Research

Between December 2021 and May 2022, Holistic Think Tank conducted research in 19 schools in 10 countries worldwide. We listened to the children, seeking answers to the question “What school ought to teach?” The results gave us great insight into the universal humanistic foundations of education and allowed us to explore them further. What we saw, reinforced our belief in the absolute necessity for significant change in education.

HTT associates visited schools in the Philippines, the United Arab Emirates, South Korea, Lebanon, Zimbabwe, Kenya, South Africa, Brazil, the US, and Poland. They adopted the same research methodology everywhere: a multiple case study without replication. Also, the order and scope of the research procedure in each school studied were identical. The study included three stages:

1. Analysis of diaries kept by students and teachers;
2. Observation: of the school environment (understood as both the school building and its equipment, but also the cultural or economic context), the people who make it up (teachers, students, parents), and the relationships between them;
3. Interviews conducted with members of the school community – principals, teachers, parents, and students. Researchers conducted at least ten individual in-depth interviews (IDI) in each school.

Our researcher examined private and public schools, located in urban and rural areas. Surveys, which is natural, differ from each other. At the same time, there were very similar conclusions from all the schools surveyed:

First, the essence of schooling is building healthy and trusting relationships, both between peers, students and teachers, or teachers and parents. The key role of relationships was emphasized by all members of the school communities in all countries surveyed.

Second, the statements of the students, as well as the observations of the researchers, indicate that the way teachers impart knowledge is more important than the level of school equipment. Even students who disliked schools stressed that they felt comfortable in lessons run by passionate, engaged and supportive teachers who ensure students understand the material. In short: a good teacher can make students curious about the subject, even if the official curriculum is outdated and the school is underfunded. This, in turn, brings us to the conclusion that the best investment in education – is an investment in teachers.

Third, students from all countries answered the question of what a school should teach in a surprisingly similar way. A few responses were rolled out almost in every school: non-standard subjects, practical skills, and outdoor activities. Students worldwide also dream of more support from teachers. Observations from our research indicate that students – while sometimes having trouble elaborating on their needs – intuitively know what and how they would like to be taught. They want the school not only to give them hard knowledge but also social competencies and practical skills. They dream that it teaches empathy, teamwork, awareness of others, the world, and their own bodies, and respect for nature. They do not want memorization and excess knowledge, which they can look up on the Internet at any time. They are tired and frustrated by the overabundance of tests, a grading system, and an atmosphere of perpetual competition and fear. They want to feel that a school is a friendly place where they find what they need.