by Matt Godman 59

that the more expert we become in something, the narrower our field of vision. We then begin to make things fit with our understanding of the world.

Epstein cites several studies to evidence his theories. Firstly, his analysis of members of the public with no specialist training or knowledge who outperformed CIA agents when working with the same case files because, he speculates, they don’t bring the same preconceived ideas with them. They look at the evidence in a more objective and open-minded way. He then highlights the work of Professor Dedre Gentner at North-Western University (who works on problem solving capabilities). Professor Gentner tested undergraduates’ problem-solving abilities. This work showed that the students who had no ‘major’ (therefore studying a more generalist curriculum) achieved far higher scores than those who were already specialising.

The book challenges our pre-conceived beliefs around the benefits of specialism and the mantra of ‘10,000 hours to become an expert’. The theories put forward in Range seemed to have applications for teaching and learning in all disciplines, including non-classroom-based learning.

One particularly interesting aspect was the fact that although the specialists generally triumphed early - making quicker progress and appearing to have mastered their field more rapidly - they are less likely to remain on top and see a greater fall off in success. They even have a higher drop out rate from their chosen careers or fields. Think of the travails of Tiger Woods towards the latter half of his career, his recent triumph at the 2019 masters notwithstanding.

Epstein argues that whilst the generalists start slower, take longer to reach the same career points/salaries, etc. they are far more likely to endure and perform over the long haul. Your ability to cope with new challenges depends on how broad your training has been. A wider range of experiences gives you the ability to apply skills and knowledge more flexibly. So, the greater variety in which something is learned, the less one needs to rely on any singular example or reference point. We become better at applying knowledge to a situation we’ve never seen before, which is the essence of creativity. Epstein’s book highlights the need for a holistic and broad-based approach to learning. It shows the importance of learning through as wide a range of disciplines and formats as possible.

'Whilst the generalists start slower, take longer to reach the same career points/salaries, etc. they are far more likely to endure and perform over the long haul.'

BIO Matt Godman is a Teacher of Art and Photography, 6thForm tutor, and helping to coordinate the new Pathways programme for Year 10.

Introduction by James Cutler

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Cultivating Pupil Resilience: Pathways Beyond a Pandemic by Dr Kathy Weston

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Does having a therapy dog present in reading lessons have a beneficial effect on student engagement and development in reading? by Stuart Simons

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Ability Grouping at Berkhamsted by Grant McWalter

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Disciplinary Retrieval: A Case Study in English Literature by Dr. Andrew Atherton

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Can ‘Mark Making’ Art help weak spellers develop their handwriting? by Daisy Goldhagen

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Soundscapes of the self by Micheila Brigginshaw

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The role of current affairs: Contemporary subject knowledge acquisition at A level by Katie Duce

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An investigation into the Year 9 History curriculum and its impact on the social development of pupils. by Will Findlay

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When Less Can Be More by Vaughan Connolly

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