Denmark Recap
Overdue thoughts on Danish culture, welfare, happiness, education, and the future of learning.
Tromsø, Norway. Day 33.
Before arriving I only knew and presupposed a few things about Denmark and its educational system. I knew it was a country filled with bikes and enamored with beer. I knew it had a small, relatively homogenous population with a social democracy, where healthcare and education were free of charge. I knew it had a progressive learning model which competed with the best in the PISA global education rankings. And I knew it routinely competed atop the UN’s World Happiness Report. Of course, these were surface level interpretations. Some were even based on stereotypes and problematic ranking systems, but by and large these impressions were confirmed. I’ve since gained a more nuanced understanding however of how these things play out and why they are this way.
Take for instance their high score for happiness. It’s not like the Danes are joyously smiling as they bike to work on a Monday morning. Their happiness is more indicative of contentedness and a societal devaluing of conspicuous consumption. This is a rarity in our hyper-competitive, materialistic world. Free education, healthcare, and a generous family leave policy provide stability and confidence. They trust and care for each other, the government, and the systems in place. This is reflective in small gestures such as leaving baby-filled prams outside of cafés, as well as in larger data showing that 9 out of 10 citizens are happy with their incredibly high tax rates. Because solidarity is at heart of social democracies, there is also low levels of inequality with respect to income and standard of living. Beyond morality, there’s tons of studies out there showing that inequality is bad for economic growth, well-being, health, crime rates, political stability, and all sorts of things.
Coming from the US and growing up in the most diverse city in the world, I couldn’t help but to ponder these positive aspects within that context. I believe the US should be more redistributive to reduce harmful inequalities, but the success of the Nordic welfare model depends on trust which is aided by small, homogenous populations. This sense of a tight-knit tribe is intensified in Denmark because it’s been a unified country for more than a millennium. The US on the other hand is huge, diverse, and couldn’t be more divided right now. So while I believe the US should be more of a “social” democracy, it’s naïve to think that we can simply drag and drop this model and expect it to be effective. Creating trust and true equitable opportunities for all can’t start at the political and system level, it starts with shifting an entire culture’s mindset from the ground up.
This is an incredibly daunting task, but one that is tangible if we question the culture and purpose in what is perhaps the greatest foundation of individual and societal identity, well-being, and success: education. Education develops human capital, which is and will continue to be the most important asset in our increasingly globalized, knowledge- and competency-based world. The problem is that the US education system isn’t preparing students for this society; it’s still using an assembly line model that was built for the industrial age. Not only is it not creating opportunities for social mobility, it’s hampering the developmental potential of an entire nation. I believe the Danish model is preparing its students for the future, and—irrespective of our differences—we can learn from it. Below is what I noticed over the course of 18 days in Denmark, where I observed in 6 schools, met with 2 education organizations, and had over one hundred formal and informal conversations with students, teachers, principals, founders, and members of the Ministry of Education.
Culture of Trust.
I mentioned earlier that a sense of trust is critical to Denmark’s happiness and success, well it’s no different within their education system. This was evident in the student-teacher relationship as well as in the decision making processes. Students felt comfortable being themselves, students respected the teachers because they were personable and highly qualified, and the teachers respected the students because they understood their value and that learning is most effective when it is learner-centered. The nature of decision making also represents a culture of trust because all voices are acknowledged. This is evident at the system level in which Danish education is based on self-governing institutions and independent, decentralized responsibilities; in the school boards which not only includes principals and local leaders, but also students and teachers; and at the classroom level where teachers have autonomy over the material and pedagogy — often including students in this process.
Ørestad Gymnasium: At this stunning school built by the municipality of Copenhagen - often touted as the most innovative in the world - several students I ate lunch with discussed how happy they were that they could be themselves. One girl wearing a bunny hat explained to me that at her previous school she was either bullied or ostracized, but here, no one judged her. When I asked why, they mentioned the openness of the physical space, which is filled with collaboration zones. Asking another teacher about the school culture, she noted that there are two student counsel members who represent the school on the board and two class counselors for each grade, each who go to coaching camps. This, she said, gives them agency and represents trust.
