long time I've been really concerned about the barrier of apathy with our student population.
03:38and the lack of engagement and that it seems like research is showing that the more time a kid spends in the educational pipeline, the more disengaged they become.
03:49We've created a system of disengagement, almost like a prison system of doing time before they can go out and do their own thing.
03:56Back in the 1800s, in the early 20th century, yeah, transfer of knowledge because we didn't have the internet was definitely essential to go to school.
04:06They had libraries, they had teachers who were the gatekeepers, the knowledge, but with the advent of the internet and all these massive ways to learn,
04:18No, you don't need school to really transfer knowledge anymore.
04:22Many of the fundamentals of education at the moment are based on industrial models created roughly about 100 years ago.
04:30The essence of that kind of system was trying to make each and every kid as similar as possible because it was cost effective and that's the way it worked with the conveyor belts and industrialism and so on and so on.
04:48Education was about creating economic, political and social units. We wanted human beings who would fit into an existing society, know their place. That doesn't make sense anymore, given where the world is.
05:03If the essence of the documentary is that schools need to change because they are based on the industrial model, I would say is that no shit.
05:13You probably know that we have over 1.2 million dropouts every single year in high school in this country.
05:22What you may not know is that at least 4% of those dropouts are known to be intellectually gifted.
05:33It means we're losing over 50,000 of our brightest minds every single year.
05:40I know because I was one of those students.
05:44So today, I'm a faculty member at Harvard, but I'm also a high school dropout.
05:52It gets better. I was a high school dropout with a 0.9 GPA.
05:57For those of you that don't know, that's pretty bad.
06:01In everyday society, people are incredibly talented, right?
06:05And we're just overlooking it because we don't care, right?
06:09Like, the system isn't built to say, what are you good at?
06:12Let's try to help you turn that into something.
06:14It's like, if you don't fit this box, you might as well not exist.
06:18Danitization definitely deserves a big chunk of the blame.
06:25If you're going to build a system that ignores individuals, that distrust them,
06:29and that views them very narrowly,
06:31like, don't be surprised if individuals also distrust the system in return.
06:37I definitely feel like school is about competition
06:39because, like, everyone's competing for the highest grade.
06:41Like, say after a test, Emma would be like, what's your grade?
06:44What did you get?
06:45Oh, I got an 80.
06:46I got an 81.
06:47I got an 81.
06:48I got an 81.5.
06:49In my class, there would be, like, this chart that says all your student, like,
06:53numbers and then all your grades.
06:55I mean, it's impossible not to feel, like, inferior to people
06:59when you're basically being represented in, like, percentages and numbers, so.
07:04I feel like everyone has much more than just what it is.
07:07Like, there's just these, like, tests on people.
07:12There's more.
07:13There's, like, a lot more.
07:16Sorry.
07:19I don't know. It's just unfair.
07:27Justin, you gotta look at the camera.
07:29Justin was a really intense kid.
07:36I want to go buy my video.
07:38Justin, Justin, honey.
07:41We would always say raising Justin was doing this.
07:43Like, okay, I got him here.
07:45Okay, I got him here.
07:46You know, trying to somehow keep him on a path
07:49without messing with who he was.
07:52That is lovely.
07:54You are just in style.
07:57I used to spend hours just in my own head.
08:01I used to make up a bunch of games and play them.
08:03I would create characters, create another world,
08:05just sort of run around in it.
08:07He was always thinking more complex than we were ready for.
08:12All right, here you go, better. Ready?
08:14Bitch!
08:16You'd go outside to play baseball with him,
08:17but then he had to actually start simulating a game.
08:22We had to add in time sitting in the dugout
08:25because that was part of the game.
08:27It just became this very complex process.
08:30Yes! Safe!
08:33He is safe at home plate.
08:35Woo-hoo!
08:36I'm brushing me off.
08:37Brush yourself off, yeah.
08:39You know, there have been times when we've worried,
08:41like, where does a kid that is so creative
08:45and so outside the box, where does he fit in the world?
