Redesigning Education by Juliana R

REDESIGNING

EDUCATION How can we extent school culture to embrace the differences that go beyond common knowledge?

Juliana E. robilard 1

REDESIGNING EDUCATION Research question: how can we extent school culture to embrace the differences that go beyond common knowledle?

Juliana e. robilard edm14435144 University of the arts london college of communication ba (hons) dESIGN management and Cultures february 2017

To everyone that was failed by the school system. To Dr Mark Ingham, who has patiently answered all of my questions. But more than anything, To my mother, Dr Katia Edmundo, who has given me an endless support. I hope that one day, I can be half as intelligent and as kind as she is.

abstract Although the educational system is the same, children are not. There are different perspectives as well as different personalities, experiences and abilities used to understand the world around us. Society has the need to regulate the understanding of texts and subjects in schools, rather than dealing with individuals and their different projections. In this way, this work aims to develop an interpretation about how we can extend the school culture to cover differences that go beyond common knowledge. To analyse not only how schools are failing with their students, but also, to rethink education from a perspective of an individual who has already experienced and lived through those shortcomings and how this has affected her studies. To reinforce that schools should help us to learn to grow as part of a diverse society. In â&#x20AC;&#x2039;â&#x20AC;&#x2039;order to structure this thesis, an analysis of literature and informal conversations with adults and children was carried out. The school is influenced and influences society. Therefore, school culture must presuppose a proactive space for the construction of meanings shared by students, teachers and all those who integrate their community. The school trajectory marks the personal and professional life of all those who are part of it, being the most lasting institution after the family that permeates the formation of people and their ways of life.

key words:

#design thinking

nces

ffere ng di

#lear

#education

#service design

ality

vidu #indi

ate

clim hool

#sc

#school culture

#cultural differences

Design Rationale My aim throughout this thesis is to prove that even when the education system is the same, children are not. Everyone has a different perspective, personality, background and abilities to comprehend the world around us. What is written in a textbook or the results of a standardised test should not be considered to be the way we judge and relate to our children. Instead, it should be about the individual and what every single person designs for society. In this extent, this piece of work is coming in the format of a textbook. However, when opened it is going to have a different “personality” based on the way I write my notes and highlight when studying, to show my individuality behind this process. Drawings of children between 7 and 10 years old representing their perspective of their school will be used throughout the chapters. Lastly, throughout these pages, you will find remaining memories of my life as a student and how has the school culture behind my development has shaped me as an individual.

I’m serious!!!! The notes you will find in this book are mostly replica of the one’s you can find on the notes I made during this research. Get ready for my amazing sense of humour and spelling/ grammar mistakes (or maybe not... sorry in advance)

This book is mostly

because it means is creativity and individuality.

I’m sorry but there is no system to the way this text was highlighted. Because in fact, I mostly use whatever colour I can find first. Yet, as a dyslexic, colour “coding” is my bff.

CONTENT PAGE 1. Introduction 2. The design of the school culture 2.1. What about the psychology of a child’s development? 2.2. What are we expecting from school? 2.3. How is it designed to be? 2.4. What about school culture and school climate? 3. Understanding the education system 3.1. What is the importance of school in a capitalist society? 3.2. How do schools prepare students for adult roles in a capitalist society? 3.3. What are the ‘principles of secondary education’? 4. The hidden curriculum of schools 4.1. What is the social responsibility of school? 4.2. Is political ideology part of the education policy? 4.3. Is there an equal opportunity to everyone? 5. Beyond student differences 5.1. What are the student differences? 5.2. Should everyone be treated the same? 6. Forecasting education 6.1. Is technology our salvation? 6.2. Should teachers learn with designers? 7. Conclusion 8. Appendix 9. Bibliography 10. Figures

1. introduction

Marina, 10 years old, dyslexic Said hew classroom was like hell.

Everyone has a unique experience inside a classroom, and this experience will create implications on an individualâ&#x20AC;&#x2122;s idea of what is right or wrong with schools. No one relates to education in the same way, but we all bring the memories and effects of our academic path into our personal and professional life (Hirsch, 1999). Our experience of failure or success follows us during our emotional and social development.

For this reason, we all have a tendency to romanticise about what school represents. Expectations of social ascension from the school years are enormous, and in many cases, when concerning remuneration and social position, it is real. However, as mentioned by the philosopher, Ivan Illich (1995), every day, schools fall further behind the expectations of society, and everywhere people have become less motivated to understand the meaning behind being schooled.

1. INTRODUCTION

A classic classroom in the 50s. Not different from today’s classroom :o

Society is demanding an enormous cultural shift in schools. Since the 19th century, schools have been designed to serve industrial ideals to discipline a labour force and increase the power of the elite (Loftus, 2011). According to Peter Gordon (1989), during the industrial revolution, people only needed a minimum requirement of knowledge that would make them “smart enough” to run machines, and schooling was the perfect way to create a general culture of conformity and obedience.

In history, there is a clear division between the manual labour, the masses in the factories, and the more intellectual work. Schools are social institutions that are capable of transmitting the accumulated knowledge of society, and at the same time, to form a subject capable of occupying hierarchical spaces existent in the community (Freire, 1989). According to Penny Sparke (2012) with the advances enabled by technology, it has become meaningless to maintain the

same pattern of an education system that provides needs of a society established more than hundred years ago. The technological characteristic is replaced by economic sectors of a more automated labour market that requires training of workers that can be better aligned with new technologies, and above all, with more flexibility in the work and learning processes. It is important to understand that society is demanding a change in the curriculum and pedagogical practices offered in schools. Historically, many authors claim that the school is a place for exclusion from those who do not attend to its demands. In this way, the school has been a target of public policy actions to reduce the number of children out of education (HM Government, 2014), but also to exclude those who were inside but did not obtain the expected success, due to deficiencies in the teaching and learning process.

e.g.: this UNESCO chart about how many children were out of school in 2015

UNESCO (UIS) Global estimate of our of school children (in billions), by region 35

30.6

30 25 20 15

13.3

10 10 5

6.6

5.0 2.7

1.3

0.9

0.3

0 Latin North Central and Central Asia Sub-Saharan South and East Asia Arab States America and America and Eastern Africa West Asia and the the Europe Western Pacific Caribbean Europe

1. INTRODUCTION Furthermore, this is a persisting problem in the midst of the 21st century, where schools are failing children who are unable to achieve high scores in standardised tests without even considering the individuality of each child (‘No Child Left Behind’, 2005).

the school system behind, I was unconsciously unable to go beyond my personal experience for the same reason mentioned by Illich (1995) and Kidger (2012). In this way, this piece of work analyses not only how schools are failing students, but also it re-imagines education from a perspective of an individual that has experienced it before hand.

Could the school have supported me in my difficulties? How has the school culture impacted these results? Would redesigning the educational process help change the perspective of supporting my academic journey? Is a more inclusive and participatory school culture possible? Is it really that necessary?

The reconfiguration of the school’s function and its positioning about the 21st-century society becomes a challenge since it directly affects people in their social and emotional development (Kidger et al., 2012).

