Rethinking the Education System: Introducing new learning models for experiencing uncertainty
Aurora Fellows’ Silvia Longhin and Chiara Castelli presented a new educational model, “The Aurora Experience” to HER Media Network (an initiative by The Thinking Watermill Society). The Aurora Experience is a path designed to train hard and soft skills for the next generation.
Two decades have passed since the well-known postmodernity theorist, Zygmunt Bauman, theorized the advent of “liquid modernity”: a society in which being “modern” would have meant being “in progress”. A modernity in which the only constant is change and the only certainty is uncertainty. Furthermore, in his writings, the sociologist speaks of an “interregnum” in which the ineffectiveness of the old ways of being and acting becomes evident, but the new ways to face the challenges that the world holds for us have not yet been defined. future. A theory that, after two decades, seems to return a detailed picture of our times. How can we learn to live with uncertainty and adapt to a world of growing complexity?
In light of the specific characteristics of today’s society, there is urgency and a need to investigate how educational systems can provide new generations with transformative learning contexts, capable of transmitting the transversal skills necessary to understand the complexity of the world in which we live and to provide the useful tools to move within it, thus generating a positive change. To convey the ability to experience uncertainty, it is therefore essential to rethink the classic learning models, adapting education and training to a world of growing complexity.
“Rethinking the Education System” was the focal point of the webinar held by Silvia Longhin and Chiara Castelli, product owner and co-founder of Aurora Fellows respectively.
The meeting was made possible by The Thinking Watermill Society, a non-profit organization with the aim of promoting debate and the exchange of ideas on the changes taking place in the economic, cultural and social landscape, together with the analysis of consequences that these changes entail, in order to identify possible opportunities for economic development, cultural and social growth linked to these changes. Also taking part in the meeting were members of the HER Media Network, an all-African newsroom created by The Thinking Watermill Society that offers a space to amplify women’s voices, stories and issues across the African continent. The objective of the webinar: to present the new educational model proposed by the Aurora Foundation, reflecting, together with the participants, on the impact generated by these models and on how to transfer their key points within traditional learning systems.
Aurora Experience: Developing horizontal skills in a new way
According to UNESCO (2017), the fundamental skills necessary to face global challenges can be classified into competencies such as:
· systemic thinking,
· prediction,
· normative,
· strategic,
· collaborative,
· critical thinking,
· self-awareness
· integrated problem-solving.
This list sums up all the transversal capabilities that will be increasingly required in the 4.0 job market. In line with international policies, the Aurora Foundation aims to train the Z Generation to act on opportunities and ideas capable of generating value for society.
It proposes challenges, opportunities, and objectives for the under-23s, which offer the possibility to develop and sharpen all the essential hard and soft skills needed to be an active part of modern society.
Through the Experience program, Aurora Fellows aims to encourage the Next-Gen to seek new incentives and to exceed their limits, focusing on curiosity to resolve doubts, bridge gaps, and expand perspectives. The main objective is to eradicate the fear of the unknown by providing opportunities, occasions, and disruptive experiences, often still unknown, to encourage the natural development of competencies and knowledge that are useful in conquering uncertainty.
The key to the program is the community, which holds onto four fundamental pillars: interaction, collaboration, peer support, and involvement. One year, three modules with specific objectives and resources, the support of a vast community of peers and leaders open to mutual contamination: these are the ingredients that, according to the Aurora Foundation, make the difference.
Over the course of 12 months, participants have access to tools such as:
- Introspection models,
- Coaching sessions,
- A dedicated platform to get in touch with peers and exchange mutual knowledge,
- Inspiring meetings with Aurora’s wizards, leaders, and professionals from different sectors,
- Shadowing programs that allow participants to follow a professional during their workweek,
- The possibility of being supported in the realization of personal projects capable of creating value on a personal level as well as globally.