08:50Woo-hoo!
08:52Approaching middle school, I always like to speak out.
08:56The teacher would ask a question, I would answer the question
08:58because I thought I had a good answer.
09:00I did that a lot.
09:01And then one time, this teacher was, my English teacher,
09:05was so tired of me, he interrupted me, stop.
09:08Put your hand up, cover your lips, go outside,
09:11and hold your mouth with your hand up for one minute straight.
09:14And I had to count to 30 going, one, two, three, four.
09:19That really ruined my middle school experience.
09:24I'd say that was, like, the beginning of the end.
09:29One night, we were in bed, and I heard him,
09:32it was about 2 o'clock in the morning,
09:34and he came and got in bed, and I heard him crying.
09:38He was, actually, he was sobbing.
09:41And he said, I'm so stupid.
09:44I'm so stupid.
09:45He goes, I used to be able to do this.
09:48I can't do this anymore.
09:49Everyone around me knows how to do this, and I'm so stupid.
09:54And, you know, we knew he wasn't stupid.
09:58He just couldn't function in that kind of situation.
10:04It's critical that kids stay as individuals.
10:11I mean, that's what makes the world so special,
10:14the fact that the world is made up of all sorts of different people
10:17with all sorts of different interests.
10:19Trying to pre-package groups of students
10:22and send them out into the real world is not the way forward.
10:26I mean, when I was at school, I started a magazine,
10:30a national magazine for young people.
10:33And the headmaster had me into his study, age 15, and said,
10:38you either do your schoolwork and forget the magazine,
10:43or you leave school and do the magazine.
10:45And it was an easy decision for me.
10:48Goodbye, then. I'm off.
10:50I'll do the magazine outside school.
10:52Human beings are born to learn.
10:55From the time we're born,
10:57we're learning every single moment of every day.
11:00And what we know is that the longer our kids are in school,
11:03the less they love learning.
11:05So what we need to do is pretty simple.
11:07It's to not kill what already exists naturally in kids.
11:11The point is not, okay, let's start the clock,
11:14and then it ends and now pencils down,
11:16and now we're going to grade you and rank you. Why?
11:19Like, I get at some point you have to be judged against other people
11:22for certain jobs and things like that.
11:24It is certainly not in 10th grade.
11:26The more extreme version of that is,
11:28think about the mental health issues that are showing up in this generation,
11:32which is, I mean, just devastating.
11:35The number of, like, actual, like, depression and anxiety and suicide
11:40related to the pressures of a system that forces you to be just like everyone else,
11:45only better, and has no outlet for you to express your own individuality,
11:50even if it could be so profoundly important to society.
11:53Like, I think, like, if everything else was perfect
11:56and you still had these mental health issues,
11:58I think that alone is enough to say this system has to go.
12:01Outside with the cuties
12:06I don't think the woods are too deep
12:11The grass covers the sand
12:16All the wood is...
12:19As a baby, Stella was like the, I can do it, I can do it.
12:23I mean, she was fearless.
12:25A hard charger is the way it was put by most of the family.
12:31Yeah.
12:32She falls down, she pops right back up, and she'd say,
12:34I'm okay. I'm okay.
12:36Uh-oh, Stella!
12:38Are you okay?
12:40But there was a huge shift at about five and a half years of age.
12:44Right.
12:45She went from that little I can do it and I'm okay
12:49to within, oh gosh, six months, um, she changed.
12:58In elementary school, like kindergarten,
13:00I, uh, really liked learning specific things.
13:04But if I started to, like, be bad at something,
13:08I would immediately just be like, I can't do this.
13:11This is horrible. I can't do this.
13:13I remember coming to the school
13:14and the first grade teacher completely blew me off.
13:18I would get anxious and I would pretend to be sick.
13:23I would try to go home from school.
13:27She was diagnosed with OCD, which was the primary monster,
13:33and ADHD combined and, um, general anxiety disorder.