Globalisation has been challenging a school system marked by discipline and the transmission of knowledge accumulated by humanity. It requires flexibility and action to consider different cultures that emerge from multiple countries (Castells, 2009). According to Sir Ken Robinson (2016), there is also an increase in the theories of learning that present to us the existence of enormous diversity.

Entering a design degree in an arts university has given me new perspectives and led me to propose this study. A reflexive, and at the same time, a purposeful study in which the redesigning of education is necessary for the construction of a more inclusive school culture.

As far as I can remember, I have always found myself unable to handle with the school as it is. Not only I was left behind during four years of my entire school education, but diagnosed with dyslexia five years after being expelled from one of the schools I attended, as they decided to give up on me due to my so-called inability to cope.

Throughout my three years at the University of the Arts London, I have learned that design can offer improvements to ‘anything and everything’ (Manzini, 2015). This concept behind my degree in ‘Design Management and Cultures’ is what made me realise that creating a place that embraces individuals instead of academic robots does not need to be an utopian idea but a solid

For this reason, in spite of my efforts to put my emotions about

1. INTRODUCTION reality.

but about learning how to grow as part of a diverse society.

The schools’ production and its learning processes results from ideological-political visions and psychosocial developmental theories that guide the curriculum, methodologies and pedagogical practices. Therefore, we must first consider how much the school influences and is influenced by society, and secondly recognise the possible effects of this configuration on personal experiences and trajectories of learning and participation in the community.

basically, school culture = why kids hate school

To produce this study, I have prioritised critical perspectives on the current challenges of the educational role of schools. It is intrinsic that schools are fundamental in the production of existing knowledge, but the general perspective was based in the analysis and especially in the construction of the questions and the elaborations for the answers presented in this thesis. Thus, the proposal is to raise issues for which it is expected to produce responses with a collective sense and innovation.

As suggested by Jon Prosser (1999), every school has its personality and feelings influenced by the individuals within that community – and the school culture is what makes every person’s experience different than the other. Just like the word ‘culture’, there is no real definition or an appropriate method to develop a school culture. It is more of a phenomenon that encompasses people, the curriculum, emotions and the environment inside a school. Many authors define school culture as the hidden experience and the untold rules we have inside the academic surroundings.

_ __

_ _ _ _

!?!?!

The aim of this piece is to develop an interpretation on how we can extend school culture to embrace the differences that go beyond common knowledge. Meaning, that schools do not need to be about commodity and obedience,

In this way, the structure of this piece will raise questions to understand schools across five different chapters that developed through an analysis of literature and informal conversations with a

positive school culture = happy children

1. INTRODUCTION variety of adults and children.

their analytical consciousness that is needed to create critical thinking, which is the ability to evaluate ideas and arguments, while developing necessary competencies or skills. This chapter helps to understand the social role of education and the hidden curriculum that shapes us as members of a society.

2. Chapter 2 ‘The design of the school culture’ defines the essential vocabulary to analyse this idea. Starting with an introduction to the psychology of a child’s development and, simultaneously, prompting on what are the common expectations and knowledge behind what schools should indeed provide.

5. Chapter 5 shows a culture that goes ‘Beyond student differences’ demonstrating that it is crucial to accept this within pupils, while maintaining their individuality over cultural diversity and learning disabilities.

3. As the title suggests, chapter 3 ‘Understands the education system’ by giving an introduction to the historical perspective of education and the motivation behind instructing a capitalist society that prepares children to perform adult roles.

6. Finally, chapter 6 ‘Forecasting education’ to the society we are living today and demonstrates how technology combined to design thinking can be used to amend the way we teach.

4. After that, chapter 4 ‘The hidden curriculum’ identifies that education is a civic responsibility as it is where children develop

2. The design of the school culture Maria, 6 years old, nondisabled Was asked to draw how she sees her school.

affect the placement of individuals in the labour market evidenced by different professional categories, while focusing on emotional aspects such as safety, self-esteem, ability to learn, to relate to a team, among other essential skills to live within a society. As a result of divergent opinions from the Soviet Union ideals, the work of the psychologist Lev Vygotsky came to be known by the western community decades after _

Theories of development and learning are fundamental, to the curriculum proposals and pedagogical practices, to the construction of schools. This knowledge is incorporated into the didactics in the school environment and it defines ways of qualifying teachers, while evaluating the learning outcomes of students. Determining school success or failure, the progression or not in the academic trajectory, are the parameters. These results directly

this dude is important

2. THE DESIGN OF THE SCHOOL CULTURE

2. 1 _______________

his presumed death. Despite that, as mentioned by editor Alex Kozulin in ‘Thought and Language’ (1986), Vygotsky’s main focus of studies in culturalhistorical pedagogy has become a critical component of establishing paradigms in children’s development.

What about the psychology of a child’s development?

_______________

Education has an important position when articulating about human values. Therefore, school is a real life parallel of the complex findings of adulthood, and those years are crucial to the child’s development. Vygotsky (1986) states that to have a real communication; we need to find meaning as much as finding the signs behind it. According to Steve Gruenert and Todd Whitaker (2016) from the Indiana State University, to identify culture, it is important to understand how we can assess and transform education, as well as to comprehend the actual meaning behind of what we encounter in schools.

Developmental psychology has a direct influence on pedagogical processes. Jean Piaget (2001) who? and Vygotsky (1986), might have conflicting studies, yet both share xis* an he ant similar aspects. h o rt According to Piaget (2001), humans go through distinct stages of intellectual progression, where we are always searching for creating a harmony between the process of assimilating and accommodating our experiences. His studies in the cognitive development of the child, show that our genetics and the environment which we grow in, influence the way we learn and interact with society.

In this case, this chapter will briefly introduce the psychology behind a child’s development while understanding our expectations on how schools are designed to be. Followed by becoming familiarised with setting a school culture and environment.

Piaget?

Notably, Vygotsky (1986) agrees that development is a continuous process that follows us throughout our entire life, yet he also believed that the social, emotional and moral behaviour of how a child is raised and cared for has a profound impact later in their life. For instance, both psychologists, Piaget (2001) and Vygotsky (1986), consider that the surroundings around children is of extreme importance for their development.

Vygotsky?

hmmmmm, both?

o st imp ologi h c t y o ps at g the th in ous fam 60s *was. he died in the 80s

2. THE DESIGN OF THE SCHOOL CULTURE

2. 2 _______________

how to respond to various sets of expectations (Academy for Social-Emotional Learning in Schools, 2015). As stated by the developmental psychologist, Howard Gardner (1993), schools should be all about children; empowering, creating future leaders and presenting them to the culture of learning and growing, while going beyond the existing knowledge that offers solutions to new questions.

What are we expecting from school?

_ _ _ _

_ In most traditional societies, children are supposed to be in regular education by the age of seven (NFER, 2013). In the book ‘School Culture’ written by Prosser (1999), psychologist Sir Michael Rutter takes the view that schooling might not compensate what is in the outside society. However, it does have a significant role in the child’s development that Piaget (2001) mentioned.

