Be Humble, Curious, and Ask Questions

The anticipation of knowing your life is about to change is incomparable. 

I am a rising third-year business major concentrating in Leading and Managing Human Capital while also getting a certificate in social psychology. I hope to go into the field of transformative education which is why I wanted to participate in the Leadership for Social Good Study Abroad Program because I believe social entrepreneurship is the key to re-imagining our education system. 

It’s been one week since the program began and I’ve already had my expectations surpassed beyond what I could have imagined. And we haven’t even gone abroad yet!

We’ve spent this week on the Georgia Tech campus as sort of a prolonged orientation and introduction to social entrepreneurship, and I’m actually really grateful that we’ve had this time pre-traveling to Eastern Europe. This past week we have gotten a chance to discover more about what social entrepreneurship really means and have some heavy discussions around the social sector, nonprofits vs for profits, and what to expect while living in Czech Republic, Austria, and Hungary for 8 weeks to study and then intern with a nonprofit in Budapest. This past week has also been a great opportunity for us to meet our cohort and start getting to know each other and work together some before dealing with all the craziness of actually being in a different country. 

At this point in the program, we have already had multiple guest speakers, been on a site visit (with another coming up on our last day in Atlanta), watched numerous TED Talks (by Dan PallottaMelinda French GatesHans RoslingErnesto SirolliMichael PorterRobert RedfordJessica Jackley, and others), had numerous stimulating conversations and debates, completed a few group activities, and explored a dozen or so articles and websites to further enrich our learning about the social sector. Honestly, as a student and someone passionate about transformative education, I could not have asked for a more engaging week. I’ve been extremely satisfied with how the three classes we are taking have been facilitated thus far and I’ve especially loved how all of the classes tie into each other seamlessly to create an overarching experience tying together business fundamentals of social enterprises, innovation and leadership, and nonprofit internship work. And the lessons we’ve been learning I truly believe should be fundamental to everyone’s education experience. 

Some of the key principles we’ve talked about include: 

  • humility is key: never assume you are the smartest in the room or you will always be wrong
  • be curious: seek out new information and explore connections to make new discoveries
  • ask questions and then more questions: really get to know the community you’re working with so that you can work together to maximize assets and change the status quo of deficits 

These aren’t just business principles, these are life principles that everyone should be exposed to during their education experience. I was fortunate to have been exposed to these ideas in high school and now get the joy of diving deeper into them, but as I witness all of the ah-ha moments happening daily for my peers, I have realized how few other learners can say the same thing. I can only imagine how many students have and will graduate college without ever thinking about the importance of humility, curiosity, and questioning – the work that happens before brainstorming “the next big thing” – and this seems unacceptable. Every project needs team members to embrace these principles and it should be necessary for the education system to teach this lesson to all learners, not just those (primarily business majors) who self-select to take time to study social impact once in college. 

Requiring all learners to think about their social impact could also help de-stigmatize ideas around working in the social sector – which absolutely needs to happen. 

First off, a big misconception is that nonprofit workers don’t make money, which is not accurate. The nonprofit sector brings in over 2 trillion dollars in revenue annually, and employees can still live very comfortable lives even in the nonprofit industry. Several of our guest speakers have made it very clear that even though they could probably make more money working in a for-profit business, they are by no means struggling and actually higher up employees are making within the upper 5% of all Americans. 

Furthermore, you don’t have to go into the nonprofit industry to create social impact. There are for-profits with corporate social responsibility platforms, and socially responsible corporations, and social enterprises. It’s become more and more popular for businesses to take an interest in supporting societal issues and in some ways having a for-profit model can sometimes be more helpful in creating sustainable change, as we discussed with the case study of Toms shoes because for-profits typically have more consistent income.       

So far I think what has been most striking to me is just acknowledging that even nonprofits are a business. They still need to market, manage, and create an income just like for-profit businesses in order to be sustainable as an organization. The big difference is just that no one person owns a nonprofit, the community does, and income gets circulated back into the business in order to continue to support the social impact mission. However, despite the fact that nonprofits are also businesses, the public tends to think differently about how a nonprofit should function. 

We’ve in-depth discussed how donators will often place restrictions on how their money can be used, and this restricted money hardly ever goes towards paying the staff members or managing overhead cost like marketing. There is this idea that these kind of expenses are not “worthy” and for some reason “aren’t contributing to the cause.” On our site visit to Global Growers, the co-founder told us that as a nonprofit, getting told funds are restricted is one of the most challenging things. Even if you had millions of dollars to support a new project, you still need money to support the manpower required to actually make the project happen or else the money won’t help anyone. 