13:38She started to be afraid of things.
13:40You mourn the child that was at the time, you know?
13:50And in the process of it, you are desperate to find the child that's going to be.
13:59The schools contribute to this mental health epidemic in a couple of different ways.
14:03Foundationally, we know that human beings, in order to thrive, need to have a sense of belonging.
14:10They need to have a sense of identity.
14:12They need to have a sense of safety.
14:14And schools have moved so far away from focusing on relationships,
14:19from really making sure that all kids feel seen and known and valued,
14:24because schools have been really intent on these academic outcomes that we're trying to produce.
14:30School was about conforming to school and less about being your authentic self for sure.
14:35The things that I've learned that are most important to me about who I am, I learn outside of school.
14:40I don't think I've ever been asked what I wanted to learn.
14:43And if I did, it was never really put into action.
14:46Um, yeah, like, I think the school is just really focused on, you know, the curriculum,
14:52and making sure that the kids follow it and know all this knowledge that you're supposed to learn.
14:58I don't think, like, who I am really mattered to them.
15:02It was just how I looked on paper, I guess.
15:11I always describe myself as, like, a C-plus average student.
15:14Like, you know, I tried, but it wasn't, like, too try.
15:17It was just, like, I always did okay.
15:19I never really pushed myself all the way.
15:20I was just kind of okay with everything,
15:22and I just kind of accepted everything as it was.
15:24And if it wasn't bad, then it was good to me, so.
15:28Little bit of gas, little bit of gas, and the clutch.
15:35You gotta give it gas.
15:37I'm giving it gas.
15:39All right.
15:40Okay, we're in motion.
15:42There we go.
15:43See?
15:44See? I gave it gas.
15:45I gave it the gas.
15:46Put the clutch in.
15:47Okay.
15:48Put the clutch on.
15:49The clutch is in.
15:50Oh, my God.
15:51Dad, what the?
15:52I don't know.
15:53I don't know.
15:54Take your foot off the gas.
15:56There's no reason driving should be this hard.
15:58It's not.
15:59Jay, he was scary about everything.
16:02I used to say, why aren't you guys nice outside?
16:04Go outside on the porch.
16:06No, somebody's going to take us.
16:08You know, you know, he was afraid of everything.
16:13Me, I was, like, very, like, straight to, like, like, I was very a rule follower, you know, very respectful, very just, like, cut and paste, you know, kind of basic.
16:24At five and six, it was like, oh, my God, he's going to be horrible when he becomes an adult, you know? He's going to be scared of everything.
16:30Brake, brake, power steering, engine oil, washer fluid, and what is this?
16:36That's for cooling.
16:37Cooling.
16:38I wanted him to be independent.
16:40I wanted him to be able to find his way in the world.
16:43And I think that's, that was my push for him, to make sure that when he got to a certain age, that he's able to get out in the world and function and be independent.
16:54That he wasn't afraid of it.
16:56I know.
16:57We used to do it in the truck all the time.
16:59They're so concerned about producing, like, you know, students who go to, like, major schools, like, you know, Georgia Tech and, like, Ivy Leagues and things like that.
17:05So any student that doesn't even, like, come close to that, they're just like, whatever you do, we don't care.
17:10Our focus are on these students.
17:12So a student like me, it just, I didn't fit. I didn't fit at all.
17:18Like, there was definitely a day where I was just, like, fed up.
17:22That environment definitely just made me be like, I got to get out of here because I feel like I'm just stuck and I can't grow.
17:29I think the purpose of education really should be about helping young people discover who they are, what their strengths and their gifts are, and how those fit into what the world needs so that they can go on to live purposeful, meaningful lives.
17:43In my line of work, I talk with a lot of people about their experience in school.
17:48And over the years, what I've noticed is that people walk away from their kindergarten through 12th grade education with a really good sense of all the things they're not good at.
17:57And the reason is that instead of seeing us for everything we are, traditional school and traditional education spotlights all the ways that we don't meet expectations.
