for developing ‘ powerful learners ’.
Powerful learners are not passive recipients of knowledge and skills ; they actively engage in their learning journey on multiple levels , as captured by Claxton ’ s concept of the ‘ learning river ’. The surface currents of the river represent the essential knowledge and skills learners acquire , the foundation of learning .
However , it is the river ’ s depths that hold the true power and where Claxton ’ s metaphor and education ’ s transcendent purpose converge . The river ’ s unseen depths , its undercurrents , symbolise the habits of mind and character traits we cultivate . These undercurrents empower learners to appreciate beauty , pursue goodness and discern truth . They nourish the surface knowledge , giving it meaning and application in our lives .
Consider a student studying history : a passive learner might simply memorise dates and names of key figures connected to a historical event . A powerful learner , shaped by an appreciation of beauty , goodness and truth , would delve deeper , propelled by strong undercurrents such as curiosity , determination and reflection . This learner might ask questions about the motivations of those involved , the ethical implications of the event , and the enduring truths it reveals about human nature . This deeper exploration creates a richer , more nuanced understanding and , likely , a lasting connection with learning .
As Claxton proposes , by intentionally nurturing all layers of the learning river , the knowledge , skills and dispositions , learners in time become more self-directed and resourceful . This holistic approach enables them to both acquire knowledge and to appreciate beauty , pursue goodness and discern truth .
Let ' s break free from the shadows of a narrow education and re-embrace education ' s transcendent purpose . By igniting a love for beauty , goodness , and truth , we can cultivate a generation who can not only navigate the complexities of our times , but also flourish within them . As Aristotle wisely said , ‘ Educating the mind without educating the heart is no education at all ’.
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