The Beautiful Problem— makes a beautiful school system
The Beautiful Problem:
How to get students
nside – what they need to succeedutside – at school, in real life?
It’s that simple.
To see why, watch this video.
The significance
Naming The Beautiful Problem as the right problem is no small thing.
School districts fail by attempting to solve, not just the wrong problem, but an impossible problem: How to get students, all different, to learn at the same pace?
School districts can realistically succeed with The Beautiful Problem — which has already been solved.
We need a new system.
You know that now.
But first:
What is the right problem?
Understanding the right problem is the key.
That is the heart of the Lead Out Method.
See if you recognize the symptoms of the problem.
Too many students aren’t yet able to
- sit up
- pay attention
- take notes
- ask questions.
Too many get distracted and don’t engage.
And so, it’s difficult for them to learn.
(This is a problem.)
Further, too many students are not able to use freedom— freedom they need to learn— and help each other learnin their own learning zones (for parts of the day).
Instead of using freedom to learn, too many:
- “goof off”
- short attention
- have stress or trauma
- give up too easily
And so again, it’s difficult for them to learn.
(This is a problem.)
Do you see?
The problem is not learning.
The problem is before the learning.
The problem is here.
Column 1
Too many students don’t have
nside – what they need to succeed
utside – at school, in real life.
Not here.
Column 2
Learning
Reading, writing, arithmetic
And so we have our problem. It’s a Beautiful Problem.
The Beautiful Problem:
How to get studentsnside – what they need to succeedutside – at school, in real life?
Solving it happens in two columns:
Column 1 — Educating
Inner Educational Exercises
Using new educating skills to lead Inner Educational Exercises, students get inside what they need to succeed:
- the wise part within
- the skill-of-the-will
- wellness
- hope
Column 2 — Learning
Students apply themselves with a will
Failing cheerfully
Persisting curiously
Students start breaking out of same-pace learning — as their independent abilities grow.
The two beautiful results
Result 1
Each individual student
becomes educated — able to use inner autonomy to apply themselves at school and in real life.
Result 2
The one-and-many
Now, even though there is only:
- the-one educator in the classroom
- the-many students can learn — and help each other learn — in their own learning zones (for parts of the day).
And it’s already been done
See the next sections.