At Living School, we believe deeply in the power of Inquiry-Based Learning (IBL) and Project-Based Learning (PBL) to transform the educational experience. These approaches foster innovation, curiosity, and deeper learning outcomes by encouraging students to ask questions, solve real-world problems, and apply their learning across disciplines.
In contrast, an explicit, direct-instruction model prioritises the delivery of knowledge in a way that often focuses on standardised test results. While these results may improve surface-level benchmarks, they come at a cost: reduced engagement, creativity, and the broader skillset needed for the future. More alarmingly, this outdated mode of schooling disproportionately impacts students with additional learning needs, leading to disengagement and an increased risk of failure.
Inquiry-Based Learning: The Broader Picture
History and global evidence point to the transformative power of IBL and PBL. Countries with the most innovative educational systems, such as Finland and Singapore, integrate inquiry at the heart of their pedagogical approach. These nations understand that while explicit teaching has a place in scaffolding certain skills, it is only one piece of the puzzle. “There is explicit teaching as an element of Inquiry-Based Learning, but there is no element of Inquiry-Based Learning in explicit instruction.”
The fallout from returning to an explicit-only model of instruction would be devastating for students who thrive on collaboration, creative exploration, and making connections across subjects. These are precisely the skills that lead to adaptability and success in an ever-changing world.
“Thinking is difficult, therefore let the herd pronounce judgment!“
– Carl Jung
Project-Based Learning: Deeper and More Meaningful
PBL goes beyond the “what” of learning and dives into the “why” and “how.” It equips students to work collaboratively, think critically, and develop intrinsic motivation. These are lifelong skills that serve students not only in the classroom but in life. Research from the High Tech High system in the United States, alongside studies from Australia’s Big Picture Education movement, demonstrates that students engaged in PBL exhibit greater retention, higher engagement, and deeper conceptual understanding.
Untethered Teaching: Trusting Our Teachers
At Living School, we also pride ourselves on our untethered approach to teaching. We trust our educators to teach with passion, aligning their areas of expertise and interests with the unique needs of our students. This philosophy empowers teachers to respond authentically to the curiosity and creativity of their learners, fostering a more dynamic and responsive classroom environment.
When teachers are encouraged to bring their personal interests and passions into the classroom, students benefit from an environment that feels genuine, vibrant, and alive with possibility. Similarly, when teachers take the time to listen to students’ interests and needs, the result is a shared learning journey filled with joy and engagement. This mutual respect and collaboration between educators and students are central to our vision of what progressive education can and should be.
A Happier, More Engaged Schooling Experience
At Living School, we challenge the outdated notion that memorisation and rigid instruction are the keys to success. Instead, we prioritise active exploration, creativity, and problem-solving as cornerstones of our educational philosophy. The image we share with you today illustrates this beautifully: the Culture of Innovation, powered by collaboration, experimentation, and intrinsic motivation, stands in stark contrast to the limiting Culture of Schooling.
By trusting our teachers, embracing their passions, and creating space for student voice, we cultivate a learning environment that is not only successful but deeply fulfilling for all members of our community.
Let us continue to work together to ensure our children thrive in a world where curiosity, adaptability, and innovation are their greatest strengths. We look forward to discussing this further with you in upcoming parent forums.
A final thought
We have to go from what is essentially an industrial model of education, a manufacturing model, which is based on linearity and conformity and batching people. We have to move to a model that is based more on principles of agriculture. We have to recognize that human flourishing is not a mechanical process; it’s an organic process. And you cannot predict the outcome of human development. All you can do, like a farmer, is create the conditions under which they will begin to flourish.