Perhaps the biggest misconception though is how we envision “in need communities.” So often we focus on problems and what needs to be “fixed.” Jessica Jackley, the founder of Kiva, mentioned in her TED talk how we are taught as children through school and religion to help the poor, and that there will always be poor people, and we should feel guilty for not helping. So Jessica created Kiva as a way to focus not on the fact that people are poor, but the fact that there are great stories of people with great ideas who just need a little money to help support their families and make their dreams a reality. It’s a shift in perspective that requires respect and acknowledging that everyone should have the right to feel dignified in their place in life. We should be working with communities, not for communities. We have to learn about their traditions, values, and customs. Hear their stories. Embrace their assets not dwell on the deficits. 

We have to be humble, curious, and ask questions. 

I hope to do all of these things as I experience a myriad of new communities and cultures in the following weeks to come. I’m excited for the new discoveries, nervous for what I can’t expect, and encouraged by the week spent in Atlanta that I’m in a community of passionate and open-minded learners who will help me through it all. Moreover, I’m convinced that our lives are about to change and I can’t wait to see how. 

If you’d like to read more about our cohort’s journey, this is the link to our program blog where you can read from other learners on the Leadership for Social Good Study Abroad program. I’m also very thankful to have received the Munchak/Cowan-Turner Scholarship, the Mary E. and William T. Naramore International Study Abroad Scholarship, and Stamps Enrichment Funds which have allowed me to participate in this incredible program and would like to thank these families for their support in my learning journey!


Thinking of Spaghetti

It’s been an odd night. Lot’s of choas with my syblings, and thus all I can think about right now is spaghetti. Maybe it’s because my mind is kind of feeling like spaghetti at the moment.

Spaghetti is pretty great. There are so many metaphors that can go along with spaghetti.

In gymnastics we will talk about how girls shouldn’t have limbs that look like cooked noodles and instead should be tight like an uncooked piece of spaghetti. A good idea is kind of like spaghetti, because if you throw it against the wall and it sticks, it’s maybe worth taking out of the boiling water. We’ve even used spaghetti to do team building design challenges.

Thinking about all this spaghetti also reminded me of one of my favorite blog posts mainly just because of the title: “Panda’s Won’t Go Extinct; Chunky Design Thinking.” It’s all about a TED Talk party I had before sophomore year of high school which feels like forever ago.

Funny though how even “forever ago” I was still thinking of spagetti. It’s really werid how certain ways of thinking stick with us over time.

– well that was me trying to make an interesting point out of my night of nonsense…

Taking Ownership

Today was the official last day of school for everyone at MVPS, which also means that we have officially finished a full year of the first ever student designed AP course!!! The Collab Course adventure has come to an end in some ways, but in other ways our adventure has only just begun. So for my final assignment I have created the MoVe Talk (Moment of Visible Empathy) below to capture a snapshot of what I have taken away from this experiance. I didn’t get feedback on this talk (which is a rare and nerve racking thing for me to do), because I just wanted to share my personal raw thoughts about the opportunity to own my learning in a way unlike any other. Without further ado, I hope you enjoy my reflection of this glimpse at the future of education:




We like to make generalizations. Generalizations based on race, gender, age, country, state, region, school, time period, etc. However, these generalizations aren’t always true for everyone.

On page 130 of The Great Gatsby Tom, in a moment of anger, says “I know I’m not very popular. I don’t give big parties. I suppose you’ve got to make your house into a pigsty in order to have any friends – in the modern world.” This quote stood out to me because it made me wonder, “What is the modern world?”

See the trouble is that the “modern world” looks very different for everyone so how can we possibly determine how to describe the “modern world”?

It reminds me of the Ted Talk “The Myth of Average” that talks about how we can’t design for an average person, because there is no average person. Everyone is different with a different situation.

The 1920s is often imagined as a time of glamor with lots of parties, but not everyone has the luxury of high society life. Part of the whole purpose of the book is to make you think differently about society back in the 20s. On the one hand there were great extravagant parties, but the people at the parties in The Great Gatsby often had hidden backstories full of greed and cynicism that allowed them to gain money to throw the parties.We even learn that Gatsby himself had a hidden motive as to why he threw his parties: in hopes that Daisy would show up to one and be impressed with him. 