In an English class earlier that day, students were amidst a unit called "Analyzing Visual Media" which was completely learner designed and driven - aside from the first day where the teacher led a class on teaching methods. Today's lesson was led by four students and was on the history, nature, and importance of memes. The lesson was well organized, kept their peers engaged, and had students developing competencies of communication, critical thinking, collaboration, and creativity. The trust the teacher gave the students to thoughtfully guide this unit gave them agency and excitement in the learning process.
Den Grønne Friskole: At this independent primary school focused on sustainability that's scrapped subjects for projects, I hung out with some of the most academically and emotionally intelligent students I've ever met. One girl openly acknowledged to the class that she was having a difficult morning and needed some space. Another 12-year-old told me about how at the root of bullying lies personal insecurities and that here they address those factors and can talk openly about difficult situations that arise. Students were self and socially aware in a school that values emotional development because they learn about topics such as mindfulness and managing stress, where they can share vulnerabilities in a safe environment and learn how to respond appropriately.
In another class I observed, students worked in small groups on projects that mixed physics, chemistry, biology, and food literacy. The teacher let the students use their phones to look up info, talk to me at length about NYC, and go outside and roam in the middle of the period - because this is how the world and kids' attention spans work. Don't get it confused, however, these students were excitedly explaining extremely complicated topics to me in layman terms and understood their relevance to the real world. If students enjoy and understand the purpose of the learning process, you don't need to hold their hand. In fact, this is the only way you create lifelong learners.
Sorø Akademi: Sorø was founded in 1586 after the King of Denmark took over the 12th century monastery and converted it into an institution for 30 noble and 30 non-noble disciples. The boarding & day academy rich in tradition is the country's only state high school - which essentially makes it the school of the Ministry of Education. After Sorø's leader passed away amid a gradual diminishing of its quality, the incredibly passionate and personable Kristian Jacobsen took over and steered the institution back in the right direction. When I inquired about what changed, he mentioned the openness and trust of the culture.
He noted the difficulty of shifting the climate at a school with such rich tradition. The academy's history was foundational to its identity, but its communication and decision making were stuck in historical hierarchies. He's gradually broken these down by listening to all community member's thoughts in a shared effort for positive change. This may seem obvious, but in long established institutions, actors are often hesitant to communicate issues for fear of repercussions. Student's were given greater agency and voice through formal committees and informal discussions, and as a result, some difficult conversations with faculty unaware of their need for improvement were needed. Perhaps as a result, some members have also came down harshly on the mistakes Kristian has made. He noted that missteps are inevitable and that of course his have greater stakes, but that he's trying to a create a climate where they are not reprimanded, but rather acknowledged and where the community can mutually work towards solutions.
Niels Brock Gymnasium: At this international business economics school, students were trusted to be independent and responsible both socially and academically. In an introductory class that mixed economics, finance, and marketing, students were exploring quick loans as it related to a 23-year-old who was traveling Europe on a budget (sound familiar?). After the teacher explained the project's instructions, students left the classroom for the remainder of the period and worked together in "open learning" spaces. It's worthy to note that many students are trusted and able to work independently because the learning is actually relevant to their interests. Upper-secondary education - the US equivalent of late high school - is not compulsory and gives students the choice between various program types. Furthermore, if they don't like their program after two months of their first year, they can transfer schools.
Students were also given a tremendous amount of social trust. I was there for a Friday afternoon "café," where after the school day teachers were having wine in the lounge while students were handed six packs in the basement by the administration. While I know many would be shocked and deem this an inappropriate line to cross, I understand the rationale. Treat students like adults and allow them to have fun in a safe environment, as they're going to be doing this stuff anyway. At university, I saw plenty of kids who had society's realities hidden from them and then couldn't handle themselves when alcohol or other freedoms were presented. Exposure can actually limit abuse. I offer this anecdote not to judge whether it's right or wrong, but to exemplify the extent of trust given in this country's informal school culture - certainly to varying degrees depending on the institution.
Student-Centered Learning
If there’s a term for how trust manifests itself in the Danish classroom, it’s student-centered learning. Most of our world’s education institutions and actors within them will claim that their primary stakeholder is the students and that their methods are tailored to their best interests. But in reality, this is often not the case. The vast majority of global education systems are school-centric rather than learner-centric, which was efficient in the industrial age. This means that the components of the system are designed for efficiency of education delivery in the context of standardized schools. But what’s efficient and easy to measure is not always what’s best. For the future we need a learner-centric model, in which all components are designed for the education experience to be adaptable to the needs and potential of each learner. Danish schools are able to do this fairly well because of the underlying culture of trust.