_______________

In the perspective of the author of ‘Transforming School Culture’, Anthony Muhammad (2009), the protagonist of the school today is the teacher and not necessarily the student. He states that the education is not focusing on the student’s development, but on the teacher’s activity, which requires technical and cultural aspects of change as it has grown to become extremely conservative.

The intelligence and the skills prioritised and emphasised by schools are based on the rationalisation of mathematical logic and the capacity of linguistic expressions in a given culture (Gardner, 1993). Combined with the accumulation of recorded historical knowledge , that is in the school textbooks, which, as a rule, allows a direct influence to the current economic-political model (Freire, 2000).

The theories we have today, results from the process of learning and points to new ways of teaching. Social-emotional skills go beyond specific content, and new forms of intelligence must be re-engineered and explored in school settings (Robinson, 2016). However, such conceptions are still in conflict in the current context and do not present themselves hegemonically within the existing school systems in the world, that are still under construction (Prosser, 1999).

According to Ed Dunkelblau from the Institute for Emotionally Intelligent Learning, schools should serve many purposes. As, children should obtain confidence in different subjects and learn

2. THE DESIGN OF THE SCHOOL CULTURE

2. 3 _______________

empty receptacle. On the other hand, schools create confusion, as there is not enough time given for children to digest the information provided in class, as the strict timetable controls how long they should spend on each subject.

How is it designed to be?

_______________

Consequently, the class position serves to - strategically - generate obedience and discipline without minimal hassle. Gatto (2009) mentions that schools create provisional self-esteem, meaning that it produces an idea of mutual respect. However, at the same time, it gives a conditional obedience, for instance, children have to prearrange physiological needs of going to the toilet by being demanded to ask permission to leave the classroom.

The way we see schools today indicates a hierarchy of the subjects, where Mathematics and Language come on top, Humanities in the middle and Arts at the bottom (Prosser, 1999). Teachers transmit information to _ the children who are later forced _ to indirectly compete with the arts use of standardised tests, that sports prioritise the mentioned hierarchy of subjects (Hirsch, 1999).

mathematics languages humanities e.g.: geography history

_ _

In the compulsory lessons, Gatto (2009) proposes that schools create two types of dependency: emotional and intellectual. Children are expected to believe in anything authority says. They avoid questioning the restrictions imposed by the authority within the classroom, as there is a dependence of positive reinforcement, such as a smile or good grades. In a certain way, that is a similar technique used when giving treats to a dog for good behaviour.

In the book â&#x20AC;&#x2DC;Dumbing Us Downâ&#x20AC;&#x2122; from 2009, John Taylor Gatto, a New York schoolteacher, classified seven compulsory lessons that endure the education system. Gattoâ&#x20AC;&#x2122;s approach brings an analytical perspective to the current model, that helps us to think critically about the existent learning challenges and the configuration presented today by schools, to deal with such problems and promote the inclusion of a considerable number of individuals, their intelligences and diverse abilities.

The last compulsory schooling mentioned by Gatto (2009) is the impossibility of hiding. Every action that a child takes inside a school is a constant examination and evaluation.

First, he comments that it provokes indifference while supporting a non-question situation where the learner is in a position of an

2. THE DESIGN OF THE SCHOOL CULTURE It is possible (and necessary) to diversify the education system. For instance, Hirsch (1999) argues that there are educational theories, that emphasise ideas of what a school should prioritise. However, this also promotes arguments of whether the best approach to be taken by schools is to be flexible _ or rigorous, _ instead of formulating _ a coherent knowledge-based _ _ _ _ curriculum. _ _

2. 4 _______________ What about school culture and school climate?

_______________

In 2015, president of the New Jersey Alliance for Social, Emotional, and Character Development, William H. Trusheim stated that very often, the school culture and climate happens by the negligence of how it will influence the school as a whole. Additionally, it is possible to change the culture of the school by changing how it feels to be there. It might take a while, but a healthy school culture gives students a chance they deserve to succeed later in life (Muhammad, 2009).

As mentioned by Jon Prosser (1999), the conjunction of behaviour and interaction between children and adults (directly or indirectly) have an enormous impact on students and staff development, either it being a positive or negative culture, and climate is what makes a difference. According to the psychologist Elizabeth Warner (2015), the climate is what we see soon as we enter school. In 2015, Warner gave an interview for the Academy for Social-Emotional Learning in Schools, where she mentions that

For instance, as stated by Prosser (1999), it is not appropriate to define a single interpretation of how school culture should be

an unhealth school culture and climate can promote bullying

children who have been bullied at school are 6 times more likely to develop serious illness, smoke or been diagnosed with a psychiatric disorder.

(Anti-Bullying Pro, 2015)

the school climate is a unified perception of how that place is suitable for learning, physically and emotionally, affecting our character development along with our emotional state. In this way, every climate is unique from school to school, as it is something that children and adults build up together.

2. THE DESIGN OF THE SCHOOL CULTURE

!!!!

YES repeat after me: “grades and exams are not important compared to what you’ve learned.” you should know that by now....

applied, as he claims that it may vary not only from private to public, but also from country to country. However, it is about how schools compromise to incorporate values and traditions which will change the whole experience of early education.

is necessary to recognise that the school environment, in its vast majority, is composed of a spatial distribution of standards. Inviting the individual performance (school portfolios) and the priority space for the transmission of knowledge (board and teacher’s position in the centre) in addition to the disciplinary rules and selection mechanisms derived from standardised tests.

Celebrating diversity and teaching students how to interact with each other, while creating a mindset of what is right or wrong can only be taught by an active culture. In this sense, after graduation, the significance of grades and exams are not as important as compared to what pupils learn concerning behaviour and interaction (Prosser, 1999).

Recovering Vygotsky (1989) perspective, the environment of raising a child has a subtle weight in how they interact with society later in their lives. In this way, when you show students that they have a positive future, their relationship to the world will change.

_______________

As stated by Rebecca Cooksey (2016), school is like an iceberg, the climate is what you can see, and culture is what is inside the ocean. Meaning that school culture might not form a homogenous body that it is evident to identify, but the all round design that we set is the most important thing any school could give to a child. So can we build a wider school culture that presupposes cooperative society projects but respect and value individualities?

The design of the school culture

_______________ Every school has its culture and climate, and whether it is negative or positive it is what makes a difference when shaping an individual. To some, most schools are designed to be intimidating, not only for children but also for the staff. Children are commonly expected to hate school, to bully each other and their teachers (Muhammad, 2009). Although we have variations about individual experiences, it

school culture

school climate

3. Understanding the education system

John, 8 years old, nondisabled Was asked to draw his classroom.

To understand the reasons behind the education system we have today, we can, peculiarly, take in consideration the correspondence principle of quantum chemistry. First created by Niels Bohr in 1920, it expresses how to apply two theories for the same fundamental idea. Bohr stated that any new theory or any new description of existence must agree with the old if it gives correct results (Everitt, 2009).

