Page 35 - Looking_after_school

1. Today's discourse: why should the student be at the center of education?

education and its outdated model of organisation. This explains the
absence of creativity and the appetite for initiative in education, today.
In line with the first, a link is often made between education and the
arts. In the field of the arts, creative abilities are centred and given the
opportunity to develop. The TED talk Do schools kill creativity? by Ken
Robinson, which ranks as one of the most viewed talks, is exemplary
in this case (Robinson, 2006). He calls for the abolition of a worn-out
Fordist school system – schools as exam factories – in favour of a per-
sonal, organic (non-mechanic) approach that appeals to the creative
potential of students. In his widely read book Creative school (2015) he
argues against standardised testing and curricula, in direct contrast
to the No Child Left Behind Act in the United States. He emphasises the
responsibility of schools and teachers to nurture the curiosity and
creativity of their students. According to Robinson, this is the only
way to prepare the youth for the unpredictability of the future, and he
argues for a robust personalisation effort which takes different forms
of intelligence and variable learning speeds into account. This form of
personalisation develops the preferences and the strengths of every-
one by injecting a strong dose of art education in the curriculum.
A second emphasis is put on the cooperation between education, the
business world, and scientists. This is often linked with an emphasis
on STEM-education (Science, Technology, Engineering, Mathemat-
ics) and recently also STEAM (including the Arts). It is a widespread
perspective that is also supported by economic and scientific insti-
tutions, and by governments. In Vision 2050: a long-term strategy for
Flanders, we read:

“The school, the educational organisation or the provider of education
of the future is also a place of innovation where education, training, the
voluntary sector and the business community meet each other and coop-
erate in order to build both precise scientific knowledge as humanistic
expertise and turn these into more competitive strengths, sustainable
careers, flexible citizens and a better society with a good quality of life
[…]. To take the changes and challenges of society into account, we take
interest in learning flexibility, problem solving skills, resilience, and
stress-management skills […]. Personal learning paths that dovetail with
the diversity of Flanders make sure that all members of society partici-

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