I Might Come To Some Point

As the name suggests, this space is about education, and ‘create’ is about creation, creativity, and all the other things such words could mean. ‘Creating learning’ as a tagline definitely sounds convincing even though I actively cringe at it every time I see it.

So what started Edu x Create?

My naive self began this with the intention to brand my creativity in education. This was during my journey as an educator, where I realised that I actually deeply cared about something as deep and meaningful as education and learning. I wanted to gamify education for all and hence the quest-y ambience created by ‘x’. My real life limitations humbled me enough to take this thought and reconsider why I decided to pursue something this strongly and how do I justify this need to put myself out there and go beyond what I thought was possible for me. Then began my journey as a learner as I formally began studying the entire system of education. I, of course, was the one to change it. The only missing link. And that’s when it happened. I got all of my perspectives in a bunch.

Then, What Happened Next?

I did exactly what any learned, sensible, 21st century educator who is faced with an existential crisis does. I went to ChatGPT. I remember having long deep discussions regarding the whole philosophy behind this platform. So I asked it to remind me what it all was, help me gain perspective, I begged. 

ChatGPT says “You didn’t start Edu x Create to brand creativity. You started it because learning spaces are overcrowded with everything except learning.” So let me now explain what perspective I was able to refine with our new AI buddy. 

Education is as much an art as a science. Education is also a business, it serves economic goals, requires efficiency, reliable output, measurable data, nothing radical about admitting that. The conflict arises when the subjective processes of learning, the judgements, emotions, risks, intuitions, the ‘art of education’ is measured with objectivity. Remember Mr. Keating, ‘O Captain, My Captain’? I have often used ‘Dead Poet’s Society’ as an example to understand the different aspects of the ‘art’ of education, shown brilliantly through Mr. John Keating.

And let's not even dwell on his obvious artistic qualities of an innovative teacher. Let’s talk about how he handles the hidden classroom conflicts where the art of teaching is what brings about the real transformation. 

Mr. Keating observes Todd, the new student, who rarely speaks. He is a painfully shy and insecure teenager, probably struggles with self perception and identity. As a newly appointed teacher himself in such an established institute, what would be expected of him? Ask yourself, what would you do? Protect him probably, by letting him stay silent. Protect yourself, from the fear of being unable to succeed with your judgement. And what does Mr. Keating do? He takes a split second decision to put him on the spot, covers his eyes, guides him to speak without thinking, and as if magically, draws beautiful poetry out of him. He chose to act upon his judgement in such moments of uncertainty that especially arises among the most delicate of age - the teenage.

This ability of instinctive judgement, to gauge the emotional threshold of a teenager in such a moment and decide the right amount of pressure to put on him, to push not too little for him to hide away, nor too much for him to shut down, that, is the art of teaching, the art that education, not deliberately but invariably, ends up objectifying. 

This is again demonstrated by the tragic incident that occurs at the end of the story. Welton Academy, the business that promises the outputs of Ivy League doctors and lawyers, finds one of their ‘products’, Neil, deviating from their usual manufacturing guidelines, as he realises his dream to pursue acting. But it is impossible to measure the value of a student realizing his dreams. However, you can measure the disruption caused by a boy challenging his father. The result? The elimination of the variable that caused the deviation, Mr. Keating.

Mr. Keating does encourage Neil to follow his passion, without fully understanding the influence of his father on his identity and belonging. He makes a rapid emotional assessment without considering the overall consequences that bring about the tragedy. And the truth is, during such ethically complex moments of uncertainty, whether or not one acts upon them, a decision on the matter will be taken either by choice or by indecision. 

The art of education is to find a way to navigate around them, and not fear them. It is inherently risky. It is subjective and it is messy. But the business of education is designed to minimize risks, not encourage them. And yet, we are surprised when a system designed entirely around such optimization fails to find space for such learning despite reforms and statements that promise ‘holistic growth’. We demand more Mr. Keatings while retaining, encouraging, and safely falling back on to the systems that support the old man administrations.

So What Is The Point Afterall?

Edu x Create isn't about me claiming to have solutions for this paradox. I have generally found it difficult to even talk about the existence of this paradox. I am hoping to at least write what I think, gain more perspective, and stay with it long enough to see what it demands of educators and learners. Because it does not do to dwell on such thoughts and forget to actually do something about them and simply, create.