Education is a topic that has long sparked debate and discussion among educators, parents, and students alike. In our latest episode of the Shift Ed podcast, we had the privilege of speaking with Alfie Kohn, an accomplished author and speaker with extensive research in educational philosophy and practice. One of the central themes of the episode is the need to rethink traditional education systems, which often prioritize obedience over critical thinking and creativity. Kohn candidly shares insights from his experiences as a student and educator and reflects on how these experiences have shaped his perspective on education.
Kohn notes that many of us have grown up in a system that rewards conformity and compliance. This conventional model, often likened to an industrialized approach, tends to separate students and turn learning into a competitive sport. He emphasizes the damaging effects of competition on student engagement and motivation, arguing that it breeds an environment where students are pitted against one another. According to Kohn, instead of being encouraged to collaborate and learn from their peers, many students feel they can only succeed if someone else fails. He advocates for a shift towards cooperative learning, where students can support each other’s growth and learn the value of collaboration and empathy.
A lengthy portion of our discussion revolved around Kohn’s ideas about the consequences of traditional rewards in education. In his view, practices such as grading and standardized testing can be detrimental to one’s natural curiosity and desire to learn. He argues that the emphasis on grades turns the classroom into a superficial environment where students prioritize grades over comprehension. If the goal is to nurture lifelong learners and critical thinkers, Kohn posits that teachers must reevaluate their practices and consider more student-centered approaches to learning.
Throughout the episode, Kohn also shares numerous examples of schools that have embraced progressive educational practices. He references the work of visionary educators who have managed to design curricula that prioritize student voice and choice. His book, “The Schools Our Children Deserve,” is filled with examples of project-based learning and interdisciplinary studies that captivate students and allow them to engage deeply with the material. Kohn’s enthusiasm for these innovative practices is contagious, and he encourages listeners to take inspiration from these examples to push for meaningful changes in their own educational settings.
Supporting teachers who want to adopt these progressive practices is vital, especially when they feel constrained by standardized curricula and testing mandates. Kohn discusses the importance of creating an environment where educators can thrive as well. He suggests starting by minimizing the damage caused by top-down systems, encouraging teachers to implement small incremental changes in their classrooms. Rather than accepting defeat in the face of structural challenges, teachers must collaborate, share resources, and advocate for systemic change.
A significant takeaway from our conversation with Kohn is the foundational role of agency in education. He emphasizes that students should take an active role in designing their learning experiences, stating that they learn to make decisions by making choices. This applies not only to content but also to how that content is delivered and assessed. Kohn’s insight provides a roadmap for teachers looking to shift their classrooms to be more student-centered, even within the constraints they face.
Finally, Kohn invites listeners to visit his website, filled with resources that deepen the understanding of educational research and practice. At the core of our discussion lies a hopeful message: that by valuing collaboration, empathy, and student voice, we can create a more humane and effective education system. This episode is an essential listen for anyone passionate about transforming education, offering practical steps and thought-provoking ideas that challenge us to rethink what learning could be.
