The Individual Learner - Part 2

Prior to the 1900s, learning was highly individually directed, even if done in small groups. The early spiritual masters taught in parable and broad example, challenging the individual to think through and determine his/her actions within those truths. Socrates perfected his “teaching through questioning” methodology, idealized still today by many educators as the “perfect form.” Early teaching forms in England, and carried over into colonial America, followed a religious-based liberal arts education driven by a educator (typically a religious figure) who served more as a mentor, guiding his students into learning through readings and 1:1 or small group discussions. Formal education stopped when the student was out of money or moved out into work and commerce.

American public education was a huge social commitment coming out of the 1800s. A commitment that this country justifiably took pride in then and still now. It was generally epitomized by the world of the 1-room schoolhouse. A body of learning that could be done, underwritten by a core expectation of reading and writing, taught to students of all ages, working together in one shared environment. With peer support provided by “those who knew helping those who didn’t,” regardless of respective ages. With the teacher providing individual mentoring and guidance on the side to students as they expressed interest, aptitude, and curiosity. And out of those times and simple backgrounds America produced some intellectual and creative giants in the arts, literature, politics, science, and commerce & industry. They discovered knowledge and creativity combined with culture and entrepreneurship to produce an incredible explosion of growth and development in America.

So how do we recapture the benefits of that directed, individually-based learning environment from yesteryear, but meld it with the vast new knowledge and teaching tools that we have today?
- First and foremost, we destroy the “grade level” concept and relegate it to the trash heap where it belongs;
- we provide learning sessions grouped around subject matter (instead of age);
- we let students enroll in subject matter sessions as they are ready, interested, and capable without regard to age level;
- we let classmates help classmates;
- we certify “competencies” where the outside world requires such certifications;
- we let the student accumulate competencies over time (including a lifetime), resulting in a broad “completion” credentialing.

Under this approach, the role and goal of the educator is more clearly to:
- expose an individual (at any age) to what is available across the learning spectrum;
- help the student identify where his/her interests lie;
- bring out and maximize those talents.

The only core minimum education required should be:
1) to achieve the ability to read and digest the written word;
2) to understand how past experiences, history and culture are shaping the present; and
3) how to continually and enthusiastically learn throughout one’s lifetime.
With those three starting points, the human individual can go to virtually unlimited places.