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Reimagining Schools

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Since November I’ve been connecting, every few weeks, with Will Richardson and a group of educational leaders from around BC, Canada in a professional development session run by the BCPVPA (BC Principals and Vice Principals Association) called ‘Reimagining Schools: Confronting Education‘. Right off the bat, Will shared some framings:

• Everything is nature
• We’re not facing “problems” to be solved. We are in a predicament.
• Our predicament stems from the fact that we are out of relationship with each other and all living things on the planet. All of our challenges flow from this disconnect.
• Education is complicit in creating these challenges.
• Collapse is not new. What’s new is that systemic privilege is no longer a buffer.
• Our personal challenge is to face reality or “sit with the shit” and not run from complex, difficult questions.

There are a few deep thoughts that have brewed from these sessions, and yet oddly enough the two most impactful things came from outside the sessions.

First a conflict within me. Will shared a post on LinkedIn where he said,

“I think it’s telling that for all of the conferences and presentations and talks and essays and “achievements” that people post and discuss here, only about 2% of them seem to make any note of the fact that they are happening while:

~ecological limits are being breached
~social trust is eroding
~ AI is reshaping cognition
~ politics are destabilizing
~ inequality is deepening
~ biodiversity is declining at alarming rates

I mean, without using those contexts as a lens for our gatherings or our teaching or writing, what is the actual relevance that we can claim, not just around education, but around living life on the planet in general?

It’s either denial or ignorance. Or maybe it’s concern that if we ground our work in those lenses, no one will show up or read or listen…”

I commented:

“I’d push back a bit and ask what is the conference about?

There’s a cognitive dissonance that is invited when the mind has to weigh these things AND also take in information that people are going to a conference to learn about.

I’m seeing your question play out on social media where people are being called out for not being political and sharing their political stance… on a channel where politics is never discussed.

There needs to be a balance, we can’t stick our head in the sand, but we also can’t pretend (and I do intentionally mean pretend) that acknowledging major issues of global concern are equivalent to somehow authentically addressing them… and topically addressing them when our topic isn’t directly affected by them is to me worse than not mentioning them. It can be a distraction without gain to the intended message.”

Will responded:

“Dave Truss So, I’ll push back a bit on the push back. 🤣

I don’t think it’s a “calling out” as much as it is a reminder. And I don’t disagree that just naming them authentically “addresses” them, but it does provide a different lens for whatever question is in front of us at that moment. Every topic is affected by them. Every one.

Modernity wants to separate everything out into pieces and ignore the interconnectedness of the whole. This is the world we live in right now. It’s all entangled.”

The comment conversation continued, and is worth reading, but doesn’t add to my conflicted feelings about this. On the one hand I completely agree with Will, if we aren’t bringing a contextual lens to what we are sharing, we are somehow missing the interconnectedness of some of the things we should most value and care about. But on the other hand, I’m sitting in a place right now where just two days ago I wrote about being ‘Intentionally disconnected‘ because paying attention to the rather disturbing world events right now feels like too much. I ended the post saying, “for now I lack the capacity to engage. It seems like a futile activity that will anger and upset me, with no gain. It is rare for me to actively choose to be uninformed, but right now is one of those times.”

Therein lies the conflict. I agree with Will, yet I don’t think I’m the only one who isn’t ready to face the harsh realities of the predicaments we are in… especially when I’m trying to learn something new. I think for our students it’s the same. The last of the framings above is, ‘Our personal challenge is to face reality or “sit with the shit” and not run from complex, difficult questions.”

I get it, I really do. But when I’m at a conference or when a student sits in a class, do we really need to ‘sit in it’? Do we need to connect everything we do to the predicaments we live in? Do we need this lens to permeate what we are learning? If I channel my inner Will Richardson I think I’d ask myself, ‘But what value is the learning if it isn’t addressing the predicaments we are in?’ … Again, I’m left conflicted.