When thinking about the principles of education, this theory can, and should be applied to understand society in general and why it is still not able to accept changes to the perspective on how a school must function. According to educator E.D. Hirsch (1999), intellectual capital is the value of knowledge inside a corporation and how people commit to it should be a civil right. Currently, different models

3. uNDERSTANDING THE EDUCATION SYSTEM of schools exist within the society and are in disputes, coexisting and being influenced by each other. Hirsch (1999) claims that understanding why alternative solutions for the education system are still not readily accepted, it is of extreme importance to understand how the school system shapes students to become part of our current society.

for a capitalist environment as they would end up excluded from society. In 1759, Scottish philosopher, Adam Smith stated in his work ‘Theory of Moral Sentiments’, that the “great secret of education is to direct vanity to proper objects”. Meaning that it is possible to make a capitalist economy more humane, as he considered, that as people, we drive from sympathy coming from others and that we need dignity and purpose in our actions. Smith (2010) understood that to create an economy that it is profitable and civilised we have to elevate the quality of consumer demand, and by that, we need to be aware of the consumers’ education.

For this reason, as this culture is linked to the current political system and vice versa and in this interaction as the school culture is responsible for controlling society and modelling capabilities. This chapter will introduce the historical perspective of the school system.

3. 1 _______________

What is the importance of school in a capitalist society?

American philosopher Michael Novak (1991) takes the view that capitalism is not only a general structure that is the basis of an economic system towards the means of privately beneficial ownership production.

Samuel Bowles, a Professor Emeritus at the University of Massachusetts and an economist, stated in a lecture at the Center for International Education (CIE), that schools are designed to qualify students to function in a capitalist economy. However, he asks if is there is any point in having schools not preparing students

As the sociologist, Allan Johnson (2012) claims, a healthy capitalist society is not the option that we have, but how it teaches us to compete with one another to maximise personal wealth. It requires individuals to accept being under the subordination of an economy. Smith (2010) states that capitalism sees society as a chessboard where individuals are the pieces of the game that are moving according to the economics models.

_______________

3. uNDERSTANDING THE EDUCATION SYSTEM Public opinion management is crucial to maintaining a particular hierarchy through capitalism. However, to be truly effective, it needs to be part of our everyday life. For that, as mentioned by Hirsch (1999), the education system has the function of managing people and has social consequences for different social classes in society. According to P.C. Mohanty (2008), while the media is the dissemination of information that indirect influences society by enforcing what is right or wrong, gender and class stereotypes. This power is limited compared to the education system’s power that promotes a direct behaviour control, which is the conscious and intellectual manipulation of the organised habits and opinions of the masses, as it is an essential element of a democratic society (Bourdieu, 1990). A capitalist education system encourages the creation of a hierarchical society; obedience to authority, competition and it maintains a general tendency of conformity.

3. 2 _______________ How do schools prepare students for adult roles in a capitalist society?

_______________

It is important to observe how schools prepare children for adult roles later in their lives, to understanding why we need schools. While working in Nigeria during the 1960s, Bowles came across a community in which schools were not accessible for everyone as children had to start working earlier. However, he also noticed that adults with primary education would be assimilating more quality careers than those that have never been schooled before (Bowles, 1967). In this way, Bowles decided to work with this observation during his PhD for the University of Harvard. Developing a piece, later named “The Efficient Allocation of Resources in Education: A Planning Model with Applications to Northern Nigeria” to find out why people that went to schools, even in uncertain environments, obtained and retained better jobs than those who had never been in a school environment. After he published his work in 1967, Bowles came to the conclusion that the reason behind it, was that those individuals, would have learnt not only how to respect an authority - who is not a direct family member but also how to sit in one place for hours doing something believed to be mundane. He claims that this directly influences their performance in the work environment. Another research published by

3. uNDERSTANDING THE EDUCATION SYSTEM

3. 3 _______________

Bowles in 2013, observed the promotion ranking made by highvalue companies in the United States and compared personality adjectives created during a focus group between the employees of those same companies.

What are the ‘principles of secondary education’?

At that point, he realised that adjectives such as ‘perseverance’ and ‘punctuality’ were extremely correlated to high positions in promotion ranking, whereas people that were considered to be ‘creative’ and ‘independent’ were found to be very negative. Bowles applied the same research between Maths students and found a similar result, where ‘creativity’ related to those with a lower grade.

wait, am I a weed? yes, you are. you go to an arts university... enough said.

_______________

The Principles of Secondary Education created by the former professor of Harvard University, Alexander James Inglis, published in 1918, explains about the compulsory schooling and how it protects the citizen from being disqualified by anything in his career, as well as the constitutional disestablishment of schools become psychologically active (Illich, 1995).

It is important that children discover how to fit-in in a modern economy and schools are the filtering systems which select children for obedience and weeds out dissenting voices - weeds being those who might think too much and could potentially cause a crisis in democracy (Bowles, 2010).

According to Inglis (2012), there are six essential functions in schools. The first one being the adjustive or adaptive function, which is when schools establish ways to fix habits of reaction within an authority, creating an obedient child that fits into the environment without performing a fuss. In other words, it prevents the individual from generating a critical judgment as you are unable to test conformity until you make children learn ordinary information, destroying the concept that interesting material is worth to be taught.

According to the economist, James Heckman (2006), governments and corporations do not want well-informed citizens capable of critical thinking. For this, it is crucial to maintain the hierarchy that forces people to be trained to fit into this adult working world, by subjecting them at a young age to a system that rewards a replica of what they are going to find in the workplace. there is no hierarchy in Cuba and no kid is illiterate. i believe it says a lot.

The

‘integrating

function’

= the nonweeds

3. uNDERSTANDING THE EDUCATION SYSTEM

also known as the ‘compliance function’, where there is conformity without questioning. A set of values and models create social acceptance, provoking children to be as similar as possible from each other and being easier to predict and manipulate.

‘propaedeutic function’, which is when there is a division of the majority of people from the elite class that guarantees further development, quietly settled to continue this process of creating obedient labour.

_______________

The ‘diagnostic function’ is when school determines how each student will act in its proper social role, this is logged in by the grading system which goes to creating a direct desired end that is the permanent academic record. Once they identify their social role, we have the ‘differentiating function’, which is when individuality is no longer a cause for celebration, and the differences between students become more less evident. In this way, children become part of the conformity and obedience for economic purposes.

Understanding the education system

_______________ When we think about the idea of how capitalist society works and the ways it moves the economy, we know that the school system will not change until we are aware of the amount of control that the government and corporations have over our schools. We are always talking about how the media shapes the identities and consciousness of the society, maintaining people within their places and the whole system working, but it is never mentioned how schools shape our behaviour in contemplation of cultivating this hierarchal system in a way that we, as a society, do not even realise.

During the ‘selective function’, schools should permanently identify individuals who are unable to meet their demands. This feature is a reference to the ‘favoured races’ applied in Darwin’s theory of natural selection (Nielsen, 2013). The individual with poor performance undergoes to different kinds of punishments such as poor grades, contrary to the ones that have learnt to obey and receive rewards. Making the ‘punished’ students feel inferior to their peers.

