Arguably, we need maps to help us get from A to B efficiently. We use all sorts of maps in our day-to-day lives, and by “maps,” I also refer to data, instructions, plans, guides, etc. While these tools are useful in helping us make sense of our world, we must remember the abstraction and simplification they involve.
For example, if I wanted to walk from Central Hong Kong to the Peak, I look at the map and see a clear route to get there. Great, off I go. And yes, I get there. But if someone were to look back at that map and see my route on paper, what might they see? They would see the route on paper. But what about the beautiful tree that was in bloom that day and made me appreciate nature? What about the friend I saw en route and chatted with, which led to me feeling a sense of belonging? Could you see that if you looked just at the map?
In education, we need maps to follow and see where we are going. Without them, we wouldn’t be able to achieve progress. However, my thought of the day, and perhaps concern, is that we must also give thought to all of the little things that might go unnoticed when trying to make sense of these “maps” in retrospect.
I will refer to the data and concrete outcomes we can see in these maps as “the tangible,” and to the things we overlook as “the intangible.” Take a drama class, for example. On paper, a student may be making secure progress because they have hit the criteria. Tangible things such as projecting their voice or displaying stylistic choices are all noted in the data. But there is a lot to say about the “intangible” experiences and outcomes that are not seen. What about the student who felt connected because they created something with a partner? What about the sense of self-worth someone found when they were applauded by their peers? The list is endless and transcends the drama classroom. It likely extends to many subjects.
Recently, there has been much discussion about the arts in education, and as a passionate advocate for my subject, I believe it is important for us to use maps and track journeys, but also to remember that some of the most powerful “outcomes” are likely found in the intangible.
That is why student voice is such an important slice of the quality assurance process. Finding out how students feel and think about their progress helps us gain a little more understanding of the intangible moments of progress.
I am truly blessed to work in a place where these intangible moments are valued heavily, and much emphasis is put on the arts, sports, and students’ holistic growth.
It is my hope that decision-makers for state education and higher education continue to consider these special intangible outcomes for students when deciding curricula for all stages of education, from Early Years to University. Remember, we need maps, but what is it that we are missing by overly relying on them in a fixed way?