For example, can I teach students about using AI in an ethical way and not mention the cost of the energy drain? Is mentioning this once enough or should that be the bigger lesson? Do I need to bring the dire state of the world into every lesson, predicament after predicament? Is this even healthy? Maybe I’m just too stuck in the current educational context to see the bigger picture? I really don’t think that these sessions answered this for me, and yet I feel I have a deeper understanding of the need to confront hard truths… and ensure that what we choose to teach be taught with a lens of a world in environmental, political, and social challenges. Will shared the following quote in one of our sessions:

“If we fully accept the world as it is—in all its harsh realities— then we can develop the very qualities we need to be in that world and not succumb to that harshness. We find our courage, morality, and gentle, nonaggressive actions by clear seeing and acceptance. As we accept what is, we become people who stand in contrast to what is, freed from the aggression, grasping and confusion of this time. With that clarity, we can contribute things of eternal importance no matter what’s going on around us—how to live exercising our best human qualities, and how to support others to discover these qualities in themselves.”
~ Margaret Wheatley “So Far From Home”

The second insight I’d like to share came after our first session. Will invited any of us who could stay on to do so. During that after-session conversation I mentioned that I was retiring. The topic of my school, Inquiry Hub, came up and I mentioned that I was proud of what our team has been able to do, transforming the learning outside of the traditional high school box. And yet, I was disappointed that our little school has not had a greater impact on the rest of the district. Will responded saying something like, ‘Dave, if you were able to do that, you would be a unicorn because I haven’t seen that happen yet.’

That simple statement had an unburdening effect on me. It is sad, yet it comforted me. For the past 13 years my small team of teachers and I have created a very special place for self-directed learners to have some true agency over what they are learning, while still providing an opportunity for them to meet all the requirements they need for their post high school ambitions. It has been an amazing ride, and the fact that it didn’t really spread beyond our walls isn’t something that should weigh on me as I head into retirement. The test of my leadership will show if the school thrives after I’m gone.

Overall, I really enjoyed the sessions with Will, and with the other educational leaders from across BC. I appreciated the experience of sitting in the discomfort of knowing things must change in education and sitting in the predicament rather than cherrypicking shallow solutions and discussing them like we were solving all the world’s problems. I encourage educators to follow Will on his journey to confront education and reimagine schools and join one of his cohorts of educators on similar journeys of discovery.

Live a Lifetime in a Day

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I love this metaphor for how to live a meaningful life, “Live a lifetime in a day,” shared by Harvard physician Dr Aditi Nerurkar on The Diary of a CEO podcast. I took the liberty of emphasizing each of the 5 stages for easy reference:

“[w]hat creates a meaningful life… is to live a lifetime in a day.

And so that sounds like this big thing, but all it is, is that when you start your day, think about five things,

five things that you can do in your day to create an arc of a long and meaningful life in one day.

So what does that mean?

Spend a little bit of time in childhood.

So in wonder and play, even if it’s for a few minutes, do something that brings you joy for joy’s sake.

Spend a little bit of time in work.

We all know what that is, and for most of us, it’s a lot of time, but for, you know, it doesn’t have to be paid work, but just something that helps you feel a sense of productivity agency that I can do difficult things and I can overcome.

Spend a few minutes in solitude,

very important for all of the reasons that we’ve talked about today.

Spend some time in community,

so engaging with others, and then

spend some time in retirement or in reflection,

really taking stock of your day. So at the end of the day, when you’re going to bed and you’re putting your head on your pillow, you can say, okay, yes, I lived a meaningful life. I did all of those things.”

~ Dr Aditi Nerurkar on ‘The Diary of a CEO’ with Steven Bartlett: Brain Rot Emergency: These Internal Documents Prove They’re Controlling You!, Feb 15, 2026.

What a beautiful frame to start your day with. Usually I’ve got more reflection to contribute after I share something like this, but I really don’t this morning.

We’d all be a bit more happy, more appreciative of the life we live, if this was our daily goal.

What’s the real AI risk in education?