This model happens throughout our everyday life as a commodity that does not even give us a valuable opinion. Schooling is a monopoly that does not give children a choice other than becoming part of the society’s chessboard mentioned by Adam

The last function cited by Inglis (2012) is what he called the

3. uNDERSTANDING THE EDUCATION SYSTEM Smith (2010). It is a fact that there are gaps in the current educational system, that allow critical emergency and researchers who propose the construction of new mentalities, and enable us to move beyond the determinism of this production system. The views presented here are essential to the extent that today’s school, design a contingent of people considered ‘not worthy’ and excluded from economic production, resulting in evident social inequalities in the world. The world in which 8 millionaires hold the money of more than half of the world’s population - of approximately 7 billion people (Srivastava, 2017). In this sense, how to design schools capable of forming critical and productive subjects in the face of this challenge?

4. The hidden curriculum of schools

Aurora, 6 years old, dyslexic t of school. Asked to draw her favourite par

The 19th century learning theories still help us to think about how the school culture impacts the processes of the school production. Vygotsky (1989) claimed that children often learn by imitation and because of it, they have a tendency to repeat adults and peers actions, opening space to an intended or unintended learning.

This chapter will understand that the hidden curriculums focus on

As western societies, we commonly leave the mainstream education associating it with job skills for

economic success likewise with a concept of individualisation, collaborative learning, potentiality and dialogue (Hirsch, 1999). In this way, schools are much more than mathematics, languages and the grades that come in a standardised test. It is a place where identities are to be shaped to serve the community we play (Deal and Peterson, 2016).

4. THE HIDDEN CURRICULUM OF SCHOOLS

knowledge.

_ _ _

the unknown, unrecognised and unintended forms of learning the underlying material of our social experience within the school. For instance, it is how a school will shape our values, norms and beliefs while we learn how to ‘become an adult’ (Prosser, 1999).

Everyone has a unique point of view, and no one has a better perspective than the other. Throughout school years, our behaviours, beliefs and attitudes _ _ __ _ _ contour unarticulated and unacknowledged conditions. Students learn through the unintended outcome of the educational process (Hirsch, 1999). Considering that, Freire (1986) plea that if we combine this unique point of view and work together, we could use it to build up knowledge rather than absorbing it.

First, we will introduce the idea that going to school allows us to build the meaning that we are part of society. Later, we will understand the political ideology that shape school culture and analyse if every student has the same opportunity.

4.1 _______________

There is more in education than just going to school (Prosser, 1999). An authentic assessment of children’s real potential and development, it is important to see their ability alone, as well as the cognition and consciousness that is an end product of socialisation and social behaviour (Vygotsky, 1989). When teachers and students are sharing experiences, it develops elements that will influence the social environment of school (Deal and Peterson, 2016).

What is the social responsibility of school?

_______________ Known for being one of the leading names of critical psychology, Brazilian educator and philosopher, Paulo Freire acknowledged that every action we take become part of our social structure and these elements influence the way we portray in our social environment. He claims in his book written in 1986, ‘Pedagogy of the Oppressed’, that students are human beings and not objects where we deposit

Schools produce students to the basis of sustainable learning and preparation for the life outside its halls. When a child is put into a positive environment, that feels _ safe, healthy, _ _ supportive, inspiring and engaging, it teaches _ _ them how to behave and interact with others in a positive manner (Prosser, 1999).

aka positive school culture

4. THE HIDDEN CURRICULUM OF SCHOOLS

remember: most children also start school around 5 to 7 years old.

When children reach the age of seven, socialised thinking begins to take shape, which continues to develop until their preadolescence (Illich, 1995). In this way, what differ schools from what we have at home, is that children, in this critical age of social thinking, are interacting with people who are not like them. Remarkably, while developing their social thought, they also have to learn how to negotiate, communicate and understand how to work with others (Prosser, 1999).

during his school years as he still shares equal values and norms. For instance, every action that we take inside the school will become part of our social structure and culture. Much of traditional education is directed to isolate the learner to a one-to-one relationship instead of focusing on social interactions. Promoting a slow death for developing a future outside a viable notion of social responsibility, human solidarity and critically engaged citizenship (Illich, 1995).

Rather than concentrating on rules in a school environment, allowing students to share experiences and social culture development will change their attitudes towards society. Consequently, it will differ from children who have been in schools where toxic school cultures are prevailing. When introducing to children that competition is more valuable than respect, they will, therefore, prioritise hierarchy over the human being essence, opening gaps for the formation of stereotypes and bullying, that will follow their personalities throughout their adult lives (Deal and Peterson, 2016).

4. 2 _______________ Is political ideology part of the education policy?

_______________ The sense and purpose of education stand a whole range of implications between the learner and the teacher, the nature of the curriculum and the proper pedagogy. As stated by lecturer Mark Peace in 2012 at the Manchester Metropolitan University, all notions of what schooling should and should not do, begin with ideology.

On a general level, learning is a social activity, and schools are places where children should learn to understand what is important to them but also to others (Prosser, 1999). As mentioned by Freire (1994/2014), he, for instance, still is the same boy - a bit brighter and older - yet the same boy he was

Ideology is the science of ideas

4. THE HIDDEN CURRICULUM OF SCHOOLS

that is made to set a belief to characterise a particular social group or individual. In other words, it is a combination of paragons and meanings that come from a methodology, which establishes a person’s view on what is right and what is an injustice (Hirsch, 1999).

Freire (2000) argues that authority is merely an invention of liberty. Appealing to perceive on the idea that in a particular moment of the experience of freedom existence, the opposition had to be created to preserve that ideal. Authority is there to establish limits to liberty and vice versa.

As human beings, we are frequently in a state of changing our perspectives while making sense of our context, principles, ethics and purposes. However, the state of being and becoming will not come in isolation but within a context (Freire, 1986).

this is why there is no such thing as “school without a political party”.

In a lecture in 1994, at the Sao Paulo University (USP), Freire stated, that the relationship between students and teachers should not be authoritarian, but of authority, as he believes that freedom and rules will always work together, as a way to establish limits on both sides.

As mentioned by Freire (1986), education is not merely a pedagogical act, but a political act where educational ideology underpins aspects of the way schools function. He claims that schools are political institutions that serve a political curriculum in which reflects the ideological thoughts of a distinct society.

In this way, besides being an authority, teachers need to have a pedagogical freedom to integrate and develop students’ abilities, in order to form a critical thinking and to better direct their visions. This freedom will only occur after the understanding that we need new politics, that can make education as the central of democracy, allowing space for students’ critical thinking (Hirsch, 1999).

According to Illich (1995), the paradox of schools is increased by destructiveness. For instance, a school is always designed to serve expectations of a society that has already been shaped by some ideology.

this is my fellow countryman, Paulo Freire

When schools neglect ideology, they are simultaneously disrespecting the right to develop critical thinking and selfreflection, endorsing the silence of students (Freire, 2000). In the book ‘Pedagogy of Freedom’,

Freire is the patronum of Brazilian education. Yes, that’s the same term as a Harry Potter charm.