All of the glam was like a guise to cover up the hidden motives of all of the individual attendants at the parties. The glam is like a generalization that we try to place on an entire time period, but when you talk to individual people at a party, you learn that every person has their own unique story.


Graduation Day Speaker

Wow talk about a great “graduation day keynote speaker”! Every now and then I will have those days where I expect to blog about something, then I just so happen to stumble upon something absolutely amazing that makes me completely change what I want to blog about. I just had one of those moments.

I literally just opened my computer about 30 minutes ago to fix a quick homework thing when I ended up clicking on a couple of links on a page I was using to find definitions/examples of specific rhetorical devises I need to use in a speech. Then I ended up learning that I was actually on a website with a blog, and the guy had a TED Talk. I had planned on closing my computer after fixing the quick thing in my speech, and then I would continue reading #EdJourney. However, I was curious, and not in a super time crunch since it was only around 8:30, so I clicked play.

The TED Talk (like most TED Talks) was beautifully spoken and inspiring! It’s about the nerves and thrill involved with graduation, and how this feeling of being scared but excited for the unknown future doesn’t end with high school graduation day. I highly recommend it!

A 2nd Renaissance


I saw a musical today called Bullets Over Broadway. It was really good!!! It was a great cast and crew along with a great script. I was especially impressed with the dancing in the show. Often times the leads aren’t as talented in dance, which makes sense since they often have more training in the theater side of things, but even the leads in this show were able to hold their own in complex dance numbers.

This show made me start thinking about a few different things: 1. my work yesterday with some of my teachers on the humanities course brainstorm 2. the TEDTalk I watched on multipotentialites 3. my blog post on history being involved in everything we learn.

These different thoughts together made me think about the Renaissance. A time of rebirth, discovery, and exploration. A time known for great scholars, artists, and inventors. A time when science and art were considered to be foundational connected. A time when it was considered the norm to be trained in many different fields.

It’s often said that history repeats itself. If this is true, then I think that we are about to enter a new Renaissance period. I mean I almost feel like “education redesign” is more like going back to what it once was system wise, as in the Renaissance time, the difference is we now know more than we once did. By this I mean that people are realizing how closely connected courses are and how it’s becoming more desired for people to have experience in multiple fields in order to find connections and create innovations.

I love the time period of the Renaissance, and I’m excited and curious about the potential future Renaissance, that maybe we already entered even.

I’m a Multipotentialite

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Typically I wait until night (often very late at night…) before blogging because I want to see what all happens in my day before discussing just one thing, but today is different. I love being different. I think I’ve always known I’ve been different.

I’m that kid that has a million different interests and am always busy working on something that may seem unrelated to some people. I’m curious and passionate about music, soccer, math, games (particularly cards), acrobatics, design, theater, gymnastics, coaching, the Renaissance, teaching, Girl Scouting, mentoring, innovating, bringing communities together, learning, education reform, storytelling, engineering, the impact of space on a community, student voice, writing, reading, project based learning, and the list could go on…

Just last week I was asked by at least 3 different people the question that is the story of my life, “What don’t you do?”

My first thought to that question is, “Well there’s a bunch I don’t do–yet.”

I love my life. I love being involved in a ton. I love working on new ideas. I love each of my passions and interests. I don’t love bing asked to choose just one.

I’m pretty bad at making decisions. I’ve discussed this on multiple blog posts of mine (Making Decisions, Uncomfortable Moments) and most people that know me well understand how true this is. I even did an entire post called “Who Do I Want to Be?” which is entirely about how I never know how to answer the question “Who is your hero?” because I admire so many people that I can’t decide on just one. This post then goes on to talk about what my friends (including teachers/mentors) and I call the “Anya Problem/Dilemma,” which basically is the problem of being interested in too many things to the point where you can’t decide on just one path, so you get spread out really thin over a variety of topics.

Other questions I can never answer include: What college do you want to go to? What do you want to major in? What do you want to do when you grow up? Who do you want to be? What’s your passion (singular passion…)? What’s your goal (singular again…)? What motivates you (you guessed it, singular too…)?

Even in my about me page for this blog, which was the first thing I ever wrote for my blog (the only thing I’ve really edited was changing my age and adding a disclaimer on grammar), I write in my first paragraph immediately following my name:

I don’t know what I want to be when I grow up, and I never have, but that is okay because I am only 16. I understand the beauty of not knowing your specific passion because  that allows you to experience life with an open mind to all fields of learning and growing.