18:09What if education could be designed in a way that it was about recognizing and cultivating each child's humanity, helping them nurture their interests and strengths, and expanding their idea of who they could become?
18:22Individuals and organizations the world over are asking themselves, why do we exist?
18:27Why do we do what we do beyond the money we make or the results that we achieve?
18:31I think schools can ask themselves the same question. I think teachers can ask themselves the same question. Why do we do what we do?
18:37All the great and inspiring leaders and organizations in the world, whether it's Apple or Martin Luther King or the Wright brothers, they all think, act and communicate the exact same way.
18:49And it's the complete opposite to everyone else. I call it the golden circle. Why, how, what?
18:57Every single person, every single organization on the planet knows what they do 100%. Some know how they do it. But very, very few people or organizations know why they do what they do.
19:10What is the why of education? Why do we need an education system in the first place? Is it because we want our kids to make grades? No, of course not.
19:17It's because we want to teach our children, give them a skill set, teach them a set of, instill in them a set of values, teach them how to form deep, meaningful relationships, teach them how to make friends, so that they have the skills to not only succeed in life, but to be happy in life and become valuable members of society.
19:37Isn't that what we want? Agreed. We can all agree on that. Maybe that's where we should start, which is the one thing we can absolutely all agree on. Now the question is, how should we get there? And there's absolutely room for debate. There's room for discussion. There's room, there's, there's, there are different theories as how to best achieve that. But that needs to be the focus.
19:57Hey guys, this is Stella. And today I'm going to show you around Avalon.
20:04Avalon is known for independence and creativity. Over here is the music room. You can go in there and record stuff or practice your instruments.
20:24When most people think of school, they think mostly of, of desks and rows, a teacher at front. Um, and then I think they think test scores and, and measuring growth in some empirical way.
20:44I think when we think school, we try to think student.
20:48The school I had been at was like originally a high school in like the forties. Right. Um, so it was a huge cavernous building, you know, linoleum floors, brick walls.
20:57Avalon is very small. The walls are all painted different colors. There's art on the walls. It was really different. I was like, I have to be a part of this.
21:07At Avalon we have advisories. This is Tim. He's my advisor.
21:14The, the teaching staff has always seen themselves as mentors or advisers. And they, they've used that term since the very beginning.
21:21I think no one ever saw themselves as the big sage on the stage type. As always, how can I meet this kid where they're at?
21:27And how can we foster growth? Whatever that means for the individual.
21:33The teachers are there to teach, but they're also there to facilitate so the students can do what they want.
21:38It makes you more at ease at school, because I know that my teachers are people, you know?
21:48In Avalon's model, achieving credit is actually putting in work towards a project or towards a class.
21:54So we, we ask that all kids document their hours every day. And then at the end of a project, we'll actually look at how many hours did you put into this project and we'll turn that into credit.
22:04So a hundred hours worth of work is one full credit. And we ask for 10 credits a year. And that would roll up to 40 credits to graduate.
22:15I think when people see this for the first time, they are a little skeptical. They are unsure if this is something that's going to work.
22:22Often they think it's not going to work for their student because they think their student needs more structure than what we provide.
22:30But my answer to those people is always that this is life. When you get out of high school, you no longer have as many people telling you what to do, where to do it, how to do it, hardly ever why to do it.
22:41And so like, this is a good training for that.
22:44I don't think teacher school prepares you. My very first education class, the instructor asked us to draw a picture of our ideal classroom.
22:54And I drew a picture of a circle. And then I drew a little circle kind of off to the, like in the line.
23:01And we put them all up. And then she walked around and she took mine off. And she said, whoever drew this should think twice about going into education because you don't even know who the teacher is in this picture.
23:11We have to understand the whole education model in every country has been based on a top down model, meaning I teach, you listen.
23:21And then when you are moving that towards, let's, let's all be learners. I'm not on the top of you. I'm on your side. And so on. It's totally different kind of craft.