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I read a great article on LinkedIn by Ken Shelton. He looked at two articles:

“On one side:
AI as productivity infrastructure.
On the other:
AI as compliance enforcement.

But in both cases, the conversation centers on efficiency and policing, not on whether learning itself has been redesigned for an AI-rich world. Using historical context, one could reasonably make similar arguments around the implementation of technology as well. If students are learning to “sound human” to avoid detection…If institutions are investing in increasingly sophisticated surveillance tools…If teachers are primarily using AI to move faster within the same structures…Then we have to ask, as I have shared in previous posts:

Are we adapting learning?
Or are we simply optimizing and defending legacy systems?”

I found his article more interesting than the two he shared. I especially loved his final paragraph:

“The risk isn’t just that AI is moving too fast. The risk is that our response remains reactive, oscillating between efficiency and enforcement, without addressing purpose, power, and pedagogy. Therefore, the real inflection point isn’t technological, it’s analytical and philosophical.”

My thoughts: In education, go ahead and use AI to make teaching and lessons better, use it to help students learn, and also help them understand how to use AI to enrich their learning. But don’t use it to make learning easier. Real learning has a charge to it, it needs to come with some challenge, and hardship. If the learning experience is too easy, it won’t be remembered. If there isn’t enough challenge, if the answers are provided rather than constructed, the learning will soon be forgotten. Remove being stuck, struggling, and failure, and you’ve removed the greatest part of a learning experience.

So educators need to do two things: First, they need to use AI to make what they are doing even better. And secondly, they need to shift the learning experience to one where they no longer need to worry about policing and compliance. For example: The work isn’t finished with an essay, but with students defending their points in the essay against other students with slightly different points or different perspectives. The students who wrote the essay with AI and didn’t fully comprehend the topic can’t argue their perspective as well as the ones who were willing to do the work… and if they did use AI and can then argue the points better than their peers, that only proves that they understand how to use AI as a learning tool and not a tool to do the work for them. Because the real risk of AI in education is that the AI is doing the work, the struggle, and the learning for the student.

The problem we face is how learning can be circumvented by AI. And so the challenge for educators is to make it more challenging to use AI inappropriately, and to use AI to aid in making learning experiences more challenging. This is not an easy task, but it’s one we need to figure out and do well if we want our students to be learners who will have significance in a world where AI is all around us.

_________
Update: Just found this LinkedIn post by William (Bill) Ferriter, and it has two awesome images to fit with the above.

Update 2: I forgot about this post: Thinking Requires Effort

“Reducing busywork, and maximizing the problem-solving time, in a community of learners who find benefit from working together, is what schools should be in service of.“

Oblivious to what’s coming

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If you talk to people about LLM’s like ChatGPT, Perplexity, or Claude, you’ll still hear things like, ‘They hallucinate and will make up fake research’, and something I heard recently, ‘they actually make work harder because workers need to spend more time editing and cleaning up what they produce’. What people who say this don’t realize is that this is pre-January 2026, and we are now fully into February 2026. Yes, things are moving that fast! And furthermore, what most people, including me, have not been paying attention to is that when we use the free version of these tools, we are essentially months and months behind what the latest models can do.

Matt Shumer’s ‘Something Big Is Happening‘, was written just 4 days ago and has already been seen by millions of people. Yes, it’s a bit of a long read, but it is also a ‘must read’. Here is an excerpt:

“Dario Amodei, who is probably the most safety-focused CEO in the AI industry, has publicly predicted that AI will eliminate 50% of entry-level white-collar jobs within one to five years. And many people in the industry think he’s being conservative. Given what the latest models can do, the capability for massive disruption could be here by the end of this year. It’ll take some time to ripple through the economy, but the underlying ability is arriving now.

This is different from every previous wave of automation, and I need you to understand why. AI isn’t replacing one specific skill. It’s a general substitute for cognitive work. It gets better at everything simultaneously. When factories automated, a displaced worker could retrain as an office worker. When the internet disrupted retail, workers moved into logistics or services. But AI doesn’t leave a convenient gap to move into. Whatever you retrain for, it’s improving at that too.”

