Why Schools Need a Makeover for the Innovators of Tomorrow!

Why does the education system often stifle creativity and problem-solving instead of advancing innovation and independent thinking? In a world that celebrates these qualities, it’s surprising that our schools reward obedience and conformity. Ana Lorena Fábrega’s book, The Learning Game, challenges this status quo, making a solid case for why and how we must change how we approach education. This call for change should motivate and inspire us and remind us of our crucial role in advocating for a new, more effective approach to education.

Schools as Factories for Imitation Learning

Fábrega distinguishes between the “game of school” and the “game of learning.” The former often resembles a rigid structure where students are rewarded for compliance rather than curiosity—picture education as a game of follow-the-leader, where the objective is not to think but to mimic. Fábrega’s perspective is that schools are engaged in the wrong game, where students are focused on memorising answers, pleasing teachers, and conforming to rigid standards. It’s akin to teaching someone to dance by instructing them to move exactly like the instructor—no room for improvisation, no creativity. Consequently, children lose their inborn enthusiasm for learning and end up colouring inside the lines instead of thinking outside the box. Imagine a child in a classroom, raising their hand not out of genuine interest but to gain approval—this is the imitation of learning. In contrast, the game of learning is akin to a playground where exploration and experimentation thrive. Here, children engage with their environment, discovering knowledge as naturally as they would learn to ride a bike or climb a tree.

The game of school punishes mistakes rather than treating them as opportunities to learn. It’s like playing a video game where every error sends you back to the start, discouraging you from experimenting with different strategies. Yet, in the real world, many of the most successful individuals—Steve Jobs, Oprah Winfrey, and Bill Gates—dropped out of school because it restricted their potential. These icons, Fábrega argues, chose to play the “game of learning,” driven by curiosity and a desire to make their own rules.

 A System Rigged for Obedience

Schools should be places of learning, but more often than not, they prepare students for nothing more than obedience. Fábrega likens the education system to a conveyor belt, where children are expected to move at the same pace and produce the same results. It’s like asking every child to bake the same cookie with the same ingredients, even though each kid might be better suited for making cupcakes, pies, or something we haven’t thought of yet. Everyone is forced to follow the recipe instead of experimenting with their creations.

While the system may be rigged for obedience, educators play a crucial role in shaping the learning environment. Often well-intentioned, teachers can inadvertently reinforce the system by placing undue emphasis on grades and competition. Like robots on a production line, students are taught to regurgitate answers, follow instructions, and suppress their interests. This rigid structure hinders emotional and intellectual independence, turning children into rule-followers instead of innovators. In reality, learning doesn’t follow a formula. It’s messy, organic, and often full of mistakes. Educators, therefore, have the power to create a different kind of classroom that values curiosity, encourages experimentation, and celebrates mistakes as opportunities for growth.

Reclaiming the Love of Learning

The heart of Fábrega’s argument is simple: education should spark a love of learning, not crush it under the weight of standardised tests and conformity. Standardised testing can feel like fitting a square peg into a round hole; it simply doesn’t account for each child’s unique talents and interests. She advocates removing the pressure of these tests, which, for many children, are akin to running a marathon with no finish line in sight. They serve as yardsticks for measuring success but often lead to anxiety and disengagement. The focus on standardised testing forces kids to chase a score rather than pursue their passions. Instead, educators, armed with this knowledge, should create an environment where students feel empowered to pursue their passions. This can be achieved by allowing them choices in their learning journey—like picking which book to read or which project to undertake—thus unlocking their intrinsic motivation. This urgency to promote a love of learning should drive us to make the necessary educational system changes.

Think of learning like riding a bike. Suppose you focus only on how fast you’re going or how perfectly you’re riding. In that case, you’ll miss the joy of the ride itself—the thrill of exploration, the discovery of new paths. When children are encouraged to follow their curiosity, they become more engaged and motivated. It’s about giving them the reins to steer their journey, not dictating every turn and bump.

Learning Through Play

Learning should feel more like play than work. Fábrega advocates for gamification in education, where lessons are designed as engaging challenges rather than monotonous. The idea is that learning should feel more like play than work. When learning is fun, students don’t just passively absorb information; they become active participants. Imagine if classrooms were more like a playground, where each child could choose their adventure, experiment with different challenges, and learn from their failures without fear of punishment. Picture a classroom transformed into an interactive game where students earn points for correct answers, creativity, and collaboration. By setting clear goals, providing choices, and offering constructive feedback, educators can create an atmosphere where learning becomes an enjoyable adventure rather than a chore.

Fábrega also introduces the idea of “antifragility,” where children grow stronger through stress and setbacks. Like how muscles build after resistance training, kids develop resilience when facing challenges on their terms. Overprotection, on the other hand, weakens their ability to handle life’s inevitable difficulties. Children who can fail and learn from their mistakes develop resilience, like a tree that grows stronger after weathering storms. By creating safe spaces for children to tackle challenges independently, we prepare them for the inevitable setbacks they will face. This approach builds grit and instils a healthy attitude toward failure—an essential trait for future innovators. This helps students grow into adults who are not afraid of obstacles but use them as learning opportunities.

The Four Virtues and Mental Models

At the core of Fábrega’s educational philosophy is teaching children timeless virtues: courage, temperance, justice, and wisdom—drawing from Stoic philosophy. These virtues serve as guiding stars, helping children navigate complex social landscapes as they grow into responsible adults. These aren’t just buzzwords but the foundation for developing a robust moral compass. Teaching kids to be courageous, for example, is like helping them to swim in deeper waters. They may struggle at first, but the experience strengthens them to face life’s challenges head-on. Teaching justice encourages empathy and fairness in peer interactions while growing courage empowers them to face challenges head-on.

Similarly, Fábrega emphasises using mental models—simple yet powerful ways to understand complex ideas. Take the “Maslow’s Hammer analogy,” which says that if your only tool is a hammer, you’ll treat everything like a nail. Children, like adults, need various tools to approach problems from different angles rather than relying on a single approach that might not fit every situation.

Elastic Thinking: The Future of Learning

One of the most intriguing ideas in the book is “elastic thinking.” This type of thinking allows children to make spontaneous, creative connections beyond the rigid structure of analytical thought. It’s like learning to navigate a jungle instead of walking along a paved road. While the paved road might seem safer, the jungle offers countless possibilities for exploration, discovery, and growth. Unfortunately, our schools focus almost entirely on that road, teaching children to solve problems in predictable, rule-based ways. Elastic thinking, on the other hand, encourages learners to follow their instincts and imagination.

Fábrega argues that this thinking is crucial for the future, as it promotes the creativity and adaptability needed to tackle tomorrow’s complex 5IR challenges. By allowing children the freedom to think elastically, we unlock their potential to become the innovators and problem-solvers that society desperately needs. This potential in our children should give us hope and optimism for the future of education.

Ana Lorena Fábrega’s “The Learning Game” is more than just a critique of traditional education; it is a strong message for educators and parents to reconsider how we support and educate young people for the 5IR future.  If we want to grow thinkers, creators, and innovators, we must stop treating education like a factory. Learning should be an adventure, not a chore, a playground, not a battlefield. By giving children the tools to think for themselves, embrace failure, and explore their world with curiosity, we can prepare them for a future that demands flexibility, creativity, and resilience. As gardeners tend to their plants with care and attention, we must develop our children’s potential by allowing them to explore, experiment, and ultimately flourish.

In embracing these insights from Fábrega’s work, we can transform education into a vibrant landscape where every child has the opportunity to become not just learners but innovators ready to tackle the challenges of tomorrow.

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