![\"\"](\"https:\/\/symposium.org\/wp-content\/uploads\/2021\/11\/Rajeeb_Dey_LR15.jpg\")
Failing: the key to resilience<\/h5>\n\n\n\n
One of the hardest things for students and parents to cope with is failure. That, too, needs to change. With failure comes resilience, which will be especially needed in the age of automation. \u201cA lot of learning comes from experience,\u201d says Dey. \u201cYou have to be willing to fail, to take a risk, and be comfortable with uncertainty.\u201d
Although this lesson can be taught at school, Dey believes it is a shared societal responsibility. Says Dey: \u201cParents should encourage their children to take risks and be uncomfortable, encourage teachers to take risks and fail, and prepare society to be more open to failure.\u201d
There is a darker side to failure, one that society may find hard to accept. \u201cYou have winners, but inevitably losers,\u201d says Leader of Tomorrow Lisa Mallory, a high school humanities teacher in Alberta, Canada. \u201cI do not see how to build a system that works for everyone, especially if you are trying to teach a certain set of skills or knowledge that everyone has to learn.\u201d<\/p>\n\n\n\n
“When shaping our education system, we should not to look for a particular outcome because the world will always be changing.”<\/strong><\/p>\n\n\n\n Just changing the system is a huge challenge. Textbooks \u2013 let alone pedagogical approaches \u2013 can take years to update and reform. How can schools be adapted to cope with fast-moving technological change? \u201cIt is very expensive to update education systems constantly, and impossible to manage politically,\u201d Mallory says. Amidst all the talk of robots taking our jobs, the future of education is often assumed to be radically different \u2013 as though we will need entirely different skills, and hence an entirely different educational system. But experienced educators suggest the system we have may serve us well in the future, if only we can […]<\/p>\n","protected":false},"author":22,"featured_media":2419,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_gspb_post_css":"","footnotes":""},"categories":[13],"tags":[],"ppma_author":[67],"class_list":["post-2418","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-insights"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"acf":[],"featured_image_urls_v2":{"full":["https:\/\/symposium.org\/wp-content\/uploads\/2021\/11\/SYMP-49-Magazine-Web-Article-L-Mallory.jpg",1110,758,false],"thumbnail":["https:\/\/symposium.org\/wp-content\/uploads\/2021\/11\/SYMP-49-Magazine-Web-Article-L-Mallory-150x150.jpg",150,150,true],"medium":["https:\/\/symposium.org\/wp-content\/uploads\/2021\/11\/SYMP-49-Magazine-Web-Article-L-Mallory-300x205.jpg",300,205,true],"medium_large":["https:\/\/symposium.org\/wp-content\/uploads\/2021\/11\/SYMP-49-Magazine-Web-Article-L-Mallory-768x524.jpg",768,524,true],"large":["https:\/\/symposium.org\/wp-content\/uploads\/2021\/11\/SYMP-49-Magazine-Web-Article-L-Mallory-1024x699.jpg",1024,699,true],"xl":["https:\/\/symposium.org\/wp-content\/uploads\/2021\/11\/SYMP-49-Magazine-Web-Article-L-Mallory.jpg",1110,758,false],"xxl":["https:\/\/symposium.org\/wp-content\/uploads\/2021\/11\/SYMP-49-Magazine-Web-Article-L-Mallory.jpg",1110,758,false],"xxxl":["https:\/\/symposium.org\/wp-content\/uploads\/2021\/11\/SYMP-49-Magazine-Web-Article-L-Mallory.jpg",1110,758,false],"xxxxl":["https:\/\/symposium.org\/wp-content\/uploads\/2021\/11\/SYMP-49-Magazine-Web-Article-L-Mallory.jpg",1110,758,false],"xxxxxl":["https:\/\/symposium.org\/wp-content\/uploads\/2021\/11\/SYMP-49-Magazine-Web-Article-L-Mallory.jpg",1110,758,false],"1536x1536":["https:\/\/symposium.org\/wp-content\/uploads\/2021\/11\/SYMP-49-Magazine-Web-Article-L-Mallory.jpg",1110,758,false],"2048x2048":["https:\/\/symposium.org\/wp-content\/uploads\/2021\/11\/SYMP-49-Magazine-Web-Article-L-Mallory.jpg",1110,758,false]},"post_excerpt_stackable_v2":" Amidst all the talk of robots taking our jobs, the future of education is often assumed to be radically different \u2013 as though we will need entirely different skills, and hence an entirely different educational system. But experienced educators suggest the system we have may serve us well in the future, if only we can tweak it a bit. That means the real question is not why should we bother learning in the future, but how can we best prepare ourselves for the unpredictable decades to come? Learning to learn At the symposium, education experts agreed that the key change…<\/p>\n","category_list_v2":"INSIGHTS<\/a>","author_info_v2":{"name":"wordpress@weitblick-online.ch","url":"https:\/\/symposium.org\/author\/wordpressweitblick-online-ch\/"},"comments_num_v2":"0 comments","authors":[{"term_id":67,"user_id":0,"is_guest":1,"slug":"laurianne-croteau","display_name":"Laurianne Croteau","avatar_url":"https:\/\/symposium.org\/wp-content\/uploads\/gravatars\/762b22de4bf1bf3924204e9b02554eaa","0":null,"1":"","2":"","3":"","4":"","5":"","6":"","7":"","8":""}],"_links":{"self":[{"href":"https:\/\/symposium.org\/wp-json\/wp\/v2\/posts\/2418","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/symposium.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/symposium.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/symposium.org\/wp-json\/wp\/v2\/users\/22"}],"replies":[{"embeddable":true,"href":"https:\/\/symposium.org\/wp-json\/wp\/v2\/comments?post=2418"}],"version-history":[{"count":2,"href":"https:\/\/symposium.org\/wp-json\/wp\/v2\/posts\/2418\/revisions"}],"predecessor-version":[{"id":3035,"href":"https:\/\/symposium.org\/wp-json\/wp\/v2\/posts\/2418\/revisions\/3035"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/symposium.org\/wp-json\/wp\/v2\/media\/2419"}],"wp:attachment":[{"href":"https:\/\/symposium.org\/wp-json\/wp\/v2\/media?parent=2418"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/symposium.org\/wp-json\/wp\/v2\/categories?post=2418"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/symposium.org\/wp-json\/wp\/v2\/tags?post=2418"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/symposium.org\/wp-json\/wp\/v2\/ppma_author?post=2418"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Incorporating tech in the classroom
<\/h5>\n\n\n\n
Perhaps new technologies could be part of the solution. \u201cArtificial intelligence could help by developing and adjusting the curriculum, individually, every month, based on their performance,\u201d Mallory says. With computers helping take care of part of their jobs, teachers could focus on giving children individual attention.
There are concerns to this increasingly automated approach to learning. Mallory worries that personalised curricula risk making education itself impersonal. \u201cWe use technology to allow the students to move at their own pace and do their own projects,\u201d she says, \u201cbut then their learning is not connected with their surroundings.\u201d
The solution may be a mixture of strategies: Classroom learning and field trips, technology and human contact, and working in large groups so that children develop social skills, all while personalising learning through individual tutoring. No matter what, our approach to education \u2013 and our teachers \u2013 has to be flexible to keep up with a society changing at an exponentially faster rate.<\/p>\n","protected":false},"excerpt":{"rendered":"