I recently shared my thoughts on the upcoming ‘Fiscal year end squeeze‘, where I said, “Corporations care about pleasing shareholders and maintaining stock value over caring for the people who work for them. This is the ugly side of capitalism. Eliminate thousands of salaries and suddenly the balance sheet proves to be more profitable. Never mind that these are people’s careers and livelihood that are being cut short. And never mind about loyalty to the company.” What I’m realizing now, after reading Matt’s article, is that the situation is far worse than I thought, because AI is coming after not just these jobs, but almost every other jobs these newly unemployed people will be looking for.

If I was out of a job right now, what I’d be doing is paying the monthly fees for the 2-3 best AI models out there and learning how to power use them. I wouldn’t be looking for a job, I’d be trying to find a niche where I could work for myself, or maybe become a contractor doing things for people who don’t realize that AI is good enough to get the work done faster than they can do it. Because the reality is that the vast majority of people in the world are oblivious to just how fast this disruption is coming, and unlike other disruptions in the past this one is going to happen everywhere and all at once. Most people can’t fathom how disruptive this will be, and even as I share this as a warning… I’m not sure I fully grasp the full impact either.

Moths to the flame

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Chris Williamson recently shared this quote:

“You pity the moth confusing a lamp for the moon, yet here you are confusing a screen for the world.” — Jay Alto

Our fixation is intense. We cling to tiny dopamine hits, scrolling unaware of the world around us. Ironically, what we are doing is dividing our attention into tiny video clips, catchy sound bites, and dancing in an emotional roller coaster between humour and rage, while simultaneously focusing our attention on a single screen.

We are merely moths, our screens are the light to which we fly. Our humanity suspended as we meet some primordial desire in a way that would be considered comical if it wasn’t also sad, if not tragic.

Uncertainty training

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I read a quote from James Clear which has me thinking:

“The ultimate form of preparation is not planning for a specific scenario, but a mindset that can handle uncertainty.”

It made me wonder, what do we do in schools to prepare students for uncertainty?

I mean, do we do this at all? We spend so much time framing the learning, compartmentalizing it, share our objectives, and ultimately knowing the expected outcomes we want. We are actually told this is good teaching.

Outside of playing on a team sport, when in school are we preparing a kid for uncertainty? Furthermore, I’m at a loss for how we would do this? What would a ‘preparing for uncertainty’ curriculum look like?

My point is that in an age where we are dealing with unpredictable weather, unhinged global politics, unknown job security with AI and robotics exponentially intersecting into every job sector, the only certainty thing about the future is uncertainty. So how do we meaningfully prepare kids for their uncertain futures? How do we cultivate this mindset?

Accept and place

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I heard this phrase and it really struck a chord with me:

“Accept people as they are, but place them where they belong.”

There are 2 really big ideas here.

First, we are often quick to want people to change, and the disparity between who people are and who we want people to become is often too large of a gap. Step one is accepting people for who they are.

The next step is a bit more challenging. We often spend way too much time on people that are not worth our time. We don’t ‘put people where they belong’. We take amazing people for granted and we focus too much attention on people who aren’t worth our time.

The task sounds simple: accept people for who they are, then place them in your life accordingly.

There are people who would do anything in the world for you. And people who you in turn would do anything for. When that’s the same person, well then you need to prioritize your connection to that person. They deserve a special place in your heart and in your life. They deserve your attention and time. Not the person that cut you off in traffic, not the annoying co-worker, not the friend in need that is never there when you are in need.

“Accept people as they are, but place them where they belong.”

Wise words to live by.

A year and a half later

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I’ve had some time recently that I could have used better. It reminded me of something I shared a year-and-a-half ago, ‘If I had the time’.

