1. Don’t fear the Apocalypse. Emily Dickinson knew she was in the presence of poetry when she could feel physically the top of her head coming off. This was not a metaphor. It was a mystical experience. Incidentally, the word “apocalypse” (from the Greek apokaluptein) means “revelation,” and more specifically “to uncover,” as in lifting the top of a box. Surprise! It’s a present! Let’s not fear the apocalypse, but instead prepare our education system for transformation. Instead of exams, let’s assess them on whether or not the tops of their heads come off. Education should be about running a more complex, subtle operating system.
2. Suck less. There is this guy with a tug-boat who hauls icebergs from the North Pole to the Middle East to provide fresh water for billions. His job is easier than getting students to learn and getting teachers to teach. You can tug an iceberg to a desert and everyone will drink, but you can’t lead anyone to learning. I have yet to see a so-called education reformer address the fundamental problem with the education system, which is, put succinctly: school sucks. Boredom is the main currency of education, exchanged fluidly between teachers and pupils.
3. Create a new center. Where is the Andy Warhol of education reform, charging way out in front of the generals, the avant-garde? It was Warhol who created a new center out in the margins. He built a new camp that at first looked foolish, laughable, but soon became the new center. Prophecy. Then, after some time, his work became the status quo, until…look…here comes another Andy!
4. Be Useless. In The Idea of a University, Cardinal John Henry Newman creates a distinction between useful and useless knowledge, and then sides mainly with the latter. The Liberal Arts are the useless arts and, therefore, supremely useful. The merely useful fields of study are definitely useful, make no mistake, but they are not nearly useless enough. Chuang Tzu knew this, and so favored the disabled and crooked trees, and generally preferred to drag his tail in the mud rather than coming to court with sage advice for the king. Too few sages make the difficult decision to be useless. Too many decide to be useful, to claim a role in the established drama. Watch out for anyone chasing his destiny, submitting to fate, or following his dreams! Too often people dream of being useful. What’s the use in that? The earth, to pick one example, is completely useless. It doesn’t do anything. It plays a non-zero-sum game, and, even better, it’s totally unaware of itself, or at least can’t be bothered to submit the proper reports. The earth doesn’t care. It treats humanity like a straw dog. It does nothing, endlessly. See that oh-so-exquisite school of fish circling the coral? It dissipates, and then reconstitutes itself into various, ever-changing patterns. Constant adjustment, constant beauty, constant change. This is what we should be teaching our children: how to make beautiful schools. Of course, this requires rules and hard work. But mostly it means being useless and doing nothing.
5. End grades. If we treat students like rubrics, don’t be surprised if all they care about is grades, or, worse yet, don’t care about grades at all. The best students and the worst students are the ones who don’t care about grades. Students are not percentages, points, letters; they are not dollar signs, checked or unchecked boxes on rubrics. They are whole people and will respond as such if you treat them accordingly. A rubric is for a mechanic. This is what’s wrong with your car. This checks out okay. Transaction complete. Let me top off your fluid. If creating life-long learners is what we’re after, then why do we care so much if they get it right at the end of each three-month block? Let’s measure them in thirty years. See how well we did. Assess this: Dharma burning through Karma. Or, “We’ll change your brain, or your money back!” MRI instead of final exam. Replace the scantron with the brain scan.There are no grades in reality. There is only practice. The world is practice. God is practicing right damn now. Hey, Shakespeare, you forgot to finish that subplot with Polonius spying on Laertes in Paris. Minus 10 points on your little Hamlet play. Also, your main character has too many contradictions. Was he insane? Was he faking? It’s really unclear. Plus, I’m pretty sure you plagiarized, Shakespeare. I saw you looking over little Thomas Kyd’s shoulder.
6. Destroy Departments; Kill Majors. The new schools should soften all boundaries between genres, subjects, majors, departments, and degrees and instead orient student energy around direct action, creation, and experiment. The only reform necessary is a release and redistribution of energy. (Education reform! Ha! Was it ever formed to begin with?) The ever-shrinking art, music, physical education problem solved: do them all at once: climb and swing from ropes to splatter paint while listening to music and recording audio and video to edit into a film later. Or else we do all school work while walking 2.2. miles-per-hour on treadmills, ala Brain Rules by John Medina. Walking and writing. Perfect. Word art! Large scale installation art work made of language, maybe heavy-lifting in there, too. Let’s throw all subjects together! Science and Home Economics and History, study the chemical composition of food and the history and culture of dishes and cuisines. History, Literature, Religion, Philosophy, Psychology, Astrobiology, Evolution….these are not separate subjects. Never could be. The inventor of the concept of “bits” thought of himself as neither physicist nor engineer. The writings of Emerson are neither essays, sermons, or in line with normative categories of literature we might use to partition a syllabus: poem, play, fiction, non-fiction. What was Teilhard deChardin writing? You might find him in the bookstore under philosophy, religion, paleontology? Joseph Campbell? Marshall McLuhan? Bucky Fuller? There is nothing liberal about partitioning knowledge into categories or majors. The globe cannot be divided into majors and minors, so neither can its consciousness. The university is the globe’s consciousness. Not, “What’s your major?” but what are you working on, thinking about, advocating, becoming? Not, “Where are you from?” but “Who are you now?” In order to change schools, you would have to change yourself, and no one wants that. Socrates, at the beginning of Western Education, said, “Know Thyself!” and still, we do not listen.
7. No classrooms! Learning is the goal. Who cares the vehicle? As soon as you set the times for a class period, you kill learning, which does not occur in 50 minutes chunks at the appointed time. In school, out of school. In class, after class. Such ridiculous boundaries. Education has a design problem. Create whole learning environments, entire learning communities (not just like two classes jammed together for 6 credits.) I mean a whole learning world. Does the Internet exist? I mean, if the internet is everywhere, it is nowhere. It just is. If it’s in our cars, phones, brains, then it is an extension of life as we know it. Same for education, same then doubly of online education. It should be called just education, and then, not even that. There is no classroom, never was—don’t go to class—you are the classroom, the pupil, the teacher, the world, the universe, basic human consciousness is the university. The university is nowhere and everywhere or else its center is everywhere and circumference nowhere. I forget which one.
8. No more hoops and papers! Jump through the hoop! Get the piece of paper! No, let’s paper over the hoop and at least make them crash through it. Or shrink the hoop! Maybe expand its circumference beyond detection. Make the center of the hoop everywhere, the circumference nowhere! If you get your piece of paper, you will be prepared, at least, for the coming fascist onslaught. (Show me your papers!) If the paper is what matters, than the trappings of education matter. The book itself matters more than the content, more than the act of reading. Book as bludgeoning device. There is no teachable moment, only one continuous mistake. Shikanza, shikanza. Your assignment for next time: Build a new planet from scratch with your hands.
9. Charter for a New University (Based on Mirra Alfassa’s Auroville Charter)
—The university belongs to nobody in particular. It belongs to humanity as a whole. But to live in the University, one must be the willing servitor of the Global Consciousness.
—The university will be the place of an unending education, of constant progress and a youth that never ages.
—The university wants to be the bridge between the past and the future. Taking advantage of all discoveries from without and from within, the University will boldly spring toward the future realization.
—The University will be a site of material and spiritual research for a living embodiment of an actual human unity.