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Day 02/04/2015

How Might We Ensure That Our Young People Thrive Rather Than Becoming Just Part of a Credentialing System?

“I remember David Levin, one of the founders of the KIPP charter schools in the United States and a co-founder of The Character Lab talk about dual-purpose teaching: the idea that you can teach “character skills” such as grit, optimism and self-control while one teaches disciplinary subject matter. Great teachers do this naturally. Most of us just have to plan more intentionally to foster good character simultaneously as we develop our students’ academic capacities. He represented this dual-purpose teaching as a double-helix, a double-helix that has become part of the icon of IPEN.

As we continue to work on implementing strategies and cultural experiences within our schools that have people develop character skills, I think it is a multi-purposed approach. We need to suffuse “character thinking” throughout schools. We need to change our school missions to explicitly focus on the development of character skills. Faculty members need to model these strengths in their own lives and their school lives. We need to understand how small moments and interactions, micro-moments, have such strong potential for learning about character, and we need to look at the system of school, the macro-structures, that support or diminish a focus on character skills development. This is important work. It is work that we have all done, but it demands more intentional focus and attention within all of our schools.”

Dominic Randolph

This excerpt is taken from a recent article, Butter Late Than Never, that Dominic wrote for IPEN (International Positive Psychology Network). In the article, Dominic raises three critical “how might we” challenges that we should all be keeping front and center as we collectively rethink learning for the 21st century:

How can we ensure that our young people thrive rather than becoming just part of a credentialing system?

. . . *

How might we develop a sense of permission in our students that allow them to develop as engaged and motivated learners? 

. . . *

How might we reframe challenge positively for young people and have them understand that positive challenges lead to expertise, purpose and meaning? 

. . . *

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