It’s not only that I can’t answer these questions, but they often make me anxious to be asked these questions. I remember last year probably being more stressed than any other time when being asked about what courses I want to take next year (this current school year). I wrote two different posts (What to Do? and What to Do: Part Two) that both went into my “Rants and Bugs” category that were all about my stress in trying to decide, because I have the opposite problem of most people where there are more classes I want to take then time that I have in my schedule to take them.

I feel as if I’m constantly being pushed to make decisions and decide on one path, and then I don’t feel as if I fit on that one path which just makes me frustrated. It sometimes gets to the point where I feel confused because friends of mine don’t seem to be having these same problems.

I’d say over the past year these situations have been occurring more often with the college discussions becoming more frequent. I haven’t grown to be okay with it, but I’ve been tolerating it; trying to play along.

Today I watched a TEDTalk called, “Why some of us don’t have one true calling,” that might have possibly been the most moving TEDTalk I’ve personally watched, because Emilie Wapnick introduced me to a world of people just like me having these same problems. These people are called “multipotentialites”, and I can’t even begin to explain how great it was to hear this TEDTalk! Words can do such a great job of bringing communities together.

(Interesting bit of a tangent: there are lots of different names for these types of people which is kind of ironic that society can’t agree on one… One of these names is a “Renaissance Person” because during that time period it was actually more valued to have skills in lots of different areas. I find this interesting because the Renaissance has always been my favorite time period. I even have at least 3 different Renaissance outfits and go to the Renaissance festival every year!)

In drama we always hear our director say before every show, “Don’t lean back, but lean forward as you watch the MVPS Allstars production of…” He says this because when an audience is leaning forward that means they are really invested and interested in what you’re saying, and they are hanging onto every word wanting craving to hear more.

I was leaning forward the entire time I listened to this TEDTalk.

Like I said at the beginning of this post, “I love being different. I think I’ve always known I’ve been different.” However, sometimes- oftentimes- it is hard being different. Everyone is different thought, it is just a matter of how we are each different and unique. Wapnick made me feel proud to be a multipotentialite rather than feeling frustrated about not being able to make decisions on singular things.

While I know and acknowledge that it is often important to be able to make decisions, multipotentialites also have their own strengths as Wapnick points out:

  • Idea Synthesis: bringing together seemingly different concepts together to find the intersections where great ideas come from.
  • Rapid Learning: getting deeply curious about one thing and learning a ton about it before moving on to the next thing to also learn a ton about.
  • Adaptability: being able to put on different hats in different situations where different roles are necessary.

The more Wapnick spoke the more I found myself thinking, “Wow this is totally me. These are my strengths and weaknesses summed up possibly as well as they can be (if they have to be).” She even says that multipotentialites have a duty to innovate based on these strengths and characteristics, and it just made me think “That’s exactly why I was interested in joining the Innovation Diploma.”

Her website even has tips for multipotentialites on how to make a business out of all of their different curiosities. However, the question I keep wondering is about what to do before then.

I’m still in high school, unlike most of the people who have commented on twitter or her website about being a multipotentialite. Most of these people have graduated college and are now realizing they don’t feel quite right about the current job position they are in and what to make a change. I don’t want to remain confused and frustrated about my multiple interests until after college.

One (there are more of course) of the biggest driving forces as to why I do what I do is that I believe people of all ages have a voice and can contribute to real world problem solving. Part of why I don’t like the question, “What do you want to be when you grow up?” is because I don’t think I should have to wait in order to do something and be someone. All of life matters. Not just your life following college.

So with being a multipotentialite that has a ton of curiosities that drive my learning, how do I shape my current path to avoid maximum frustration and confusion? How might I create a college experience that doesn’t focus on making me choose one path as a specialist, but allows me to continue to explore where my curiosities take me as a multipotentialite?

New Adventures


Gar oo chugar. There was and there was not.

I haven’t gotten around to blogging the past few nights because it has been show nights and I didn’t get home until very late. The shows all went fantastic!!! And I’m proud to say that I think we moved quite a few people which is really what theater is all about, so I feel successful!

However, our season opener is now over, and as of today our next show has officially begun; there was and there was not.

Speaking of “there was”, Friday’s excitement was not just due to it being closing night. Friday morning was also full of adventures!

