In Episode 6 of The Dark Side of the Moon, the conversation looks backwards in order to see forwards. Sparked by the story of the Round Hill School in 19th-century Massachusetts, Garland, James and Darren explore what happens when education evolves faster than the systems designed to contain it.
The episode traces striking parallels between early human-centred schools like Round Hill, Montessori and Waldorf, and today’s AI moment. From child-centred learning and mixed-age collaboration to tactile, hands-on experience, the discussion asks why approaches that develop deep thinking often struggle to survive inside rigid curricula, credentials and measurement frameworks.
As the conversation unfolds, deeper tensions emerge around assessment, trust and value. How do we measure learning when growth is qualitative rather than quantitative? What happens when schools optimise for what can be counted rather than what actually matters? And in an AI-enabled world, does shifting judgement away from teachers create more fairness, or introduce new risks entirely?
This episode weaves history, education and culture into a thoughtful reflection on learning, technology and the limits of systems. It is a reminder that the hardest questions facing education today are not new, but they may finally be impossible to ignore.