The different objectives and challenges that the path proposes are designed to help participants develop fundamental skills to be able to face uncertainty, change, and the unexpected. An educational model, in essence, on one hand, is based on mutual contamination within a context in which everyone can teach something to others and, on the other hand, on offering those opportunities that young people cannot access too often: those that allow them to accumulate experience, to discover the behind the scenes of the working world, to explore different sectors, not as subordinates, but as curious and participating observers with a great desire to discover the world.
HER Media Network overview on Aurora Experience methodologies
The Aurora Experience is a personal growth program designed to instill trust and responsibility in future generations, with the aim of dismantling traditional hierarchical structures. But, what are the essential features of this learning model, and how might they be integrated into more conventional educational systems? During two brainstorming sessions held during the webinar, HER Media Network professionals shared their thoughts on these questions.
In the first session, the focus was on the question “In your experience, what elements of the new education systems are most important?”. These are some of the observations that were made::
“I believe that collaboration is the most important element for young people to learn. Through collaboration, they can support and nurture each other’s talents, and harness its power. It is a life skill that all young people should develop.
“Peer learning is a great idea, and community education can work wonders, as I have experienced personally. Hands-on experience with shadowing is especially effective for young people who have limited opportunities. I also appreciate the way the modules are planned in days and months, making it easier to follow and track progress.”
“The opportunity to take tests and assess one’s personal capabilities is crucial for personal growth and development. Additionally, having the chance to shadow a professional and gain real-world experience is invaluable in helping young people identify their passions and career goals.”
“I find the idea of collaboration and community fascinating. Learning from fellow peers who have different capacities is a great way to break the monotony of the normal curriculum. It helps us to appreciate different perspectives and abilities, and promotes a sense of inclusivity and mutual support.”
“I believe that job shadowing is crucial because many people enter professions without a full understanding of what it entails. Passion alone is sometimes not enough, and it’s important to gain a deeper appreciation of the level of work required.”
“The unpredictability”
“I believe that involving the learners in the course creation process makes the program more alive and engaging. When learners are given the opportunity to contribute their ideas and perspectives, it helps to create a sense of ownership and motivation to learn.”
The most interesting question was discussed in the second brainstorming session: “How could traditional education systems integrate and apply new models?” Here are the opinions and suggestions provided by the HER Media Network professionals who participated in the webinar:
“Traditional education systems can integrate this transformative and community learning approach, where education evolves based on the experiences of individuals and the community of peers, making it relevant to current times. Additionally, allowing students to engage in critical discussions can enhance this approach.”
“I believe that traditional educational systems should embrace innovation to make learning and self-discovery more enjoyable. It shouldn’t just be about passing exams, but about realizing our full potential and finding our purpose. Inclusive and innovative ways of educating young people should be adopted to replace the old-fashioned systems.”
“Traditional models should start integrating one small innovation at a time, in order to bring a real and concrete innovation.”
“Traditional school systems could benefit from creating more alternative programs and integrating them into the curriculum. By informing and educating students about different possibilities, they can be exposed to a variety of learning methods and find what works best for them.”
“Co-designing is key to working with all stakeholders involved in education. By empowering teachers to look beyond traditional methods and giving young people more agency, we can create a more collaborative and inclusive learning environment. It’s important to embrace change and be open to new ideas and approaches in order to truly transform the education system.”
“Learners should be given a voice. Everyone has a different learning style and if they are able to express their needs and preferences, educational systems can be properly formulated to accommodate them. Tools like tests can be helpful in identifying individual learning styles and tailoring teaching methods accordingly.”
Conclusions
In conclusion, it is clear from the insightful ideas generated in the brainstorming sessions with HER Media Network, that there is a long and endless thread that inextricably binds not only the future of education itself, but also that of the society, of the work environment and of culture: contamination. A contamination that can happen only through values exchange and mutual listening which, for educational systems, can bring radical change and the birth of a new dynamic system, that unites theory and practice, that adapts to the uncertainty and changes in society. An educational system that is constantly changing transforms along with society’s changes and adapts to its needs.
