Episode 19: The Role of Failure and Risk in Designing Deeper Learning
We’re all familiar with the stories of people who became wildly successful after failing dozens of times to reach their goals. But what if those “inspirational” failure stories are the wrong ones to share? What if we’re defining success and failure the wrong way to begin with? And how do our own expectations of how things “should” be influence our perceptions of what learning, growth, and success actually look like?
Guest: Laura McBain
Resources and Expanded Show Notes
Full Transcript
In This Episode:
- “And I think the purpose now is actually education … should be the thing that allows every person in this world to not only be a part of the world, but shape the world in which they want to live in, which means designing new career paths, new industries, and really allowing them to see, to be fully, fully realized as an individual, as a human and as a contributor to society.” (3:27)
- “We don't teach them how to learn through failure. Because we're so focused on getting the outcome, the grade, the project right, that we don't just sit with the moments of those, what we call those favorite moments of failure, which are the ones that changed you. They may not be the one that got that next job where they made you become the startup of that big company … but they have changed you. And they changed your DNA, the fabric of who you are and how you approach the world. They show up as an integrated part of your own humanity.” (9:32)
- “Students have textbooks that give them the answers. They can Google the answers. Like there's, nationally, no new content that they're actually trying to learn, essentially, that's not actually already out there. They're expected. This is why we see massive cheating scandals. We see students disengaging in textbooks. We see people looking up the answers in the back of the book, because they're expecting the right answer. And that right answer already exists. The answer's already there. So there's nothing, there's no new learning there, I think.” (17:44)
- “I don't believe you can separate content from emotions. We are emotional human beings. So the idea that feeling and learning are actually quite separate, if I don't feel a lot of how I'm learning, is actually not true. We get excited … we get really passionate. We're laughing. We're alert. That's an emotion. And so how do we have a space in our classrooms to just have students express their emotions, not just from a mental health perspective, which is important, but also how do they feel about the content they're learning?” (23:56)
- “You and I, as adults, if we were asked to do the same thing over and over and over again and persist through it, and it didn't unlock any interest or curiosity in us, you and I would say … no, I'm not doing that. And then we wonder why our young people are disengaged or … act up in classrooms. Their curiosity is being stamped out. And then we get mad at them for actually not doing the thing, but we're asking them to do something that probably could feel like torture, you know?” (38:19)
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