To start off ID got a fantastic opportunity to go to a Creative Mornings talk in Atlanta on the topic of empathy. Aarron Walter gave a great talk on empathy, and I loved how he talked about the need to actually leave your desk and go talk to real people. It was such a great connection to everything we were doing today! I think what hit home for me most though was when he talked about how it is ok, and sometimes necessary to start with little things rather than trying to make some ambitious change in a short amount of time.

In the design challenge around recycling that I’m currently working on I think this is an important concept for my team to keep in mind. We aren’t going to revolutionize our school’s sustainability in a day. First you have to make little changes to gain people’s trust as to why your issue is big enough to pay attention to.

We then got to go MODA to see their 3D printer exhibit as well as then the Atlanta Tech Village to go to #StartupChowDown for lunch with other startups! Both of these events were also super fun and gave me lots of interesting thoughts about design thinking to bring back to my team Monday; mainly about us needing to refine our ideas on our user and scale of our prototype.

It was great to get into the “real world” and talk to “real people” and to learn that those “real people” are talking about problems similar to us.

Bloggers Trap


Last night, after a full 10 out of 12 for our show next week, Beast on the Moon (10/12 means we were at school for 12 hours with 2 hours of break for meals), I watched Tim Brown’s Ted Talk: Designers– think big! While watching this I realized a few things about my team’s current design challenge on Healthy Living.

What I’ve realized is that I don’t think I truly “care” about the success of my prototype. Not to say that I don’t care about the environment or healthy living, but I mean I don’t think my team has really dug deep and found the core of our problem yet. I say this because I don’t yet have the feeling of, “we have to make this happen!”

I think a big part of this is because we don’t have a clear and focused, prototype, problem, or even user. (And the user, and empathy for a user, is what makes me care about what I’m working on.)

I was talking with one of my teammates today because he asked me what our conclusion was after an interview we did with a teacher last week. What we realized is that we didn’t really conclude anything specific. We did come up with a few How Might We statements, but I think they just were added to the lists on our team boards of various directions we could take.

Our team has discussed many different potential routes to explore. We’ve talked to many different people, and had many different insights found. For example, we never expected to end up talking about the preschool playground while working on a recycling challenge that started with an abandoned high school garden. Yet, we haven’t prototyped much of anything since the first few days when we were more told to prototype by our facilitators as a means of practice.

This Thursday we are suppose to be pitching an idea, but at this point, my team doesn’t have anything to pitch at all. I think my team has gotten caught in the trap of being so focused on wanting to design something, that we’ve lost sight of the user needs. I wonder if we have gotten in what I call the bloggers trap (because I often hear that this is why people don’t end up sharing blog post), where we get stuck wanting to create something big and amazing, and we forget that it is ok, and even necessary at times, to start with things that are small and may seem trivial now, but could have a large impact in the future once you add lots of little changes/ideas together, so in the end nothing happens out of fear of failure of it not being big and amazing.

I wonder how my team can get decisive and choose a user and brainstorm some “little” ideas for the purpose of moving forward and finishing something all the way through.

Maybe There’s More to Memorization in 21st Century Education


It’s amazing how I can go from working on my room all day and wondering what in the world I would blog about to then reading and watching a TedTalk and then feeling like my brain was bursting with perspective intake.

I’ve been working on reading a book called Moonwalking with Einstein for some time now, but with everything I’ve been doing I hadn’t had time to finish it yet. I’ve now set a schedule for myself and if I continue to read 15 pages a day then  should finish before school starts which would be great!

The book is really interesting and all about memory as a lost art form and explores the story of a journalists’ journey to becoming the USA memory campion. While I find it greatly interesting, I’ve found that there is often so much to process that it is difficult to sit down and read large chunks at a time, like I can with out books, which is why I’ve had to create my reading schedule to ensure I stop procrastinating and finish it.

Today the author brought up an interesting topic about how memory is thought of in the education world (in 2011, but I think it still applies). Often times we talk about memory in a negative connotation because we don’t want students to just brute force memorize things for tests without understanding concepts. However, Joshua Foer presents a slightly different side of the story claiming that memorization is a needed skill that schools have “deemphasized” too much.

Now at first I thought this was all just odd to hear because it seemed almost contradictory to everything I believe about what is needed in education. I mean when Foer says, “They did away with rote memorization and replaced it with a new kind of ‘experiential learning,” I think “Hurrah! Go educators!!” However, in the context of the book this almost feels like a negative statement. How could a book I enjoy so much be so contradictory to my beliefs?

