The 55-Minute Question

The 55 Minute Question - S2E6 - Learning in a World of Bifurcate-Shortcuts

This week on The 55 Minute Question, Stephen and Cameron discuss making the room for people to change, frequently. We wonder about impressions, and how they shape how we see others, ourselves, and our students. We ask how we can develop a capacity to see the world in the dualities and paradoxes in front of us, rather than with the shortcuts of the past.

The 55 Minute Question - S2E5 - Looking For a Path, Not a Shortcut

This week on The 55 Minute Question, Stephen and Cameron discuss the importance of being seen. We remark at the power of being reminded of the child by seeing childhood photos; and wonder about reframing what we see in the context of Dean James Ryan's 5 Essential Questions. Inspired in part by the power of letters that help us see the humans in front of us, we continue to seek a path, rather than a shortcut to a world improved beyond what it was when we first encountered it.

The 55 Minute Question - S2E4 - Leaving Our Tools Behind

In this week's episode of "The 55 Minute Question", Stephen and Cameron discuss a question from the previous week: why are we driven the way we are? What does it mean to "be seen" in the context of contribution? If our frames of reference, our world view, are tools, do they enable us or weigh us down? And if they weigh us down, do we know enough to drop them before it's too late?

The Beauty in Imbalance - The 55 Minute Question - S2E3

Stephen and Cameron discuss the idea of imbalance, and wonder if a spotlight on ourselves as works in progress might attune us to the infinite mindset so essential to lifelong learning. We ask how reframing our observations about development, and possibility in children, not as gaps, or loss, but as the innate imbalance of life might shift how we understand learning for all.

Shortcuts Pt 2

Continuing with our theme of shortcuts, Stephen and Cameron discuss the foundational, driving questions for a Royal Commission on Learning; we consider how essential glib notions about education might actually be to the conversation, and, try as we might, we get stuck in why on a path to how, all along thinking about the infinite mindset necessary to imagine an education focussed on children and learning.