23:32Right off the bat, Avalon is an environment that is extremely welcoming of people with different learning speeds.
23:45It's a small community. And because you spend more one on one time, there's more connection.
23:54So I feel better about like putting my ideas out there because I know that it is a space that I felt safe in.
24:01I think most of it's rolling in my head to be like one big tornado and sometimes some things.
24:06I really like working with Stella because she, she gets teary and I get teary. So I feel like a special bond and she would get teary a lot her freshman year.
24:15And, and also feel like, oh, I'm not good enough. I'm not doing this right. And so we checked in daily in the first year. And it was just, it was pep talks. Yeah, you can do this.
24:28But like, as soon as I finish it, write it just so it's out.
24:32Successful teaching is all about relationship. And the more that relationship is enriched and grows, the more that student is going to do so as well. And Avalon does that really well.
24:43It's good.
24:45You know, the little, I can do it. I can do it. I'm okay.
24:49Yeah, I'm okay.
24:50Came back.
24:52No, I don't like it when people are young.
24:54In order to fix the education, we need to find solutions that work. And that's the essence of 100.
25:09So when people are asking in short, what is it that 100 does at the moment? If I would have one sentence, I would say that we help schools change.
25:19The key problem we are not talking about is how.
25:24No matter what we do, we always ask one fundamental question. And the question is, what is the purpose of education?
25:31And of course, there's multiple answers for this one. The one we are using is, we want to help each and every child flourish in life, no matter what happens.
25:42What's up, party people? This is Banneker High School. My name is Jabari Courtney, and I'm in the 3DE Magnet Program. Let's go.
25:57This is how the economy works. It helps just to get me into it to support gathering your docket.
26:033DE is a school within a school, specifically in Banneker High School. It's a magnet business program that connects students to really cool businesses such as KPMG, SunTrust, and Equifax.
26:16So essentially, we just work with dope businesses doing business stuff.
26:21Who's going to be the project manager? Who is our administrative assistant?
26:25The 3DE stands for three-dimensional education, but it comes from this idea of a three-way joint venture between the school districts, between Junior Achievement, and as a nonprofit, and then the broader business and employer community.
26:40Alright, this is a really cool media sensor. We do like a bunch of 3DE stuff in here, like working on consultancies and case studies and all that cool stuff.
26:50Over 90% of all the U.S. student high school population is still educated within a traditional comprehensive public high school.
27:00And so we felt like we had an avenue to be able to take innovation from the inside out.
27:07The program was launched out of our business classes. It was fundamentally about entrepreneurship, marketing, and business fundamentals.
27:17But it has really evolved into something that is much more expansive.
27:21I take this really cool film class, which is across the bridge, so we work on a lot of short films and develop some cool TV shorts and stuff that we put on YouTube.
27:31And then I also am the yearbook editor-in-chief. I know, cool, right?
27:35One of the things that I think we've been able to do a good job of is completely embrace the diversity of even the teenage mind and all of the different types of passions and interests that a teenager might have.
27:49Many of our students come from communities that are economically depressed, and so many of the challenges that are represented within the surrounding community of Banneker High School have a tendency to kind of spill over into our school community as well.
28:07You know, there was a period about six or seven years ago where we had really one of the historically lowest performing schools within our local school district.
28:19For a three-year period of time, we had a graduation rate that was in the 40s in a state that ranked 48 out of 50 states.
28:27So by extension, what that meant was not only was Banneker High School one of the lowest performing schools in the state of Georgia, we were actually one of the lowest performing schools in the entire country.
28:39For us, we fundamentally believe that every student has boundless potential, and we hope to create learning environments that will actually bring out that potential in students and allow them to apply that against their passions and their interests.
28:53We've improved in every meaningful statistical data point there is, whether that's attendance, whether that's conduct and behavior, whether that's graduation rates.
29:02Every marker of how well a school is doing for us is moving in the right direction.
29:07Very good. Clap it up.
29:10When I first entered 3D, I was like, oh, this is easy. This is baby work. But it was just stepping stones into what we were getting into.