After further pondering I was still stuck. Then I watched a TedTalk done by John Green (just seeing his name made me want to watch it!). The talk was called, “The nerd’s guide to learning everything online”, and in this talk he basically tells the story of how he became such a nerd, and it wasn’t what you would expect. He actually did pretty poorly in school for a while because in his eyes he was just being given hurdles to leap over to get to an end goal that he didn’t want, so he figure, “Why bother jumping these hurdles if I don’t want what’s on the other side?” His mindset was similar to this up until he switched schools in high school and in this new school there was a different outlook on learning.

Learning was the “cool thing to do”. He would learn things not because of school necessarily, but because of the community of learners that he was thrown into that lead him to learn by default. Then later in life he realized that he was missing this community and life simply wasn’t as enjoyable. However, with the internet there are now so many ways to join online communities of learners. He gave many examples of how people on YouTube (he admitted that he was bias there) are often watching and commenting on videos about world history, abstract math, and physics just to name a few.

Something about imagining how John Green, someone I consider to be one of the nerdiest people I know of, had struggled at first with enjoying school learning brought me back to Moonwalking with Einstein to rethink about how I interpreted the passage today.

In addition to other points made about memory and education there was this section that I kept being drawn back to:

“I don’t use the word ‘memory’ in my class because it’s a bad word in education,” says Matthews. “You make monkeys memorize, whereas education is the ability to retrieve information at will and analyze it. But you can’t have higher-level learning- you can’t analyze- without retrieving information.” And you can’t retrieve information without putting the information in thee in the first place. The dichotomy between “learning” and “memorizing” is false, Matthews contends. You can’t learn without memorizing, and if done right, you can’t memorize without learning.

“Memory needs to be taught as a skill in exactly the same way that flexibility and strength and stamina are aught to build up a person’s physical health and well being,” argues Busan, who often sounds like an advocate of the old faculty psychology. “Students need to learn how to learn. First you teach them how to learn, then you teach them what to learn.” (Foer 195)

There’s a lot going on in those two paragraphs, but in the mists of these paragraphs I realized that there is a good deal of truth to this argument and therefore, there was probably more to what Foer was trying to say about memorization in education. I often hear educators talk about student’s needing to “learn how to learn” because I think part of this includes actually enjoying learning and understanding that learning doesn’t only happen at school or in a textbook.

I don’t think Foer is arguing that the new way of education based around “experiences” is bad. I think Foer is saying that the experiences can only be truly valuable if the students still have some degree of prior knowledge stored in their memories. And the problem is that even in the age before “experiential learning”, students were only learning through rote memorization which doesn’t productively store information in your head at a level that also requires learning: “…and if done right, you can’t memorize without learning.”

I know I tend to think of memorization in school to be negative, but I don’t want to think that way anymore. At least not entirely. Memorization was once an art. In the ancient world part of being considered “educated” was about being able to memorize pieces because writing wasn’t practical at the time. Even when written texts first were being created, people could only read them if they had it basically memorized because there was no punctuation or spaces or page numbers, so if you wanted to find something you had go all the way through the scroll. At this point you basically memorized the text and had to understand what it was saying in order to create the words and phrases when you would recite it.

Maybe if we, as a community of learners, at school put an emphasis on memory techniques so that students more efficiently learn how to memorize at a younger age in a way that requires understanding, then students could better recall on this information in experiences. What if this method of teaming productive memorization with experiences in communities of learners actually created more life long learners out of students?

I want to respect memorization, not frown upon it. I mean I memorize more digits of pi every year for fun and I don’t really know why, but I think I respect pi a little more every year and feel accomplished from memorizing it. Plus I memorize lines for plays practically all of the time. Memorization in these senses is actually fun, so maybe memorization isn’t the problem, but maybe how and why we memorize is what needs to change in school for the 21st century.

I wonder what would happen if we invited memory athletes to teach lessons at school on how to memorize. I mean we no doubt need to remember certain things, so it seems fair to think that we should learn how to remember them as much as we need to “learn how to learn”. If at a younger age we started dedicating specific attention to focusing on how we memorize in order to improve our memory, then as we get older we could spend less time on memorizing and more time on using what we know in real world applications. This may be super far fetched but it seems like an intriguing possibility.