American philosopher, psychologist, and educational reformer John Dewey was possibly alluding to the Socratic spirit of inquiry when he memorably said, “Education is not preparation for life; education is life itself.” This approach is radically different from passive learning encouraged by traditional pedagogy in controlled classroom settings. Here the teacher is an authoritarian figure and students are mere receptacles of information. This teacher-centred approach is not personalised and is largely assessment-based.
Poet W.B. Yeats’ observation, “Education is not the filling of a pail but the lighting of a fire” exemplifies the student-centric approach, says Dominic Tomalin, the Founding Headmaster of Shrewsbury International School, India. He adds, “Aristotle’s belief that a fulfilled person is an educated person is central to holistic pedagogies where teachers do not just inculcate academic excellence. The modern educator has evolved from just being an authority figure to a facilitator and mentor who teaches pupils the core tenets of an intentional, multi-faceted life rooted in ethical values.”
Traditional classrooms are now making way for the whole-person model of education which champions the individual, their set of unique skills and aptitudes and also demonstrates the power of collaborative problem-solving.
Shrewsbury International School, India which will begin its first academic session in 2025 is one of the many global institutions that now eschew dated, inflexible teaching methodologies to focus on reflective, active, intellective and expressive learning. In fact, Shrewsbury’s distinctive Floreat model draws from Aristotelian philosophy to educate students not just inside the classroom but beyond it.
This is crucial at a time when the world is grappling with geopolitical issues, wars, famines and climate change. Educators like Dominic Tomalin believe that children must be taught not just to solve academic problems but to actively look for ways to contribute to the environment and the world at large.
Cornell University’s Center for Teaching Innovation says collaborative learning leads to better student retention, higher levels of thinking, better oral communication and improved self-management and leadership skills. The exposure to diverse perspectives also prepares pupils for the world beyond their classrooms.
“Modern classrooms all over the world are now striving to foster a dialogue-driven, mutually respectful, inclusive collaborative culture of learning. Pedagogy can no longer remain preoccupied with the absorption of information. It must inspire students to ask questions and seek solutions, lead and synergise, create and innovate,” concludes Mr Tomalin.