29:16My question is, how is everything a what? Teachable moment.
29:21Initially, I think he did he did sort of have that, well, this is not going to be that difficult.
29:27And then he realized that this was not a traditional class, like all of his classes were not traditional classes and the expectations were different.
29:37Yeah, you don't want a friend of ours.
29:39My classroom is intended to look exactly like what they'll experience when they leave.
29:45So the idea is we want you to feel like you own a space and that you know what it's like to be an adult.
29:53What's a follow up question for Jabari?
29:56I had to learn to be comfortable with myself and it was it was very uncomfortable.
30:00So it's just like, you know, you kind of like just like figuring out things that you like, things that you do, things that make you, you.
30:09Finding out who you are is the first step into finding out your path, your journey and your purpose and things like that.
30:14So like, if you know who you are, you know what you're here for and you know what you need to do.
30:19What's up, guys? This is Jabari here.
30:22I'm in a suit, as you can tell, because I have, we meet with our KPMG partners today for our consultancy group.
30:32The way that the overall 3DE platform is laid out is that every five weeks, there's a different company or organization or entity that has designed a case challenge with our team that is activated and implemented at the school level.
30:55They get exposure to executives, they get exposure to real world problems, they get to collaborate with one another.
31:02All of those things that happen that become workplace ready skills, they get an opportunity to do that.
31:09We know that when you look at the residents of Atlanta, African-Americans and people of color tend to have negative outcomes in certain areas when it comes to health care.
31:24I'm going to ask you guys to go out there and research where the disparities are and why.
31:29And we want to start with your...
31:30So with the KPMG consultancy project, I just really didn't realize how relevant it was until this school year.
31:37So like at my school, we had like two major like medical incidents with some students.
31:42One was this girl who had like some type of like asthma attack or something like that, but she didn't have like the resources to help fix it.
31:49So she passed.
31:50And so I don't know, like as I was working on it, as those things were happening, it just became more relevant and more real to me.
31:56So that's when like the passion started to come in and not just like, oh, I'm doing this for a project.
32:02School is the first experience we have in our lives where we feel that we're a part of a community.
32:08And when all we have drilled into us from our parents and the system, that it's all about individual achievement, then we take that sense of me first into our jobs, into our careers, into our marriages, into our relationships.
32:27And it's damaging to ourselves and it's damaging to whatever teams or groups we're part of.
32:33I think school has an amazing opportunity to teach a child that, yes, individual achievement is part of it, but that we have responsibility to the classroom and to our friends is part of growing up and part of what makes us successful.
32:45What I find really interesting when I go into these transformed programs and environments and talk to students is the very different relationship they have with this concept we call failure.
32:58For them, failure is to not try something. It's to not learn what they can learn if something doesn't go the way that they want. Failure is to never try. And so both emotionally and psychologically, they have a very different relationship with life.
33:15We have class in a bus. That's, that's funny.
33:36Think Global School is a nomadic boarding school. We travel to four countries a year, so the children get to experience different perspectives on it.
33:44What is our classroom? Any, any place, any time, anywhere is, is our classroom.
33:57Think Global School is for a student who wants to learn about the world, wants to learn about the problems in the world and believes that they can help fix them.
34:08We exist because we want to create awesome human beings to affect change.
34:13We do it by building skills and by giving people autonomy. Most schools don't do that.
34:24We try to make sure that our cohorts are as diverse as possible. So that's socioeconomically diverse, culturally diverse.
34:33Our students learn as much from one another as they do from the country that they're in.
34:40The first time I got onto a plane to go to TGS, I was 16 years old, 15 years old or something. That was very scary.
34:50That was the first time I'd ever flown alone. And I had to walk away from my mom, who was barely letting me go.
34:57And then touching down without anyone to ask questions to, I had to walk and find somebody I didn't know who took me in a car with people I had no idea existed.
35:08You had all these people talking about how they had traveled to a hundred different countries and they had created a website for X, Y and Z.
