1 00:00:01,462 --> 00:00:03,500 On the relevance of education... 2 00:00:03,500 --> 00:00:06,092 So, what’s the purpose and relevance of education? 3 00:00:06,092 --> 00:00:07,666 Why is it pertinent? 4 00:00:07,666 --> 00:00:10,971 I think about Jerome Bruner in his “Towards a theory of instruction” 5 00:00:10,971 --> 00:00:13,008 or “The Process of Education”, 6 00:00:13,008 --> 00:00:15,347 where he talks about how strange a thing education is. 7 00:00:15,347 --> 00:00:18,155 Human beings are the species that educates. 8 00:00:18,155 --> 00:00:20,825 We take our young, we school our young, 9 00:00:20,825 --> 00:00:23,954 we transmit our culture, we transmit our values, 10 00:00:23,954 --> 00:00:25,704 we transmit our beliefs, 11 00:00:25,704 --> 00:00:29,100 as a way of not having to start afresh with each new life, 12 00:00:29,100 --> 00:00:31,242 we can actually build over time, 13 00:00:31,242 --> 00:00:34,351 and build in a way that goes beyond an individual life time. 14 00:00:34,351 --> 00:00:38,008 At the same time, as we build on the past, 15 00:00:38,008 --> 00:00:42,631 we also have to build in the opportunity and the necessity for innovation. 16 00:00:42,631 --> 00:00:45,923 And to me, that’s where education is most interesting. 17 00:00:45,923 --> 00:00:48,901 In that fundamental middle spot between 18 00:00:48,901 --> 00:00:54,125 serving the past and giving every student tools and inspiration 19 00:00:54,125 --> 00:00:55,614 to be able to innovate, 20 00:00:55,614 --> 00:00:59,663 to be able to start afresh and come up with an idea no one has come up with before. 21 00:00:59,663 --> 00:01:01,988 That to me is the glory of it; 22 00:01:01,988 --> 00:01:03,401 it’s the vexation of it too, 23 00:01:03,401 --> 00:01:04,966 because you never know. 24 00:01:04,966 --> 00:01:07,840 Are you being too much on the cultural conservation? 25 00:01:07,840 --> 00:01:09,694 Are you being too anarchic? 26 00:01:09,694 --> 00:01:12,071 But finding that sweet spot in there, 27 00:01:12,071 --> 00:01:14,579 where that tension is most keenly felt, 28 00:01:14,579 --> 00:01:18,994 students feel respect for the past because the past has made them. 29 00:01:18,994 --> 00:01:23,435 At the same time, feeling completely skeptical and wide open, 30 00:01:23,435 --> 00:01:26,569 and joyously curious about boundless possibilities. 31 00:01:26,569 --> 00:01:29,782 If you could do both of those, it seems to me you have a real school.