Ever since I wrote a book about the trait of curiosity I’ve taken an interest in the science of learning and education. In the book, I criticised the popular idea that teaching children facts and knowledge somehow gets in the way of their curiosity and creativity. All evidence points in the opposite direction. And yet a thousand Ted Talks have been launched on the idea that we should dispense with fact-based curricula, with instructional teaching, with learning by rote, with classrooms of kids sitting in rows, and so on. Such practices are said to be relics of the industrial age which must to swept away so that kids can follow their curiosity, wherever it takes them.
This remarkably seductive narrative is almost completely unsupported by evidence - either the evidence of what works in school systems around the world, or evidence from cognitive science. It persists because it taps into some old and potent myths about learning.
I recently read a new book called Instructional Illusions which tackles some of these myths head on. I’m delighted to have one of the book’s authors, Carl Hendrick, on the pod. Carl began his career as an English teacher in an inner city London school, before moving into education research. He is a professor at Academica University of Applied Sciences in Amsterdam where he leads research projects that bridge cognitive science, educational psychology, and classroom practice.
We talk about what so many ‘education experts’ get wrong; about why they consistently underestimate the importance of hard work and focused learning; why intrinsic curiosity is overrated; why having fun in the classroom shouldn’t be confused with actual learning, and lots more. I hope you enjoy our conversation (and maybe learn something). This one is for paid subscribers only.
