Understanding CONTEXT as a skill should be on our future CURRICULUM

Photo by Austin Distel on Unsplash

Everything’s relative right? Well, nowdays more than ever. The days of putting us all into the mainstream are slowly disappearing. Everyone not only wants to feel special, they KNOW they are special and deserve something personalized.

So too should we be thinking in terms of how we execute our education system.

Primary school education syllabuses have always been very diverse in the sense that the teacher has always had to account for the massive range of different learning needs, styles and personalities sitting in the classroom.  This allows for every child no matter who they are, or where they are from, should be able to reach a certain level of aptitude in education by the time they are 12. The system in place allows for a massive range of creativity and difference. The teacher knows that children should not be told wrong or right in terms of facts and figures as more …perhaps it’s possible, perhaps its not possible. We know from our own experience over the last 40 years that there are things that we live with on a daily basis that could never have been thought possible e.g. mobile phone, electric cars, the internet….and so it goes on.

But these are all pulling from the incredible work of the Primary teachers. The change that is being faced now is the Secondary or high school curriculums. The days of right and wrong are still present, but so much more work is being done in difference and alternative outcomes. Creativity is now beginning to emerge as a highly valued work skill, rather than the same old KPI requirements of the past. 

Now this whole twist has to made another shift. The shift is relevance and context.

All very well for us to have learned the 50 states of the USA, but did you know that there are now 13 different countries that have been formed in the last 20 years? The United States could also be a place where the state numbers could change…but that’s another topic another day. The point here is that facts will not remain the same, so why bother learning and memorizing them in the first place. What we do need to learn is how things change and under what circumstances.

The key point to undertand here is how to get the facts we once considered like stone, and realise they are also only as factual as in the mind of the person perceiving them, and/or to understand that some facts are only useful in certain situations.  This is then to comprehend context. We have to base our facts with a view to the context that we are observing them from.

Context is something that needs to be integrated into the high school curriculum, as another leverage point for assimilating the world around us.

At the same time, context is nothing new. Anyone who has grown older has realised one very important point in life. There is so much more grey out there than we could have every imagined, and our world can change often on a dime. What is unthinkable to one person, is an obvious choice to another. Our daily decisions are almost entirely made based on context.

We all know that everything is relative. But the new idea is to make it an entire topic to study within itself (compulsory topic at that) at the secondary school level. Imagine how much we could grow exponentially if we only understood that there are a million ways to look and comprehend something. The only thing we need is context.

Something to think about.

One thought on “Understanding CONTEXT as a skill should be on our future CURRICULUM

  1. Pingback: Understanding CONTEXT as a skill should be on our future CURRICULUM — The FUTURE of Learning – Online English Teaching Boutique

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