I won’t reshare the whole post, but I’ll share the very powerful comic and quote I shared:

Here’s a great comic by @MrLovenstein:

And the quote by Author Julia Cameron:

“The “if I had time” lie is a convenient way to ignore the fact that novels require being written and that writing happens a sentence at a time. Sentences can happen in a moment. Enough stolen moments, enough stolen sentences, and a novel is born — without the luxury of time.”

And I ended the post with this,

“If only I had the time… would I use it? Would you? How convenient and comfortable is this lie? The reality is that if it’s important enough, there’s probably time for it, time we can find, time we can make, rather than making up excuses.”

—

Discipline is hard. Good habits are hard. Being strong in one area of your life doesn’t automatically make you strong in another. People who smoke know it’s bad for them. People cheating on their diet still want to lose weight. Yet, in both these cases the people in question could be very competent and effective in other areas of their lives.

It’s a reality that in some areas of our lives, even when we have the time, it can still be really hard to do things we actually want to do.

An attitude of gratitude

Sometimes the universe sends you the message you need to hear. I was listening to my meditation app this morning and it asked me to think of three things I’m grateful for. I thought of family, a friend, and my body. The first two are obvious. I thought of my body because only a year ago I was waking up in agonizing pain every day, and now I’m in such a better place.

The meditation ended suggesting an ‘attitude of gratitude’, and my mind drifted to a Facebook post from my friend and former professor, Al Lauzon. He shared this beautiful post of appreciation, which ended with,

“…I look out the window and see the blue sky and the nakedness of local deciduous trees, I feel an overwhelming emotional response. Despite the challenges we collectively face, the world is both a beautiful and mysterious place and for that I am filled with gratitude. Perhaps take a couple of minutes today and look so that you too might feel the gratitude I do as you take in the beauty and mystery of the place we are privileged to call home.”

It’s easy to forget the beauty of the world, to take for granted the things and the people we should value and appreciate. It’s also easy to frame your thinking around gratitude… to take a minute , or five, to appreciate that we are sentient beings in a vast universe filled mostly with emptiness, and that conscious thought is a rare and beautiful gift. A gift given to only our species for thousands and perhaps millions of light years in every direction.

We are alive, we are on a beautiful planet, with beautiful people. There is a lot around us to appreciate, to enjoy, to delight in. An attitude of gratitude costs nothing, but the rewards are tremendous.

If I had the time

Here’s a great comic by @MrLovenstein:

On the same topic, I printed this and stuck it to my home gym wall by my exercise bike, after I read it in James Clear’s weekly email last March:

Author Julia Cameron on how to find time to write (or do anything, really):

“The “if I had time” lie is a convenient way to ignore the fact that novels require being written and that writing happens a sentence at a time. Sentences can happen in a moment. Enough stolen moments, enough stolen sentences, and a novel is born — without the luxury of time.”

Source: The Right to Write

Sometimes I’m brilliant at making the time for things. I’m up every day between 5 and 5:30am, I write these posts (if I didn’t the night before), I meditate, I do a workout, all before I get in the shower to start my work day. Recently I was challenged to do 2,000 pushups in February. I started on the 3rd, and as of yesterday I’d done 80 pushups for 10 straight days. I might take today off before doing another  800 in the next 10 days. Then a last break before 5 straight days and hitting 2K on the 29th. That’s the plan. If I forget and miss a day, guess what… I’ll make it up and still make sure I hit the target.

For other things I’m notoriously bad at finding the time. Tidying up my closet is a great example of that. I seem to know how to mess it up, but I never seem to have time to organize it. Some days I get home and my back is sore, but I’ll sit uncomfortably on the couch and think about getting in the hot tub until it’s too late and I just skip it. My blog drafts usually have a whole bunch of idea starters for when I get stuck, but now it’s filled with longer writes that I’ve started and don’t seem to have the time to follow up with. Drafts used to be drafts, now they are just good ideas that have died from a lack of taking the time to expand on them.

If only I had the time… would I use it? Would you? How convenient and comfortable is this lie? The reality is that if it’s important enough, there’s probably time for it, time we can find, time we can make, rather than making up excuses.