35:19How they had straight A's in all of their classes and they were all coming from these distant places, some of which honestly I hadn't even heard of. It was just surreal.
35:33You have been conditioned to experience education in a certain way. And that is, quote, the right way.
35:45What we're going to do is open your minds up to a different way of learning.
35:50We're going to de-school you and we're going to challenge you.
35:54You know, in the first couple of months, it's like deer in the headlights.
35:57They're like, I don't know what I want. No one's ever asked me that question, you know, and so, you know, and they want you to stop.
36:03They really want you to stop asking that question. They don't really know what they want.
36:06You know, so you keep asking them that question over and over and over and over again until they tell you what they want.
36:12I remember thinking like these people are amazing. I am not amazing. I'm coming from a background in the U.S.
36:25I'm a white guy, a white male cisgender straight guy who is coming from a middle class family in middle class America.
36:36Right smack dab in the middle of average. The imposter syndrome was very prevalent in the first few days.
36:43Being a teenager is the most confusing time in your life. You get input from your parents and from your peers, you know, how you should be, what you should be.
36:55No wonder there is so much anxiety, right? There's so much pressure to be perfect.
37:01I think that every child is born curious and born self-confident. We need to be able to bring that out in children more.
37:11Their curiosity, their self-confidence, we have to believe in them so that they can believe in themselves.
37:19We all know when we're in an environment where we truly belong, right? It's not one that coddles us, right?
37:26It's not one that takes it easy, but at all times you're respected. You know your voice matters. You know you have a place.
37:36We're in an Orthodox Church right now. This may sound dumb, but I just had no idea that the Orthodox Church was so similar to the Catholic Church.
37:59Hearing other people's stories, getting many different viewpoints, many different perspectives, helps you to find your own story.
38:08It also lets you have your own story. It lets you own your own story.
38:14Right now we're approaching the sniper's tower where people would shoot, or where snipers would shoot.
38:24So one of the foundational pieces of experiential learning is cognitive dissidence.
38:29It means you put kids in an unfamiliar situation, you imbalance them, and then what you do is you process the experience so that they can gain meaning out of a situation that's unfamiliar to them.
38:42So every school can do that. I always argue with that. You don't have to be TGS. We kind of do it on a grander scale.
38:48But my first school, we did it on a really low budget scale. And I always point that out to people. It's not a question of finances, it's a question of will.
38:59Do you have the desire, the passion, the courage to get outside of your four walls and take them someplace else?
39:07In order to make the education meaningful, I think that it has to have some kind of relevance for kids.
39:16So that kids have to have a feeling that what I'm learning in here is meaningful and valuable for me.
39:24And if, for example, you start with problems that the kids are really having, the motivation for learning new things is increasing exponentially.
39:35So, what are the big things that you think you need to get done this year?
39:40This year? Well, I think the biggest thing is the app mastery.
39:44Okay.
39:45Because that's, like, that's my big mastery project. But then my second...
39:48Our senior students have to complete two mastery projects in their last year.
39:53The overall aim of the mastery project is to actually achieve what we call mastery or, like, the highest level of mastery.
40:01They actually create something that is unique and new and they apply the learning that they've developed previously.
40:11One of the things I love doing, which is coding, I would never would have thought I could do that in regular school because I'm not two grades ahead in math.
40:21But this growth mindset of I can do things if I try and failure does not mean that I'm bad at something.
40:31It just means I'm still learning it. It's made learning things a lot easier.
40:36Kids are always doing the work that isn't the best when they first start off, but it's like they don't get penalized for it.
40:43Most schools only give you one shot. You get that final exam. That's it. You fail that. You get the bad grade. It's all over.
40:51And, like, work is not like that. You spend two years and you get one test and if you fail you're out of a job. That's not how it works.
40:59It's now time for Luck and I to meet about the app.
41:03Yeah, so let's just say first draft, second draft.
41:07Justin's project is something that's going to help the whole community.
