Guiding Question
How can we learn and unlearn together?
How can we learn and unlearn together?
In the fast-evolving era of educational AI, a method that works today can become obsolete tomorrow, reminding us that every approach is only a temporary reference. True wisdom, like an underlying principle, exists beyond rigid frameworks. Over-reliance on specific technologies or curricula as "the solution" risks confusing the tool itself with the deeper, evolving needs of the learner.
The deepest insights often emerge from what remains unstated or undefined. The act of naming or defining something brings it into distinct focus as a 'particular thing'. Before a concept, tool, or approach is labeled, it might exist as a vague idea or an undifferentiated part of a larger whole. The moment a name is assigned—such as 'formative assessment' or 'virtual reality headset'—it is effectively pulled from the general landscape and identified as something specific and actionable.
When an AI tool is labeled “transformative” or a pedagogical approach “essential,” it is important to remember that these labels point to possibilities rather than defining them as a reality of innovative solutions. Treating these labels as definitive can stifle experimentation and hinder ongoing growth. Declaring a solution perfect can inadvertently close the door to future discovery. By fostering an environment free from attachment to any single name or method, the pathway to deeper understanding—a richness within the unknown where fresh insights emerge—remains open.
Releasing fixed ideas allows for the discovery of deeper truths. Clinging to them, however, limits perception to only what is obvious. When educators pursue the next “hot” application driven by a fear of falling behind, they often overlook the fundamental purpose: supporting students’ curiosity and growth. Instead, effective leadership involves inviting educators to observe without preconceived notions—encouraging them to notice how learners respond before prescribing a fix. This approach guides them toward the deeper purpose beneath every tool, enabling a view of the entire educational landscape rather than just isolated components.
Both deep insights and observable phenomena spring from a common, underlying collective intelligence—a wellspring of untapped potential and the gateway to true understanding. It remains concealed when actively pursued, but appears when you let go of expectations, and allow the mind to rest in open awareness. Within an educational institution, creating dedicated time and space for reflection and stillness is crucial. These are moments for educators to step away from dashboards and data points to contemplate the fundamental reasons why learning matters. Such pauses within the “unknown” of uncertainty enable new ideas to surface. As educators become comfortable dwelling in that reflective space, they discover solutions that no single algorithm or directive could provide.
In today’s educational landscape, rigid doctrines quickly become outdated. For educational leaders in the AI era, the primary role is to cultivate a culture of adaptability rather than enforcing static methods. Recognizing that what works effectively in one moment may not suit the next is vital; therefore, teachers are encouraged to approach every lesson as an experiment. By creating an environment that embraces innovation, educators are empowered to test new tools, reflect on outcomes, and adjust their approaches without the fear of failure. This shift in mindset liberates teams from the pressure of “getting it right the first time” and instead celebrates continuous, iterative growth.
AI tools are constantly advancing, bringing both exciting opportunities and fresh challenges. Leadership involves modeling an open stance toward these developments, actively involving staff in asking critical questions, seeking diverse feedback, and collaboratively constructing solutions. Rather than dictating a single “best practice,” collaborative exploration is fostered, where educators share insights on how a particular AI tool improved student engagement or uncovered unexpected barriers. Over time, this dynamic approach builds collective resilience: an institution becomes recognized not for adhering to a fixed formula, but for its inherent ability to reinvent itself.
Keep asking, “How can we learn and unlearn together?”