In The Age of Unreason (1990), Charles Handy provides an insightful example that illustrates the problem schools have with time. Imagine, he says, that you go to work in the morning and start working in your office or cubicle. After about an hour, a bell rings, you pack up your work and go to another office down the hall and begin work on a completely different project. Imagine that you repeated that sequence five or six times all day, every day. How much productive work, Handy asks, are you likely to accomplish? And we ask, how much productive learning would you expect to engender with such a system?
Do I have sufficient time to learn at my own pace?
Am I allocating sufficient time for my learning--to go deep as well as broad?
Do you provide my child with sufficient time to learn at her own pace?
Does the school help students allocate sufficient time for their learning--to go deep as well as broad?
Do my students have sufficient time to learn at their own pace?
Am I allocating sufficient time for my students to learn--to go deep as well as broad?