4. tHE HIDDEN CURRICULUM OF SCHOOLS

4. 3 _______________

are not obtaining good grades or ‘troublemakers’ - at the back of the classroom (PLB, 2017). However, there is not only expectation we encounter in schools. In this environment, girls are expected to achieve higher grades than boys, who are certain to enjoy the more active classes, such as physical education lessons (Gnaulati, 2014). The same type of presumption is applied when talking about children of different colours. Because of the social hierarchy of the outside society, black children are expected to be more questionable than white children, and in fact, not even be found in the same school (Prager, 2011). As stated by Freire (1989), everything about the education system is right, unless you have been born black, Asian, or female.

Is there an equal opportunity to everyone?

_______________ In most traditional schools, while a teacher is expected to be the centre of authority when conducting the chosen subject of information, he or she is also required to accommodate a classroom that consists in, roughly, thirty different children (Wilson, 2005). According to the sociologist, Erving Goffman (1990) once entering a classroom, a student is automatically required to portray a character, based on the expectations of attitudes that influence their levels of potential.

guess who I was

Schools are the reflection of the stereotypes that we encounter in the outside society. However, projecting the ignorance of those expectations is advocating youth to imagine a future outside those commodities (Freire, 2000). Illich (1995) stated in his book ‘Deschooling Society’ that because of it, students intuitively conclude that this expectation is who they should be and how they should act.

Honourably, the way students dispose of themselves in a traditional school’s classroom, where tables are behind each other formatting an aligned design, is an unconsciously portray of what already establishes character (Goffman, 2000). There is no denial that it is ineffective to enter any form of a classroom without expecting some code. Such as, people with better grades - vulgarly known as ‘nerds’ - to be at the front, closer to the facilitator and the ones that

When a child comes from a different social environment, society should not be expecting that things, which they have no control about, such as their

!!!!!

4. THE HIDDEN CURRICULUM OF SCHOOLS opportunities in life (Freire, 1989). When constructively and sympathetically understanding the differences among these individuals and groups, we will then be able to broaden our knowledge towards tolerance and political correctness (Freire, 2000).

fact, the hidden curriculum of schools is much more important, as it is what will differentiate our relationship with ourselves and with others. In this way, what are the hidden responsibility schools have to form their students?

_______________ The hidden curriculum of schools

_______________

According to John Dewey and Edmond Holmes, education is what fully integrates the conception of society and democracy (Allen, 2011). The curriculum of our early school years goes - by far - beyond the expectations of traditional subjects, such as mathematics, languages and even arts. The hidden curriculum changes our relationship with society and the knowledge we face during school years (Prosser, 1999). According to a survey made by The University of East Anglia in 2014, by the first week of graduation students state, that they could only remember 40% of what they have actually learned in class (Baulkman, 2014). However, as indicated by Freire (2000), what we learn in the classroom goes beyond what we typically understand as learning, and in

3 X 9 = 27 3 X 7 = 21 - 12 = 9 -8=1 zoom zoom zoom :) yes, my former schoolâ&#x20AC;&#x2122;s battle cry still the only math I can make oh yes, I am proud of that. no joke ;)

5. Beyond student differences Kyle,10 years old, autistic e ed Ask to draw his favourite plac ol. at his scho

In the book ‘The Nature of Prejudice’ (1979), the psychologist, Gordon Allport, states that one of the largest issues of society is that, often people are compared to one another. While, in fact, our experiences show that we can easily distinguish differences among people merely by looking at their face expressions. For instance, Allport (1979) reports that when we place an infant in a strange room, they immediately

activate an ‘instinctive fear’ and begin to cry. This fear will start to fade away after a while, and at some point, they will become ‘comfortable’ within the environment. However, this fear of the strange never completely outgrowns while we grow up. However, this reaction should not take us too far as it is typically shortlived. Perhaps, to understand the differences, it is important to know

5. Beyond student differences

what goes beyond fear. As human beings, we learn to experience that if something looks different, it means that it is in fact different. We understand that a tiger is not a leopard and that a skunk is not a cat. At first, it might look the same. However, within a second, you can see that they are not similar (Allport, 1979).

First, culture can influence knowledge, and people might not perceive answering a question through the same valid response (Allport, 1979). For instance, Americans believe that the Wright brothers were the inventor of the airplane, while Brazilians refer to Santos Dumont as the actual creator (Cooper, 2013). There is not a unique answer for this question, it does not mean that one answer is right, and the other one is wrong, yet because of cultural divergence, the translation of a question cannot be transformed into an established answer (Allport, 1979).

Considering that, this chapter will go through the differences between students to analyse whether, and if, they do require some specific or diversified treatments.

5. 1 _______________

A second perspective is the idea developed by the psychologist Howard Gardner (1993), that knowledge embodies a range of skills. Gardner (1993) proposes that we learn through specific modalities of primary sensory, instead of an isolated brain process. His theory of â&#x20AC;&#x2DC;multiple intelligenceâ&#x20AC;&#x2122; was designed to empower learners by recognising their different abilities through our biological and philosophical potential.

What are the student differences?

_______________ Through the uniforms and through the traditional stereotype based on students, teachers automatically forget that they are individuals with perspectives, that deviate from a particular view (Jacobs, 2014). When looking closer, students diverge not only from physical aspects , but also from its abilities, personalities, cultural beliefs and practices (Hirsch, 1999).

Gardner (1993) claims that knowledge is not only divided by existential and moral intelligence but also from our musical-rhythmic, verballinguistic, logical-mathematical, interpersonal, intrapersonal, visual-spatial, bodily-kinesthetic and naturalist intelligence. According to the psychologist,

5. beyond student differences

Gardnerâ&#x20AC;&#x2122;s theory of multiple intelligences

this theory challenges how we absorb knowledge, explicitly and implicitly, and oneâ&#x20AC;&#x2122;s cognitive intelligence can be more articulated than the other.

Autism spectrum (Norwich, 2010). However, the majority of students with a learning disability go through the education system hidden away, as they cannot perform the same activities as their peers (Eide, 2011).

As mentioned by the Special Olympics International Sargent Shriver, Matthew Williams (2016), for years society has been hiding a particular group of people that have limitations and difficulties to accomplish everyday activities. Williams (2016) claims that just recently intellectual disabilities and disorders have started to become more evident to our society.

Dyslexia, for example, is one of the most common types of learning disability. The lack of comprehension of the written words and memory problems affects one in every ten people in the United Kingdom (The British Dyslexia Association, 2016). Although, because it is not something you can quickly detect just by looking at a child, many students spend their lives without understanding a better way of grasping the school content,

Some intellectual differences are physically a bit more obvious, such as Down syndrome or

5. BEYOND STUDENT DIFFERENCES believing as a consequence, that they are not worthy of being educated (Grant, 2005). Another example is the Attention Deficit Hyperactivity Disorder (ADHD). For instance, as this cognitive disorder keeps children unable to stay concentrated in a place for extended periods of time, they are often called at the principal’s office for disturbing a class (Norwich, 2010). Lastly, there is a clear evidence of people that require support on more substantial levels, such as a wheelchair user or a person with a hearing or visual impairment, that are physically unable to perform the same activities as other children (Scope, 2016).