41:10He's creating a much easier platform for the students to manage the, basically, the allowance that we give them.
41:17Every few weeks we get a stipend. We'll get a bit of money to be able to spend on food.
41:22Roast beef.
41:23After we make a purchase we have to then log the purchase information in a spreadsheet and then take a picture of the receipt and upload it.
41:31Everyone hates it. Everyone hates it. This app is going to help fix all of that.
41:37I was taught how to self-drive my own learning and I've been given the reins and it's working.
41:44What I think when you look at what matters most for how people turn out, did you have a deep sense of self?
41:51Do you know who you are, right? Have you developed the ability to like be self-directed?
41:57There's things like this that like kids have inside them that we're not even trying to develop right now.
42:02And yet those things end up predicting life satisfaction and overall success far better than grades and test scores.
42:09When we start learning that instead what you should do is create prepared environments that respect students and give them more autonomy,
42:16you'll be surprised at what actually happens and what they're capable of.
42:21We're heading to the top of the tallest mountain in all of England or Wales but not Scotland and I don't know why not Scotland.
42:28Whether the issue that you care about most is saving our climate or having economic systems that are fair or health systems that foster wellness,
42:40the solution is education. It's an education system that creates different human beings who have a different understanding of who they are
42:50and what their responsibility to everyone else is.
43:02It is important for students to be autonomous. It is important for us to learn about the real world,
43:10to learn about ourselves, not be written off so young.
43:15It is important to have student voices heard, you know what I mean? Because it just, it builds a better future because the youth are the future.
43:22I feel like if we could change the environment of where we're learning it would definitely help students.
43:26Because as a human you need to get creative, you need to adventure in life.
43:31Listen. I think high schools need to listen more to kids and ask them what they want to learn and ask them what they're passionate about.
43:38At the end of the day, it's not going to matter if you got a 98 on a test or if you failed the test.
43:43It's going to matter how good you are as a person and how you are in society.
43:47Being a senior, there's a lot of eyes on us to like, looking at what we're going to do and looking at how we're, you know, navigating this thing
43:55because we're the graduating class, we're the future.
43:59And how powerful our generation is, how, how much change we can make.
44:05Congratulations!
44:11And so my newer mindset has just been, okay, Jabari, just find out how do you fit in this new world that we're going into.
44:21What is the definition of innovation is that it's solving an actual problem.
44:27It is impactful and it can work in many places.
44:31In the U.S. you might say that the education system is not working perfectly,
44:37but the quality of the innovations are brilliant because of the challenges they're having in the system.
44:43Right now, we are in the midst of the final call with everybody.
44:52I've said this to you so many times. Mr. Justin, you inspire me. Lift up your dreams and be what you want to be.
45:01Our youth are far more capable and talented than we're being told.
45:06And we have an obligation to allow them to be the best version of themselves.
45:12The world today is dynamic, it's complex, it's ambiguous.
45:19And so we need different human beings to be able to thrive in that world.
45:24We need human beings who know themselves, who know their passions,
45:28who know how to work with other people to tackle complex challenges and opportunities.
45:34So even though we've spent the last 20, 30 years trying to tinker with the industrial model of education
45:41to make it better, the reality is that we need a system that can do very different things.
45:48Class of 2020!
45:50People are hungry for this.
45:53I think teachers want this. I think administrators want this. I think principals want this.
45:57I think students want this. I think parents want this. I think the time is right.
46:00What if the education renaissance is already happening?
46:06A cure for the common classroom. How do you do it? How do you do it?
46:12And the thing is, is there's no one size fits all.
46:15But having the awareness that something else is possible, that's the first step in the change.
46:23I did it. I mean, I'd never th... I'm... I'm... I'm... I'm... I'm... I'm... I'm... I'm...
46:50I mean, I'd never th... I don't have any more words. I'm done. What's next?
46:55I'm done.
46:59What's next?
47:25Thank you.
47:55Thank you.
48:25Thank you.
48:55Thank you.
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