Zahles Gymnasium: Throughout the day here, I shadowed three classes with a young, engaging Danish and English teacher named Snorre. On the surface, these were fairly traditional classes, but it was the nuances that made him an amazing student-centered facilitator. After setting a brief context for the day in the beginning of the class, Snorre would rarely lecture after that. Students took full control over the lesson. They worked independently in small groups and then shared those thoughts with the class which sparked great discussions. When students had questions or comments, he was excellent at adding onto them or posing further questions. This was extremely important, as I observed some classes that were actually TOO student-centered. The teacher would give students independence and agency, but not create ample opportunities to spark further thinking - Snorre did.
He was also not afraid to let students take the lesson away from the initial direction it was intended. For instance, in one lesson students were analyzing a poem and exploring various literary devices, but he let it shift towards an interdisciplinary discussion on the philosophy of life, psychology of the self, and traits that make up various cultural identities. This is student-centered learning at its best.
Nørre Gymnasium: Before entering any schools, I struggled to understand what my role would be. My intention was to introduce myself and then act merely as a passive observer, as I didn't want to disturb the natural flow. After several visits however, I realized that teachers saw me as a valuable resource for students to practice English - a mandated subject - and learn about American culture. This was the case with Thomas, an English teacher who encouraged his students to ask questions to a "real, live American!" Blank stares. So Thomas told them that he and I were going to get some coffee, chat for a bit, and that when we came back they should have some questions prepared. Trust.
When we returned, students had extraordinary questions for me about Trump, what I missed about home, free higher education, whether I'd want to be in the Danish or American education system, and my thoughts on US gun culture. Sometimes the time required for student-centric learning makes it less efficient, but if Thomas would have simply moved on, we all would have missed out on an incredibly valuable conversation for all parties involved.
In the various aforementioned scenarios, students had agency, responsibility, and independence in the learning process. This was evident when they were left alone, worked in small groups, were involved in decision-making, or choose topics of exploration. Teachers were there to facilitate this process and ask guiding questions, but the students drove it. It’s important to note however, that if students were given complete freedom without establishing a strong foundation, this autonomy would not have been as successful. This is why the Danish model emphasizes the learning process over the end result. More specifically, they teach kids about metacognition, or learning how to learn and think. This is how knowledge and competencies become neurologically hard-wired, it is how they will learn successfully in an uncertain future where people aren’t holding their hands, and perhaps most importantly, it is how they will become lifelong learners.
Lifelong Learning
In my mind, the role of school is to develop knowledge, skills, and character required for learners to fulfill their full potential. But if there one value I would hold above all else, it is the establishment of lifelong learners. School shouldn’t be about cramming as much information as possible before a socially constructed period of learning ends; it should be focused on preparing kids for lives of learning. The development of metacognition and the agency, responsibility, and independence kids are given through student-centered learning as enabled by a culture of trust is critical to establishing lifelong learners. But Denmark takes this a step further by ensuring that students not only develop this value, but adults continually have access to institutions dedicated to advancement.
This allows participants with minimal to advanced backgrounds to improve skills and competencies — for work or for leisure — and contributes to solving labor market restructuring and adaptation problems. This is essential to the success of Denmark’s “flexicurity” labor market — a model in which employers can easily hire and fire to adjust to the needs of the marketplace. At the same time, employees have a secure safety net in-between jobs through unemployment benefits and during this time can engage high-quality adult education programs to fit new needs of the market. This is a huge difference between the US and Denmark. I get the feeling that adult education is stigmatized in the US, as if it’s associated with low skilled citizens, drop outs, and non-elite institutions. This reveals to me that Denmark not only has a better education system because of high quality teachers, student-centered learning, and a healthy culture of trust, but also because they actually value learning more.
Thinking about the Future
The aforementioned observations were based on classroom visits, but I also got to meet with educational actors working outside of a single school institution. This spanned consultancies and networks working on physical spaces and technology in learning, as well as the overarching Ministry of Education.
