6.1 – Stevenson, M (2022) Education for human flourishing

Read Education for human flourishing

The paper builds on a series of OECD publications on how people might learn (the 2017 Innovative Learning Environments); what they might learn (the OECD Learning Framework 2030; and challenges for education systems (Building the Future of Education, 2021). These publications reflect a desire among OECD countries to strengthen and renew the value of education to countries, economies, and individual lives.

Stevenson explores new thinking on the purposes of education and presents the concept of Education for Human Flourishing. He then discusses underpinning orientations, and three competencies that seem to distinguish human intelligence from that of machines: 1. adaptive problem-solving, 2. ethical decision-making and 3. aesthetic perception, each with a suggested approach to assessment, which might underpin education for human flourishing.

Stevenson positions education as the accelerant of brain development by monitoring the progress, difficulties and errors encountered in learning. Learning should therefore be structured around 4 processes:

• attention – which amplifies the information the brain focuses on
• active engagement – which encourages the brain to test new hypotheses
• error feedback – which compares the brains predictions with reality and corrects its models
• consolidation – which automates what we have learned.

Stevenson argues that system design approaches require significant adjustments and extensions to current expectations regarding equity, what we learn and how.

In the final section he suggests trajectories for education system design (equity, AI-based education, eco-systemic approaches to education technologies) noting that research, dialogue and consultation is underway through the OECD to validate and strengthen this thinking, but also to enrich it with new ideas and approaches.

Go deeper

Watch a video of Tony Mackay and Michael Stevenson, Senior Advisor at OECD

“Education for human flourishing increases the moral onus on creating a level playing field: contemporary human flourishing is for everyone, or it is for no-one.” (Stevenson, M. 2022)

6.2 – Moffitt T, et al. (2011) A gradient of childhood self-control predicts health, wealth, and public safety

Read the report: A gradient of childhood self-control predicts health, wealth, and public safety

Following a cohort of 1,000 children from birth to the age of 32 year (Dunedin Multidisciplinary Health and Development Study, which tracks the development of 1,037 individuals born in 1972–1973 in Dunedin, New Zealand), researchers show that childhood self-control predicts physical health, substance dependence, personal finances, and criminal offending outcomes, following a gradient of self-control. Effects of children’s self-control could be disentangled from their intelligence and social class as well as from mistakes they made as adolescents. In another cohort of 500 sibling-pairs, the sibling with lower self-control had poorer outcomes, despite shared family background. Interventions addressing self-control might reduce a panoply of societal costs, save taxpayers money, and promote prosperity.

Go deeper

Read a Science Daily summary of the report

6.3 – Raniti M, et al. (2022) The role of school connectedness in the prevention of youth depression and anxiety: a systematic review with youth consultation

Read the research report: The role of school connectedness in the prevention of youth depression and anxiety: a systematic review with youth consultation

This systematic review examined evidence for prospective relationships between school connectedness and depression and anxiety, and the effect of interventions to improve school connectedness on depression and anxiety.

The research included 34 longitudinal and 2 intervention studies (primarily from the US) where depression and anxiety outcomes were first measured at 14 years old, on average. Most studies found a significant protective relationship between higher levels of school connectedness and depressive and/or anxiety symptoms; more measured depression than anxiety.  A few studies found a non-significant relationship. Both intervention studies designed to increase school connectedness improved depression, one through improvements in self-esteem and one through improvements in relationships at school.

The findings suggest that school connectedness may be a novel target for the prevention of depression and anxiety. The researchers were not able to determine whether improving school connectedness promotes remission in young people already experiencing depression and anxiety.

6.4 – Learning Policy Institute & Turnaround for Children (2021) Design principles for schools: Putting the science of learning and development into action.

Read the research report: Design Principles for Schools: Putting the Science of Learning and Development Into Action

This paper outlines guiding principles for equitable whole child design. The organising framework to guide transformation of learning settings is reflected in five elements:

• Positive developmental relationships
• Environments filled with safety and belonging
• Rich learning experiences and knowledge development
• Development of skills, habits, and mindsets
• Integrated support systems

The paper describes how each of the Guiding Principles for Equitable Whole Child Design is associated with research from

developmental and learning science and how each element is associated with:

• structures that create the context for changed conditions, adult practice, and student learning and experiences
• practices that can be used within these structures to transform the quality of relationships and experiences among educators, children, and their families to promote engaged and productive learning.

This paper includes case studies and information about where to go for more resources.

Go deeper

Review the webpage: Guiding Principles for Equitable Whole-Child Design

Explore Linda Darling Hammond – Sold Alliance website’s resource page

Explore the papers that synthesize the knowledge base for this work:

• Cantor P, et al. (2018) Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 307–337.
• Darling-Hammond L, et al. (2019) Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. [https://doi.org/10.1080/10888691.2018.1537791]
• Osher D, et al. (2018) Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 6–36.

“The range of students’ academic skills and knowledge—and, ultimately, students’ potential as human beings—can be significantly influenced through exposure to highly favourable conditions. These conditions include learning environments and experiences that are intentionally designed to optimize whole child development.” (Learning Policy Institute & Turnaround for Children, 2021)