!!!

Essentially, functional limitation, which can be physical, sensorial or intellectual, as well as of cultural and social perspective, can differ the way people learn or interact within the school environment (Norwich, 2010).

5. 2 _______________ Should everyone be treated the same?

_______________ Since we automatically learn to fear what is different from us, it

does not mean we should use it as an excuse to develop an idea of how a person should act (Allport, 1979). As mentioned by Williams (2016), being different does not mean people should treat you as an incompetent individual. For example, more than half of the United States population has no direct contact with someone of an intellectual deficit, and 45% of this part of the population, not only are intransigent to deficiency, but also sees it as negative (Williams, 2016). Illich (1995), states that children are ‘schooled’ to confuse learning with teaching, and opportunities to learn result from most unintentional instructions. Additionally, everything that goes beyond the perspective of what we already know becomes difficult to pledge (Allport, 1979). As a way to accommodate people that require a methodology that differs from what we traditionally encounter in schools, special schools were brought up to society to encompass those differences (Norwich, 2010). It is no denial that children with special needs require more attention to achieve the same goal as others. However, according to Jan Wilson (2015), giving more attention to some does not mean that the what is so-called, “nondisabled” students can relish from the same support. There is a huge difference between equality and equity; the second being

5. beyond student differences about giving a fair opportunity to everyone, while considering their differences and singularities on learning (Freire, 2000).

have singularities. For example, even genetically identical twins are different (Kumar et al., 2011). At first, they might look alike, but after a while you can distinguish them apart. Knowing that we all have a different way of learning, no matter if labelled as intellectual different or if our gender and colour are different, we are all part of the same society and have the same right to learn (Robinson, 2016).

For instance, it is natural that parents want to protect their children by placing them in a school where the professionals are ready to provide special support (Wilson, 2015). However, as Freire (1994/2004) once said, when we protect our children to avoid experiences, it creates barriers for them, not only in developing the sense of self, but for others to learn that there is nothing negative about being â&#x20AC;&#x2DC;differentâ&#x20AC;&#x2122;.

Exposing a child to those differences from a young age creates a sense of familiarity and the fear mentioned by Allport (1979) is withdrawn by the time they reach adulthood. In this way, when we separate children into stereotypes or through their deficiencies (in another environment or treatment), they do not develop a sense that those children need to become more included, as they are members of the same society.

_______________ Beyond the student differences

_______________ As a result, when it is assigned more importance to some intelligence types than others, such as linguistics and logical mathematics, many children spend a lifetime thinking they are incapable of learning (Gardner, 1993). From a young age, we are allocated to play a role that adults assign us for. (Marshall, 2014). Essentially, as mentioned by Allport (1979), there is a consensus that, as humans we have to fit in a particular group, yet, we all

A very well known dyslexic, Albert Einstein, claimed that if you tell a fish his only option to succeed is to climb a tree; it will grow to understand that swimming is not enough (Marshall, 2014).

6. Forecasting education Alex,9 years old, ADHD Said the canteen was his favourite place at school.

Our society has changed from analogue to digital, and for this reason, we need to upgrade the current education system, so it can be part of this new information age. It is incoherent to settle with the same system that was established over hundred years ago, when we were still debating about the industrial revolution (Robinson, 2016). For the last hundred years, the focus of education has been on

the creation of the labour force, instead of creating a viable solution to social challenges. According to Tony Wagner (2014), the world has profoundly changed, in regards to the economy. In the United Kingdom, official 2016â&#x20AC;&#x2122;s statistics shows that young people make up 4.8% of the unemployment rate. Wagner (2014) claims that this lack of employability is because most jobs are now being off-shored and automated by machines, reason why it is time to create new

6. FORECASTING EDUCATION

opportunities for children.

way we approach everything. Consequently, education should be following these changes while growing as part of the information age (Dirksen, 2011). As commented by the Chief Executive of Digital Promise, Karen Cator (2011), schools does not give enough emphasis to the use of technology. There is a taboo into bringing technology to schools, and most teachers are expected to boycott the use of mobile phones and laptops.

The digital era has been revolutionising the way we portray our roles within the society. As mentioned by Artika R. Tyner (2014), education is a passport to the future, and the power to build a social change is within our hand. For this reason, this chapter will analyse ways to update the already known structure and how can we use design to transform the schools we have today.

6. 1 _______________

For instance, Cator (2011) observes that if we want to promote quality learning, the actual challenge is to make learning available to everyone, and we can do it through the use of technology. She claims that it offers a broad range of opportunities, where students can work on a particular skill they are interested in improving. For example, the Khan Academy website, which offers personalised free exercises and instructional videos to empower learners of all ages.

Is technology our salvation?

_______________ Technology has been opening gaps for new opportunities. For instance, designer Julie Dirksen (2011) claimed that the primary benefit of the era we are living now, is that students do not have to remember everything they learn, but actually learn how to filter critical knowledge in order to perform a particular skill. To achieve this ability, you not only need to be able to access information, but to know what to do with it.

However, in the 2013 book â&#x20AC;&#x2DC;Alone Togetherâ&#x20AC;&#x2122;, Sherry Turkle mentions that our relationships are also changing. She claims that we are so focused on our mobile phones and social media that we are no longer able to interact with human beings, letting it take over our ideals. Turkle (2011) believes that we should not replace human interaction with technology, as we will be missing on creating real

As a society, we are experiencing an exciting change in the

6. forecasting education

relationships. On the other hand, Cator (2011) states that she has seen exceptional classes, where the teacher incorporates the use of technology to assist students in becoming more engaged to the experience of learning. For instance, a computer should not surpass a teacher, but a teacher should learn how to incorporate it into the classroom. In this way introducing technology as an instrument, in order to make education more appealing, which does not alter the process of teaching and learning, it only adds new vehicles and media, but does not modify the transmitting character of knowledge.

6. 2 _______________ Should teachers learn with designers?

_______________

According to Nigel Cross (2011), everyone is a designer as we all make plans to develop something new. He states that as humans, we have unconsciously been stimulated to create new ways to design a better life quality. Society has created a habit of blaming teachers for everything that is wrong in education,

saying that they are from a different generation. However, as mentioned by Cator (Brennan, 2016), we forget that teachers, who are in the first ten years of their career, have already been growing up with technology and with the Internet. Just like their student, they are used to a world where everything is connected. With fewer classes and more freedom, Finlandâ&#x20AC;&#x2122;s approach to education has been revolutionising the way western schools relate to their curriculums. Opposing from the idea that teachers should control students and apply standardised tests creating a stressful and competitive environment (Doyle, 2016). Co-founder of the Cross Knowledge Faculty in Finland, Steve Fiehl (2014) believes that the core of the success is to give the same opportunity, while preparing children to learn how to learn instead of teaching them how to take a test. He states that as a nation they do not worry about pushing a child, as they understand that children will only really learn when they are ready. According to Jussi Hietava, the significant difference we encounter between Finnish to American schools is that teachers are constantly encouraged to experiment with new approaches to learning (Doyle, 2016). As Dave Cormier (2011), refuses to believe, teaching is not about