Autens: This educational consultancy is dedicated to inspiring and developing visionary learning futures, education models, innovative learning spaces, and school buildings for the future. After a lovely multi-hour conversation with its founder, Lene, it was clear that she believed that learning should be fun, purposeful, co-created and personalized, and that learning spaces should reflect this. She’s quick to point out however, that while they work to instill this ethos through the physical space, Autens is not designing learning environments, they are designing learning cultures.
What fascinated me most was their process to doing this. Although they are a consultancy, the key to their process is that it’s user driven. Actors within an institution - students, teachers, administrators, etc. - co-create physical environments through Learning Space Design Labs. Using doll-house like structures with a variety of artifacts at their disposal, groups work to re-think their learning environments or imagine entirely new spaces of the future. This process forces users to collaborate and use creative and innovative thinking. But this also got me thinking, is the nature of one school structure limiting in it of itself? Will learning environments of the future span entire neighborhoods or even the world? Will we use coffee shops, libraries, community centers, co-working spaces, etc? Just some food for thought.
EdTech Denmark: This organization is connecting the key players in education and technology. They are collaborating with EdTech companies, startups, schools, instructors, and researchers to create sustainable networks, promote cutting edge research, and facilitate innovation. I met with its founder, Morten, to discuss the future of education and the biggest innovations he's seeing in the realm. Here are the areas he noted: virtual reality, cognitive artificial intelligence, learning analytics, peer-to-peer, and student-centered learning. To simplistically clarify, VR is about experiences in a simulated environment, cognitive AI is about computers using human-like thought processes such as creativity and posing questions, learning analytics is about processing large amounts of data to find trends, and peer-to-peer is about students learning with and from other students.
I then asked some questions about the future of digital learning and the possibility of completely getting rid of schools. He noted that while the need for on-demand and micro learning will increase as we don't know what students will need to know in the future, he said that cognitive AI is not currently at a place where it can replace the role of teachers. He also thought that teachers will need to increasingly specialize to adapt to this micro learning. I actually thought it would be the opposite, as teachers will increasingly need to facilitate competencies that span interdisciplinary subjects - such as the new Finnish curriculum - but from a digital perspective I understand his thought. Perhaps broad social competencies will be taught in schools, while vocational or more specific skills will be better facilitated digitally.
Ministry of Education: As I noted in my last post, by fate I managed to be hosted by the legal expert of the Ministry of Education, so one could say I met with the ministry every day. But I also got to meet with the head of quality output, which was great for understanding Danish education from a holistic and system level. I became aware that at the upper-secondary level students could choose from four programs: general, technical, business, and social. I learned that while there are core classes, there isn't a specific curriculum, but rather broad themes and competencies that teachers must work towards as they please. I learned that teachers are required to have a masters degree to teach at the highest level and that they must take a one year teacher training course that combines learning philosophy, classroom observations, and practical facilitations. And I realized that politics and education were largely separated, but as a result, there was a trust that there would be a balance between various ideologies.
Accordingly, when I asked about the biggest question or challenge going forward for the future of Danish education, she noted, finding the balance between knowledge and competencies - with the former being a more traditional ideology and the latter being more progressive. In my mind, this is like the chicken or the egg. Our uncertain future will increasingly require competencies such as critical thinking, collaboration, creativity, empathy, and grit. Employers in the Future of Jobs Report agree. On the other hand, the development of knowledge is undoubtedly important and is supported by science, which has shown that all new learning requires a foundation of prior knowledge. Most schools fundamentally operate on this principle.
Based on my meetings and observations, I believe that Denmark is doing a fantastic job at finding this balance, but like many things in education, there may never be a concrete answer to this dilemma. Frankly, I think it’s admirable in it of itself that they are investigating this balance and I think more systems, institutions, and actors around the world need to do the same. Nobody has all of the answers, but we need to constantly question the status quo and we need to create environments that are willing to innovate and adjust based on those inquiries. What I increasingly realized in Denmark is that we largely have the needed information for improvement, we simply need to be willing to adapt. The change required may defy the efficiency of many of our world’s education models, but it’s what’s needed to optimize the learning experience and for our world and its inhabitants to reach their full potential.
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Peace & Love,
Joe