To say that school is for learning is to miss huge amounts of what school and education are really doing. Learning can happen in all kinds of places and in all kinds of ways - lots of modern technologies, from YouTube to AI, can be really valuable tools for learning. But that is different from education.

Learning is a part of education, but it's never the whole picture. The goal of learning is that we have some new knowledge or new skills, but the goal of education is connected with the kinds of lives we wish to live and the kind of world we wish to live in.

Back at the start of September, I was invited to give the opening keynote at the Festivalul Digital Predau Viitor - the Teach the Future Festival in Romania. The festival has been running since 2022, and in its 2025 edition, saw over 5000 participants join talks, workshops, and events for the biggest education conference in the region. It’s a powerhouse event and is both a really impressive feat of logistical engineering and an expression of enormous commitment to education and educators in Romania.

At the heart of both meaningful teaching and deep gameplay is the separation of our usual selves from our “learning” or “ludic” selves - between the everyday me and the “student” or “player” me. Who I am in the classroom or in the game is, in an important sense, a temporary me. This is a me that can experiment freely, make mistakes without fear, try new roles and rules, iterate, change, and shift. I can adopt new identities, new judgments, and try new activities.

Like so much in our lives today, learning has been accelerated and commodified to try and offer instant results at low costs. We can take short-form classes on YouTube, SkillShare, Udemy, and dozens of other platforms. We can sign up for real-life classes and workshops. We can self-teach or join online communities. All of them offer quick skills at low prices. Inevitably some of that will be snake oil, people on the grift looking to extract money from those who want, or need, to learn new skills, improve their education, or expand their knowledge. Some of it, though, is high-quality, thoughtful, and impactful learning content. Telling which is which may be the trick, there.

Like a lot of people, there are times when I worry about what other people will think of the work that I do. I worry about whether my participants will find my workshops utterly transformative, I worry that those few brave souls who read my blog will like what I write and think I’m both very clever and exceptionally funny, and I worry about whether the partners and clients I work with will think my work is dazzling and brilliant. Simple aspirations.