Thoughts and ideas on education, culture, psychology and social science to create lasting and evolving change from our academics, students, alumni and other brave thinkers. Podcasts brought to you by UCL Institute of Education (IOE), the world's leading centre for education and social science research, courses and teaching, and a faculty of University College London (UCL).
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Thoughts and ideas on education, culture, psychology and social science to create lasting and evolving change from our academics, students, alumni and other brave thinkers. Podcasts brought to you by UCL Institute of Education (IOE), the world's leading centre for education and social science research, courses and teaching, and a faculty of University College London (UCL).
More from us: https://ucl.ac.uk/ioe
In this episode, Guy Claxton takes us beyond simplified conceptions of the learning sciences and explains why teachers are sometimes vulnerable to fads and trends.
"We undersell ourselves as educators, educating young people for the future and for life, if we lazily assume that all we mean by learning is the kind of thing that leads to good grades in schools."
Guy shares his hopes as an educator – to help young people develop beyond just the periodic table, the Tudors and examination technique, and cultivate something of more lasting value.
He hopes to design a classroom culture that isn't solely defined by Ofsted, GCSEs or A-level results, probing at the question: what are you teaching? What are you teaching for?
Full show notes and transcript: https://www.ucl.ac.uk/ioe/news/2025/jan/asking-awkward-questions-staffroom-s05e01
IOE insights
Thoughts and ideas on education, culture, psychology and social science to create lasting and evolving change from our academics, students, alumni and other brave thinkers. Podcasts brought to you by UCL Institute of Education (IOE), the world's leading centre for education and social science research, courses and teaching, and a faculty of University College London (UCL).
More from us: https://ucl.ac.uk/ioe
