Question everything
In our era defined by radical uncertainty, a primary duty of education should be to develop our courage to question relentlessly. Otherwise, we will never learn.
Author
John Moravec
Articles and research by John Moravec.
What the GEFRI data tells us that we didn’t expect
The Global Education Futures Readiness Index (GEFRI) provides the first comprehensive, data-driven answer. Covering 217 countries, including large economies, small island states, and nations in crisis, GEFRI benchmarks how prepared each is to meet the demands of rapidly changing educational, social, and technological landscapes.
Docentes en la encrucijada
Pedimos al profesorado preparar para la incertidumbre, pero restringimos su juicio. La innovación exige autonomía profesional, tiempo compartido y confianza.
Teachers at the crossroads
We ask teachers to prepare students for an unpredictable, AI-infused, climate-volatile world. Yet we treat those same educators as if their job is to execute instructions, not invent solutions.
Activism as learning: When students teach the system a lesson
Activism can be one of learning’s most authentic expressions. It explores how organizing, civic participation, and speaking truth to power develop knowledge and agency.
El activismo como aprendizaje: cuando los estudiantes dan una lección al sistema
Organizarse, participar en la vida cívica y decir la verdad al poder desarrolla conocimiento y capacidad de acción. El activismo puede ser una expresión del aprendizaje auténtico.
Break the rules that break us
In classrooms built for quiet, success often means staying inside the lines, even as the world outside demands we redraw them. Today’s schools reward silent conformity over courageous inquiry, sending an implicit message to learners: don’t ask too much, don’t reach too far.
Romper las reglas que nos rompen
Cuestionar reglas exige comprender su propósito, a quién sirven y qué efectos producen. La desobediencia reflexiva puede construir una educación más justa.
El planeta ausente
La educación necesita situar el cuidado de la Tierra en sus cimientos. Las alfabetizaciones planetarias y las pedagogías regenerativas conectan aprendizaje y acción.
The missing planet
A school day begins with a bell. Students move from worksheets to whiteboards while forests burn and rivers shrink outside.
¿Cómo pasamos de «las escuelas matan la creatividad» a «la IA mata el pensamiento crítico en las escuelas»?
Los riesgos de la IA merecen atención, pero también debemos examinar las estructuras escolares que limitan creatividad y pensamiento crítico. El diseño educativo determina cómo utilizamos las herramientas.
How did we get from “schools kill creativity” to “AI kills critical thinking in schools?”
When Sir Ken Robinson delivered his now-iconic TED Talk in 2006, proclaiming that “schools kill creativity,” he struck a chord that continues to reverberate through education systems worldwide. Robinson’s argument that our schools systematically squash imagination in favor of conformity and compliance sparked a movement for more creative, learner-centered approaches.
Aprender juntos, enseñar juntos
El aprendizaje entre generaciones permite compartir experiencias, desarrollar confianza y asumir papeles recíprocos. Las escuelas pueden crear esas condiciones.
Learning together, teaching together
In most schools today, students are grouped strictly by age, progressing year by year in parallel cohorts. While this structure simplifies scheduling and curriculum delivery, it also narrows the social and cognitive range of experiences available to learners.
Aprender en los bordes de las redes
El conocimiento crece donde se encuentran disciplinas, culturas y experiencias. La educación debe permitir conexiones, indagación y participación.
Learning at the edge of networks
In early 2020, as COVID-19 swept across the globe, the world was confronted with a challenge that no single expert, institution, or government could tackle alone. The response to the crisis demanded a convergence of diverse insights, rapid experimentation, and global collaboration to develop new knowledge.
El aprendizaje invisible es un proceso orgánico: respirar, echar raíces y llegar a ser uno mismo
Aprendemos mediante curiosidad, experiencias y relaciones que los sistemas formales no siempre ven. La educación debe crear condiciones de confianza para ese crecimiento.
Invisible learning is an organic process: Breathing, taking root, and becoming one’s self
Most learning unfolds as an organic process: quiet, continual, and often unseen. Like breath or the silent growth of roots, it extends beneath the surface of formal schooling, leaving little trace on a transcript.