6.2 forecasting education putting knowledge in someone else’s head but to create a context to facilitate their learning. Cator (2011) states that today, the way we interact with information, is completely changed to a way that a single teacher is no longer able to know the answer for all. As claimed by Dirksen (2011), one of the highest points of the information age is that we no longer need to memorise stuff, yet to acquire core competencies to develop individual abilities. Gilles Deleuze and Felix Guattari described learning as a rhizomatic, or a rootstalk, activity. As Cormier (2011) suggests, using Deleuze and Guattari’s ideas means that a rhizome is similar to the learning process itself, as there is no beginning or end. Instead, they claim that knowledge comes in different forms and contexts. Comier (2011) alleges that rhizomatic learning is similar to networked learning, as, in a manner of speaking, real learning is about connecting dots to tidy up messy lines of the unpredictable network. In this way, learning is like a large ‘web’ where everything is somehow connected, and just like design, it is not something easy to understand. As mentioned by Marc Stickdorn and Jakob Schneider (2012) to be a designer you need to try and fail to learn with your mistakes. They claim that explaining the big picture is about giving methods, tools and showing how to use it instead of saying what is right or wrong. Unlikely the general public believe, design is not about making things

to look attractive yet to make it functional (Sparke, 2012). Design Thinking and Service Design are two methodologies that should become part of the teaching experience (Stickdorn and Schneider, 2012). Roughly, the first refers to the process of creating strategies to problem-solving (Cross, 2011). The second is the activity of improving the quality between a customer and the service provider (Stickdorn and Schneider, 2012).

_______________

Forecasting education

_______________

For instance, there is not a correct methodology to teach. However, teachers should be using design as a method to understand the individuality of people’s needs and creatively find a solution to make children learn to develop skills instead of memorising information that they both, teachers and students, can search online. In this way, incorporating technology into schools is not an immediate solution for a system that has been the same for over hundred years. Considering the strong connectivity of the present society and the shortening of the different flows, as shown by the Finland schools, we need to redesign the possibilities of education in the construction of a more inclusive society capable of generating procedural and permanent solutions to the global and local challenges.

6. FORECASTING EDUCATION

6. forecasting education

7. conclusion NIck,9 years old, non-disabled He wants a planetarium on his school.

The school is influenced, and it influences society. Therefore, the school culture must presuppose a proactive space of construction of shared meanings by students, teachers and by all individuals that integrate its community. The school trajectory marks the personal and professional lives of all those who are part of it, being sure, that after the family, the most lasting social institution that permeates the formation of people and their ways of life, is the school.

We analysed the psychology of a child, proving that the school culture and climate have a significant role in the childâ&#x20AC;&#x2122;s development. Although, there is not a suitable definition to the school culture or a well-defined method, we proved that this phenomenon is what will shape the values and the norms of a child. For decades, schools have been directing students into compulsories functions of discipline and

7. conclusion obedience, creating mechanical situations to support a labour market. Evidence has shown that our educational system has been designed to support the adult roles in a capitalist society, and everyone that goes against these ideals end up dismissed.

We stated that, because of the technological advances, the jobs we have today are completely changing from the one’s we had in the past, and it is argued how automated machines are replacing human labour. For this reason, through the same structure first introduced in the industrial revolution, the 21st-century schools are no longer attending the needs of society.

On the other hand, the hidden curriculum of how children relate to themselves and to their peers, is more important than the school’s expectations, as it marks the educational trajectories of the individuals just as the climate directly influences the culture of the school. We suggested that political ideology saturates school, yet as it is a parallel of our first encounter with people of different backgrounds and beliefs, the school has also a social responsibility to raise citizens capable of living within a community.

Schools have long been about proving children’s ability to memorise information through a standardised test, yet as part of the technological advances we have today, there is no longer an interest to remember things that we can find online. The 21st-century schools should not be following the same structure of the one established over hundred years ago, yet to encompass new methods of learning. For example, design thinking and service design should be applied to the development of new modes of education, but can also be direct teaching methodologies in which the student is the protagonist of the learning process and the teacher a facilitator of collective processes of knowledge construction.

Since the industrial revolution, learning theories evolved from a conception of the cognitive evolution of intelligence and reasoning, to the findings of multiple intelligences. It is unlikely to reject that merely observing someone’s physical appearance; it is possible to understand that one person is different from the other. Consequently, if looking closer, it also understandable that gender, colour and cultural background can also influence those differences. Not enough, there is also proof of the existence of intellectual disabilities and disorders, where learning requires different methods and perspectives.

Finland has confirmed that it is possible to change the structure of a western school. There is evidence that its practices are good, and they should be considered as a demonstration project for new possibilities in the design of a healthier, inclusive and equitable school culture.

7. conclusion

The school should not be an intimidating place that values obedience over creativity and respect. As mentioned in this piece, as humans, we learn to relate to what we already know and fear the unknown. In this way, when you teach children how to relate and respect differences, such as cultural, functional limitations or from vulnerable groups, it instantly becomes natural to be inclusive towards these children, rather than excluding them.

traditional environment where questioning was the right thing to do, as long as it was not questioning their system. If they had a more inclusive and participatory culture, they would know that the â&#x20AC;&#x2DC;intellectual perfectionâ&#x20AC;&#x2122; of their anthem does not come in the form of a standardised test, but as providing the gift of critical thinking. Schools might have tried to exclude me, but they have also contributed to my overall experience, and the effects of my academic path. This is what has led me to prove that everyone is different and that everyone deserves to be included in the school system.

The 21st-century school is not the priority space for the acquisition of knowledge circulating in the world. Just like school culture, service design and design thinking focus on the process, instead of the outcome, and for this reason, they should be applied in order to find ways to create a more positive culture, that encompasses all the differences we have in todayâ&#x20AC;&#x2122;s society.

!!!!!!!!!!!

In this way, the school could have supported me in my difficulties. My life as a student has not been easy, although my school culture has impacted who I am and what I believe, there is no denial that the pressure of being in the most prestigious public school in South America, where its alumni held fame for being an important part of Brazilian democracy, has as a consequence, unconsciously taught me to develop a sense of never accepting an order without questioning the reason behind. However,

was

incredibly

8. APPENDIX

, for a huge thanks to Alex Robilard nd’s frie his of one le sing calling every m ‘fro sin cou his if ask to ents par ause london’ could visit his school bec s’ wing dra l coo e som ‘she needed

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UNESCO (UIS) Global estimate of our of school children (in billions), by region 35

30.6

Unesco (2011) FS12 2011 OOSC EN. Available at: http://www. uis.unesco.org/FactSheets/ Documents/FS12_2011_OOSC_ EN.pdf (Accessed: 1 February 2017).

30 25 20 15

13.3

10 10 5

6.6

5.0 2.7

1.3

0.9

0.3

0 Latin North Central and Central Asia Sub-Saharan South and East Asia Arab States America and America and Eastern Africa West Asia and the the Europe Western Pacific Caribbean Europe

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