We might then ask ourselves, as educators, how can our students approach a challenge, a task, or a puzzle “as if for the first time”? When we set work for students, plan our lessons, and give them assessments, are we teaching them to really pick locks or just to be great at picking one very particular lock? To do this would emphasise skills and tools over memorisation and repetition. We would be looking at a much more holistic approach rather than the targeted learning so many education systems rely on.

Over the past few months I, and a team of colleagues here in Milan, Italy, have been participating in Project Zero’s online course Creating Cultures of Thinking. Along with my responsibilities as a department head I spend most of my time teaching philosophy and the Theory of Knowledge, so the notion of Cultures of Thinking seemed to make obvious and appealing sense to me. Of course we need deep and rich thinking cultures in our schools, I thought to myself. After all, as a philosopher thinking is at the very heart of what I teach . What I came to see, over the months of working with my team and other colleagues in teams around the world, was that there were wider dimensions to building that kind of culture than I’d yet realised.

A transcript of the keynote speech I gave at the MITA IV conference held at the American School of Milan on February 2nd 2019 and that I presented in revised form at the IB Global Conference in Abu Dhabi, on October 25th 2019.

In the Zen monastery, in a monk’s daily life there is time for meeting with the master of the temple, the Roshi. This meeting consists of a single activity. The Roshi will give the monk a koan, a cryptic phrase of question, a sort of paradox or puzzle, about which to think. The sound of one hand clapping or trees falling, unobserved, in the woods.

I saw this great infographic posted on the Wayfaring Path blog, and I think it provides a lot of stimulus for thought and reflection. It covers issues of learning technologies, of course, but also much more within teaching practice. I’m not sure I can hold my hand up proudly and say that I do all of these, certainly not all the time, but they are all things I would say I would hope to do and hope to develop. Some are scarier than others and I imagine different teachers are going to have very different ideas of which are the difficult ones.