by Rebecca Thomas
Such rich kōrero from Guy Claxton — a true gift.
Thank you, Aotearoa Collective, for sharing this with us so freely. It’s not every day we get to sit at the virtual feet of someone who cares so deeply about our education system, especially when they're over 18,000 km away in Bristol.
Guy Claxton spoke with fire in his belly. He doesn’t just admire from afar; he genuinely cares. He doesn’t want to see our education system flushed down the proverbial toilet — one of my favourite lines of the evening.
His message? Call out the wrongs. Stand up and speak when so-called ‘science’ narrows our view instead of expanding it. At one point, he even jokingly suggested we get the All Blacks involved — now that would get some attention! And attention is exactly what we need because the educational path we’re on... let’s just say it’s in desperate need of values behind it.
What do we actually want for our children when they hit 50?
How can we ensure they don’t just survive the school system, but have rich and meaningful lives?
And most importantly, how do we stop a system that seems rigged to let a third of its learners fall through the cracks?
Guy’s excitement was palpable when he spoke of his desire to dive further into indigenous ways of knowing, ways that are so deeply collaborative and connected, both in mind and body. His enthusiasm mirrored what we should all be feeling — a hunger to make education about experience again, not just box-ticking.
The energy in the chat was electric, a call to arms, really. We must spread this message. We must get this in front of everyone — our teachers, our leaders, our own beloved Minister, Erica. Let’s be clear though: everyone in that webinar was already part of the choir. We were nodding along because we get it. The real challenge now. Who’s going to be the first lone dancer to step out, make a scene, and lead the change we all want to follow?
Then, some critical questions popped up in the chat, tugging at my curiosity:
Why were the Ministry of Education’s so-called Science of Learning webinars so bland and restrictive compared to the rich insights Guy shared?
Why were we spoon-fed such a narrow narrative that barely scratched the surface of what’s truly possible in education?
And why, oh why, did no one seem to care about the long-term impact on our children’s futures beyond the classroom?
You see, information can be twisted, cherry picked from, and reshaped to create order — not necessarily to uncover truth.
In this case, the 'science of learning' feels more like a curated story designed to support the government’s goals rather than an exploration of what’s best for our children. And if we’re being brutally honest with ourselves, the question we should’ve been asking from the start is: Who benefits from this version of the story?
The answer should always, unequivocally, be our children. That’s the only purpose education should serve — our tamariki. But that truth feels lost, doesn’t it?
Guy gave us a wero (a challenge), a clear call: We need to stop and ask, “What values are driving our education system?” We need to build learning that has purpose, not just for the next term, but for life.
As I think back to the whakapapa of Te Mātataiaho, I am reminded of the beautiful values we once held at the heart of our education system:
Mātainuku: Grounding and nurturing learning
Mātaitipu: Growing and nourishing thriving communities
Mātairangi: Looking beyond the horizon and drawing knowledge near
Mātaiahika: Reflecting community stories and aspirations
Mātaioho: Awakening, arising, and taking action
Mātaiaho: Weaving learning strands together
Mātairea: Building and supporting progress
How do we get them back where they belong — front and centre?
We can no longer be passive spectators. It’s time to take a stand, dance boldly in the open, and demand an education system that serves the future we want for our children — one woven with care, purpose, and heart.
And phone the All Blacks to join in (if you like) :)
(Link to the recording of the webinar here The Corruption of the Science and the Practice of Teaching )
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